which are designedto lend credibility to CSI’s forensic science
The authors show how props like microscopes and beakers are not really about science, but about credibility. This makes the audience trust the CSI team even when their methods are exaggerated or unrealistic. It reminds me of how modern shows hype up technology like AI to make it seem more powerful than it actually is.
Crime dramas are morality plays whichfeature struggles between good and evil, between heroes who stand for moral authorityand villains who challenge that authority (Rafter, 2006)
Although the new Superman movie isn’t a crime drama, it reminds me of CSI’s idea of heroes standing for moral authority. For example, despite superman being seen as an “alien”, he still tries to protect and do right.
That is why the popular film ideally hasto have everything — from the classical to the folk, from the sublime to theridiculous, and from the terribly modern to the incorrigibly traditional, from theplots within plots that never get resolved to the cameo roles and stereotypicalcharacters that never get developed. Such films cannot usually have a clear-cutstory line or a single sequence of events, as in, say, the dramatic, event-based,popular films of Hollywood or even Hong Kong. An average, ‘normal’, Bombayfilm has to be, to the extent possible, everything to everyone. It has to cut acrossthe myriad ethnicities and lifestyles of India and even of the world that impinges onIndia. The popular film is low-brow, modernizing India in all its complexity,sophistry, naiveté and vulgarity. Studying popular film is studying Indian moder-nity at its rawest, its crudities laid bare by the fate of traditions in contemporary lifeand arts. Above all, it is studying caricatures of ourselves — social and politicalanalysts negotiating the country’s past and present — located not at the centre,studying others, as we like to see ourselves, but at the peripheries, standing asspectators and looking at others studying themselves and us.
I think this is very evident in the three Bollywood films we have seen so far. Each one contains multiple storylines, exaggerated characters, and seems to mix modern mentalities with traditional ones (and this is not criticism but merely an observation). This part of the reading kind of reminds me of the Lutgendorf piece in a way because the author is describing an underlying piece of the formula to Indian filmmaking, except rather than traditional texts, the author is describing how the development of a certain social class results in films that have to be "everything to everyone."
Nudge
This principle reminds me of when we talked about how stores organize their merchandise to influence what people buy. They don't force you to buy something, but the layout of the store causes you to do so anyway. Similarly, giving users the option to do something may be more effective than telling them to do it.
generally quicker and less expensive
This reminds me of previous dilemmas of wildlife investment I've learned about in other classes - usually, we try and find data that justifies the cheap option to make it a more feasible endeavor.
They might be selling baskets of fresh fruit, wheelbarrows stuffed with phone cases, piles of sequined fabrics or racks of second-hand clothes.
This sentence paints a vibrant picture in the readers mind of the atmosphere in the thrift market. This setting reminds me of a lot of the flea-markets around the Los Angeles area.
Being attracted to a narcissistic person also appears to be a common type of fatal attraction discussed by both scholars and the popular press. Narcissism is a personality trait that involves a “pervasive pattern of grandiosity, self-focus, and self-importance” (Back, Schmukle, & Egloff, 2010, p. 132) and is part of the “dark triad” personality (narcissism, Machiavellianism, and subclinical psychopathy; Qureshi, Harris, & Atkinson, 2016). Studies have shown that people are initially attracted to narcissists (Back et al., 2010; Morf & Rhodewalt, 2001; Paulhus, 1998). They appear extroverted, self-confident, charming, agreeable, and competent (Allroggen, Rehmann, Schurch, Morf, & Kolch, 2018). They are also “entertaining to watch” (S. M. Young & Pinsky, 2006, p. 470). However, as people get to know narcissists, they tend to become less attracted to them. One study showed that the very characteristics that make narcissists most attractive when people first meet them were the same characteristics that were most damaging in the long run (Back et al., 2010). Behaviors that were initially seen as showing excitement, confidence, and motivation were later viewed as exploitative and self-absorbed.
This paragraph highlights how attraction to narcissists often begins with admiration for their confidence and charisma which later shifts into disillusionment. I found it quite interesting that the same qualities such as extroversion, charm, self-confidence, etc. can create the initial attraction as well as the eventual repulsion. This shows how attraction is not static, it changes once someone gains deeper insight into another’s character. It also makes me think about how surface-level impressions can cloud one's judgment, especially in the early stages of relationships. The concept of “fatal attraction” here I think is powerful because it demonstrates that what we desire most at first can become harmful over time. This connects to broader themes in the science of relationships, such as how long-term compatibility often requires different traits than short-term appeal. Overall, the research reminds us to look beyond first impressions when evaluating potential partners, since charisma can sometimes mask deeper and underlying issues.
Reminds me of the terraforming reading from week 1 in which the Native Americans' way of life did not conform to the colonizers, which led to the use of force and war for resources.
Indian cake
This term of an "Indian Cake" is interesting because the narrator could have just said "cake," but chose to add the word "Indian" in there as well. I think this symbolizes something with culture... perhaps two cultures combining into one. I also thought this was interesting because during this moment in thee passage, a death was being described, and the word "cake" was thrown in there during it. This reminds me of an oxymoron because when I think of cake, I think of birthdays, and being reborn- not dying.
Sometimes, multiple news sources will post or broadcast the same story word-for-word. Just because a story is shared widely doesn’t mean that it is accurate, and it doesn’t tell you where the data came from. Keep searching to find a better source.
The specific line reminds me of the concept of Journalism. When I was doing previous research for this class, I looked into sources like ScienceDaily, which was referred to as a site for journalism. Journalism is a low-quality form of Journalism in which information is repackaged to create articles to meet the increasing pressure of time and cost without further research or fact-checking. It plays a huge game of telephone between news and research articles that offers, most of the time, nothing new for consumers, which lengthens the time in research. There are many arguments on whether or not certain things are churnalism or articles that are catered to putting information in plain terms or simpler terms for audiences like children and the general public is up to wider debate and Case by case.
Sociologists use a framework that emphasizes group
The idea of this using group framework reminds me of the other reading specifically at the top of chapter 10 where it talks about the different groups that function in the economy.
Learninggrammaris a formidabletaskthattakescrucialenergyawayfromworkingonyourwritin
While many people, often myself included, find learning the original rules of something incredibly tedious, it is still incredibly important. It reminds me of something I heard in reference to learning art before I switched majors. This being, you must learn the rules so you know how to break them, or something along those lines. And as someone who follows instructions probably a little too closely, it's a good thing to keep in mind
The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession’s values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.
At my field placement, I help older adults apply for programs like PAAD or Medicare Savings Programs. Many clients feel overwhelmed when they receive denial letters. This part of the Code of Ethics reminds me that my main role is to serve by breaking down confusing systems and reassuring clients that a denial does not always mean they are out of options.
Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible self-determination.
In my fieldwork, I am working with patients who struggle with substance use and co-occurring mental health diagnoses like Schizophrenia and Bipolar Disorder. This principle resonates because I have observed and encountered patients who resist treatment due to past experiences with stigma. Upholding the dignity and worth of patients, reminds me how important it is to respect their autonomy while simultaneously providing guidance for safe decision-making. It reflects the ethical importance of balancing client self-determination with clinical responsibility for proper treatment.
An interpretive claim involves a more complex intellectual response than a descriptive claim. Interpretive claims present an argument about a film’s meaning and significance.
This part reminds me of when we did literary analysis in English class. I can see now that analyzing a film is kind of like analyzing a book, but with pictures, sound, and editing added in. I understand better now why making an argument about a movie’s meaning takes more thought than just describing what happens.
The aim of UDL, however, is to address the need for accommodations by designing lessons, curriculum, and materials that remove the barriers, symbolized by the chain link fence, which all of them can see through without needing any accommodations.
I like this idea of “removing the fence” because in art class, barriers often come from rigid materials or expectations. For example, a student with motor challenges may not be able to hold a paintbrush in the same way, but if I design a project that allows painting with sponges, digital tablets, or even finger-painting, then they can still fully participate. UDL reminds me to think about flexible entry points for creativity, not just giving one kind of “step stool.”
‘Was his wife a negro?’ I asked. ‘Are you crazy?’ my wife said. ‘Have you just flipped or something?’ She picked up a potato. I saw it hit the floor, then roll under the stove. ‘What’s wrong with you?’ she said. ‘Are you drunk?’
Not only does the narraator present ableism but he also makes racist comments about the blind mans wife...this reminds me of an article we've read by Simi Linton, "Claiming Disability" where she mentions both of these issues.
Claiming Disability, Knowledge and Identity., courses.washington.edu/intro2ds/Readings/Linton-Chap1-2.pdf. Accessed 11 Sept. 2025.
The first new process—translating the vision—helps managers build a consensus aroundthe organization’s vision and strategy. De-spite the best intentions of those at the top,lofty statements about becoming “best inclass,” “the number one supplier,” or an “em-powered organization” don’t translate easilyinto operational terms that provide usefulguides to action at the local level. For peopleto act on the words in vision and strategystatements, those statements must be expressedas an integrated set of objectives and mea-sures, agreed upon by all senior executives,that describe the long-term drivers of success
I like how the authors stress the need to turn lofty mission statements into measurable objectives. Without that translation, staff don’t know how to act on broad slogans like “best in class.” This reminds me of how frontline teams often struggle when leaders fail to define what success looks like in practical terms.
Performing this activity, in other words, depends on your having learned aseries of complicated moves—moves that may seem mysterious or difficultto those who haven’t yet learned them.
Reminds me of the fact that I've learned to use the (rather old) analog registers at work so i don't really think much about what buttons im truly pressing when i ring people up, but when someone new covers for me they clearly struggle more
Right now, the earth is full of refugees, human and not, without refuge.
This is striking how the human refugee crisis and the refugee status of other species are interconnected. I believe that the world often think only of the human crisis, but Haraway makes us see other creatures as refugees as well...and reminds me about climate refugees, endangered animals, and habitat destruction.
The Chthulucene needs at least one slogan (of course, more than one); still shouting “Cyborgs for Earthly Survival,” “Run Fast, Bite Hard,” and “Shut Up and Train,” I propose “Make Kin Not Babies!”
This may sound radical at first but it's actually interesting in that it expands the human-centered concept of family and emphasizes relationships with non-human beings. Also, personally, it reminds me of the debate over the birth rate, and Haraway's proposal makes me imagine a new way of living together rather than simply population control.
They are increasingly being used by doctors to diagnose diseases and by companies to choose job applicants
Reading about companies using technology to choose applicants reminds me of the Advertising-Priming Demo video. It shows how people’s decisions can be influenced without them realizing, which connects to how hiring tools might affect choices.
Powerful players carving up the world,extracting resources and culture without consent or compensation, and justifying it all in the name ofprogress.
the urgency of ai development also reminds me of the space race
Companies behaving like empires,treating the digital world as unclaimed territory, free to plunder. No permission, no license, no payment.Just the assumption that anything online is theirs for the taking
reminds me of the lawyer quote.
The empires of the 21st century don’t need the Dutch East Company, or soldiers, or muskets, orsmallpox. They operate through code, unfair contracts and VC prospectus. Where European powersonce laid claim to land, labour and resources, AI companies now lay claim to language, culture andmemory
This analogy kind of reminds me of the analogy used in O'Neil's piece that companies view AI as an arms race, and I feel like the competition between companies with no regard for the consequences is reflected here
Different communities may be interested in the sameobject (e.g. a stone in the field [or a given book]) butmay interpret it differently (e.g. from an archeologicalor geological point of view). What is informative(and thus information) depends on the point of viewof the specific community.
This reminds me of the ways in which one's theoretical commitments, or interpretive school, in the practice of history, determines which pools of evidence and modes of explanation, will help you account for/ reconstruct your research object. You could be studying the same phenomenon, but use different units of information to understand it. Ie. written published texts, vs. statistics about population health, marriage, etc.
criminal sentencing and policing.
Reminds me of the most recent case I saw of the ramifications of this technology in criminal policing: Trevis Williams, who was wrongly arrested for a sex crime he didn't commit due to a false match with the NYPD's A.I. facial recognition technology.
The article also mentions Robert WIlliams, who I also remember pretty clearly because his case had a bit more virality since it is largely considered the first case of these false matches. The ramifications of that lack of diversity have already happened.
with often didn’t pick upon her dark-skinned face.
Reminds me of the issue that apple facial recognition had with people of Asian, specifically East Asian, descent. I recall seeing a video where a women got her friend to unlock her IPhone using the facial recognition tech, even though they looked fairly different.
study. Iremember she would set up these wild games involving crazy chases through the house just tomatch a picture to the correct spelling of a wo
This reminds me of when I was younger and my parents would help me learn new things by playing card games they bought from a learning store.
I arrived in the United States from Brazil notknowing a word of English,
This reminds me how tough it can be to enter a classroom where you feel behind.
On one interpretation, Zhuangzi’s butterfly dream raises a ques-tion about knowledge: How do any of us know we aren’t dreamingright now? This is a cousin of the question raised in the introduction:How do any of us know we aren’t in a virtual world right now? Thesequestions lead to a more basic question: How do we know anythingwe experience is real?
This reminds me of the conversation we had in class. When you are dreaming, you don't feel what you are doing in your dream. If you are flying in your dream, you can't feel the air moving past you or if you are touching something, you can't actually feel it. Same with smell, you can't smell something in your dream. That is how you know you are dreaming because all of those things can only happen in real life. Same with virtual reality. Picking things up in virtual reality is just the task of moving your hand, not actually picking something up and moving it.
The third question, raised by Plato’s cave, concerns value. I’ll call itthe Value Question. Can you lead a good life in a virtual world?
Chalmers' main claim in this book is that virtual realities are real, and that they are just as real as life right now, and there is no way of knowing that the life we are living right now is not a simulation. When I ask myself “Can you lead a good life in a virtual world?” I automatically think no. To me, in a virtual world, there is no real good you can do. If you help other people in the virtual world, you are only helping what I would think to be pixels. Anything you do in the virtual reality exists only in the simulation, but if you were to step out of it, anything you did is lost. It reminds me of having a high score in a game, but if you deleted the game, the high score goes away and it's like you never achieved the high score.
In this trembling moment, with light armor under several flags rolling across northern Syria, with civilians beaten to death in the streets of Occupied Palestine, with fires roaring across the vineyards of California, and forests being felled to ensure more space for development, with student loans from profiteers breaking the backs of the young, and with Niagaras of water falling into the oceans from every sector of Greenland, in this moment, is it still possible to face the gathering darkness, and say to the physical Earth, and to all its creatures, including ourselves, fiercely and without embarrassment, I love you, and to embrace fearlessly the burning world?
reminds me of a quote I resonate with, by Aldo Leopold, is "One of the penalties of an ecological education is that one lives alone in a world of wounds". I think fearlessly embracing the burning world is a powerful statement
Only an ignoramus can imagine now that pollinating insects, migratory birds, and pelagic fish can depart our company and that we will survive because we know how to make tools. Only the misled can insist that heaven awaits the righteous while they watch the fires on Earth consume the only heaven we have ever known.
reminds me of a recent conversation I had with friends that conceptualizes mans dominion over nature that is mentioned in the bible. I think our western religious traditions are starkly different than the place based relations the author is referring to
In fact, it reminds me of a particular game my son William invented at about age five. At his own initiative he one day drew a large game board, assembled dice and playing pieces, and invited his father to join him in an inventively improvised game with ever-changing and ever more elaborate rules. After two hours of this surreal activity, my husband became restless and began asking every five minutes or so if the game was almost over. William responded by calmly walking into the kitchen, where I was sitting, and asking me to write his father the following note:DEAR DAD—THIS GAME WILL NEVER END. WILLIAMThe rhizome has the same message.
This is by far the clearest way to illustrate the idea of the rhizome story. It is a rather complex idea to comprehend and this makes it much easier to wrap your head around.
Malcolm discovery of how black history was erased from books reminds me of times now. As a now adult I've learned more about my history through social media then I ever did in school.
it is not inappropriatebriefly to review the background and environment of the period in which that constitutionallanguage was fashioned and adopted.
I think that the choice to reference and then proceed to examine the constitution through the eyes of the framers in the time it was written, here is very interesting. This reminds me of discussions we have had about the different ways justices can interpret the constitution and specifically the originalism interpretation, which has been common throughout judicial history.
This dynamic unity, this amazing self-respect, this willingness to suffer, and this refusal to hit back will soon cause the oppressor to become ashamed of his own methods. He will be forced to stand before the world and his God splattered with the blood and reeking with the stench of his Negro brother.There is nothing in all the world greater than freedom. It is worth paying for; it is worth losing a job; it is worth going to jail for. I would rather be a free pauper than a rich slave. I would rather die in abject poverty with my convictions than live in inordinate riches with the lack of self respect.
This reminds me of Kwame Ture’s response to King that we discussed in class: “Dr. King's policy was that nonviolence would achieve the gains for black people in the United States. His major assumption was that if you are nonviolent, if you suffer, your opponent will see your suffering and will be moved to change his heart. That's very good. He only made one fallacious assumption: In order for nonviolence to work, your opponent must have a conscience. The United States has none.” I agree with his take on this, but also think that when there’s enough public outrage over state violence that does sometimes result in change. Then again, those changes can often be too little too late.
The end of this passage reminded me of a quote from Fred Hampton in 1968: “Bobby Seale is going through all types of physical and mental torture. But that’s alright, because we said even before this happened, and we’re going to say it after this and after I’m locked up and after everybody’s locked up, that you can jail revolutionaries, but you can’t jail the revolution. You might run a liberator like Eldridge Cleaver out of the country, but you can’t run liberation out of the country. You might murder a freedom fighter like Bobby Hutton, but you can’t murder freedom fighting, and if you do, you’ll come up with answers that don’t answer, explanations that don’t explain, you’ll come up with conclusions that don’t conclude, and you’ll come up with people that you thought should be acting like pigs that’s acting like people and moving on pigs. And that’s what we’ve got to do. So we’re going to see about Bobby regardless of what these people think we should do, because school is not important and work is not important. Nothing’s more important than stopping fascism, because fascism will stop us all.” The last bit of that quote is pretty widely circulated, but I like the whole context leading up to it, and it’s even more significant after his assassination by the Chicago Police and FBI.
It reminds us that the universe is on the side of justice. It says to those who struggle for justice, “You do not struggle alone, but God struggles with you.” This belief that God is on the side of truth and justice comes down to us from the long tradition of our Christian faith.
It seems to me like god is always on the side of whoever’s doing the talking. There are biblical justifications for all sorts of horrific things. Reminded me of the song The New World Order by Defiance, Ohio. https://noidearecords.bandcamp.com/track/the-new-world-order
Artificial Intelligence. We will start to see organizations move beyond the hype and start integrating generative AI into business strategy.
This reminds me of how people already use AI tools like ChatGPT to get ideas, write, or solve problems fast. Companies like Netflix and Amazon also use AI to suggest shows or products. It makes me wonder how much businesses will depend on AI in the future and if that might replace some jobs or change creativity.
if you're not practicing story, you're doing it wrong.
Is this because story functions as method, research, teaching? In other words, storytelling = how knowledge circulates? This reminds me of my grandma teaching me how to make New Mexican food. She’s not just giving a recipe. Through her stories and methods, I learn family history (research), skills (method), and culture (teaching). Is this the kind of everyday practice they mean, or are they pointing more toward academic contexts?
AUDIENCE
Yes, Yes this is the title of the section but I wasn't about to highlight the whole thing! I feel as though this section reminds me of how people will act and speak differently depending on the situation, Reading the room (wink wink get it READING)
Problem-posing education is revolutionary futurity. Hence itis prophetic (and, as such, hopeful). Hence, it corresponds tothe historical nature of humankind. Hence, it affirms womenand men as beings who transcend themselves, who move for-ward and look ahead, for whom immobility represents a fatalthreat, for whom looking at the past must only be a means ofunderstanding more clearly what and who they are so that theycan more wisely build the fixture. Hence, it identifies with themovement which engages people as beings aware of their in-completion—an historical movement which has its point of de-parture, its Subjects and its objective.
This reminds me of a doctrine from one of my mentors who allowed me to see that I must be perturbed over the thought of surpassing myself. In this sense it is a collaborative effort. If I may tie it to a metaphor, problem-posing education makes me think of a giant pump trolley where neither teacher or student can properly advance without the other's contribution. We must also decide in what direction we'll travel.
China held a monopoly on the creation of silk, which was a closely-held state secret for millennia, and led the world in iron, copper, and porcelain production as well as a variety of technological inventions including the compass, gunpowder, paper-making, mechanical clocks, and moveable type printing.
I think this shows how important silk was to China's culture and economy. by keeping the method a secret, China not only proacted its wealth but also gained influence in trade for hundreds of years. It reminds me that technology and knowledge can be as power as armies in shaping history.
At this point in time, I believe that women carry within ourselves the possibility for fusion of these two approaches as keystone for survival, and we come closest to this combination in our poetry.
I find this comment to be so fun. Women get to carry the ideals of this "keystone for survival" in means of poetry. It reminds me greatly of my love for the confusing and confounding poems, and my boyfriend's love for the simple and straightforward prose.
Our lord, you are weary. The journey has tired you, but now you have arrived on the earth. You have come to your city, Mexico. You have come here to sit on your throne, to sit under its canopy.
This lowkey reminds me of the road of el dorado the film. They were trusting because they were expecting their gods to come down and live beside them and Cortez caught onto this and played his part letting him and his men become celebrated and strikes on the day of the celebration. Killing slauthering women and children forcing the Azetcs no choice but to fight. I like it’s from the Azetcs perspective in a sense.
I began to think of everything in terms of paragraphs. Our reservation was a small paragraph within the United States. My family'shouse was a paragraph, distinct from the other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal School to the west.
The connection he made to the world just from a book reminds me of when my little brother first started reading. The excitement he got out of reading a sentence correctly made me happy.
shops. Our house was filled with books.They were stacked in crazy piles in the bathroom, bedrooms and living r
This reminds me of my grandmas house growing up, having books everywhere I look.
One of the consistent pleasures of the journey story in every time and every medium is the unfolding of solutions to seemingly impossible situations. We watch each new situation along the road and wonder how the hero will escape a beating or a hanging or a forced marriage or jailing.
This reminds me of the point in Quing's Quest when we are surrounded by the authorities and there are many options to choose from and they seemingly all did not work, but then it just took a bunch of clicks to realize that dancing was the way we would get out of the situation by turning the authorities into glitter.
o destroy and to create, to plant and to pluck out are yours, Inana. +To turn men into women, to turn women into men | are yours, Inana. .To step, to stride, to strive, to arrive .are yours, Inana. sTo turn brutes into weaklings and to make the powerful puny «are yours, Inana. . To reverse peaks and plains, to raise up and to reduce are yours, Inana. To assign and allot » ix «
To destroy and to create reminds me of the phrase, “I brought you into this world and I’ll take you out.” But there is no bad without the good, just a need for balance.
impact of human environmental manipulation on the ecolog
This reminds me of James Scott’s idea of ‘seeing like a state’. When governments try to simplify messy local environments to fit their own plans. The Song tried to make Hebei ‘legible’ by planting rice and building ponds, but it didn't fit really well with the ecology. Instead of stability, they got floods, bad harvests, and higher costs. Was this a case where the state’s logic actually weakened local resilience?
crisis
This reminds me of the use of the term 'krisis' in the ancient Greek Hippocratic traditions that gets picked up in the 19th and 20th centuries by psychoanalysis and the existentialists. Kumashiro explicitly cites psychoanalysis in the previous paragraph - the skepticism about rationality as a useful or usable tool in seeking a remedy. Instead, there's a sort of "leap of faith" move - here called "moves a student to a different intellectual/emotional/political space" - which I think has more than a little in common with the experience of religious conversion. Kumashiro seems friendly towards this sort of perspective at this point in the paper. I wonder whether Kumashiro has a religious or spiritual background.
sense of modesty
This reminds me of the list of the items in the other Friere reading this week, where the teacher assumes all the power and doesn't have a balance with the learners. Having modesty means you are acknowledging that there is always more out there to learn and you don't assume you know everything and are the expert on everything.
We gesture, exaggerate our voices, pause for effect. Listeners lean in and compose the scene of our tale in their minds.
This reminds me of elementary school when my kindergarten teacher read stories. She kept every student I gaged and in awe with her exaggerations of certain words and pauses at just the right time.
contents which are detached from reality, disconnected from the totality that engendered them and could give them significance
This reminds me of what I learned in a previous course on engagement and motivation. Learners won't be able to develop motivation if they are detached from the content and there isn't meaning to them (per Keller's ARCS model of motivation).
The most basic question about child development is how nature and nurture together shape development. Nature refers to our biological endowment, the genes we receive from our parents. Nurture refers to the environments, social as well as physical, that influence our development, everything from the womb in which we develop before birth to the homes in which we grow up, the schools we attend, and the many people with whom we interact.
this reminds me of harry harlows monkey experiment where the monkeys had a wired mother that would give them the food they needed but no comfort and then they had a cloth covered plush? that was warm and soft and gave them some comfort. the monkeys ended up prefering the cloth covered plush over the wired mother that gave them milk. I believe some of the monkeys were in emotional distress because of the lack of nuturing
Reviewer #2 (Public review):
Summary:
This study develops a joint epidemiological and population genetic model to infer variant-specific effective reproduction numbers Rt and growth advantages of SARS-CoV-2 variants using US case counts and sequence data (Jan 2021-Mar 2022). For this, they use the commonly used renewal equation framework, observation models (negative binomial with zero inflation and Dirichlet-multinomial likelihoods, both to account for overdispersion). For the parameterization of Rt, again, they used a classic cubic spline basis expansion. Additionally, they use Bayesian Inference, specifically SVI. I was reassured to see the sensitivity analysis on the generation time to check effects on Rt.
This is an incredibly robust study design. Integrating case and sequence data enables estimation of both absolute and relative variant fitness, overcoming limitations of frequency-only or case-only models. This reminds me of https://www.medrxiv.org/content/10.1101/2023.01.02.23284123v4.full
I also really appreciated the flexible and interpretable parameterization of the renewal equations with splines. But I may be biased since I really like splines!
The approach is justified, however, it has some big limitations. Specifically, there are some notable weaknesses, that I detail below.
(1) The model does not account for demographic stochasticity or transmission overdispersion (superspreading), which are known to affect SARS-CoV-2 dynamics and can bias Rt, especially in low incidence or early introduction phases.
(2) While the authors explore the sensitivity of generation time, the reliance on fixed generation time parameters (with some adjustments for Delta/Omicron) may still bias results
(3) There is no explicit adjustment for population immunity, which limits the ability to disentangle intrinsic variant fitness (even though the model allows for inclusion of covariates - this to me is one of two major flaws in the study.
(4) The second major flaw in my opinion is that there is no hierarchical pooling across states - each state is modeled independently. A hierarchical Bayesian model could borrow strength across states, improving estimates for states with sparse data and enabling more robust inference of shared variant effects.
I would strongly recommend the following things in order of priority, where the first two points I consider critical.
(1) Implement a hierarchical model for variant growth advantages and Rt across states.
(2) Include time-varying covariates for vaccination rates, prior infection, and non-pharmaceutical interventions directly. This would help disentangle intrinsic variant transmissibility from changes in population susceptibility and behavior.
(3) Extend the renewal model to a stochastic or branching process framework that explicitly models overdispersed transmission.
(4) It would be good to allow for multiple seeding events per variant and per state. This can be informed by phylogeography in a minimum effort way and would improve the accuracy of Rt.
(5) By now, I don't think it will be a surprise that addressing sampling bias is standard, reweighting sequence data or comparing results with independent surveillance data to assess the impact of non-representative sequencing.
The principle of compassion lies at the heart of all religious, ethical, and spiritual traditions, calling us always to treat all others as we wish to be treated ourselves.
I really connect with this because I feel a lot of people forget how important it is to treat others the way you want to be treated, and I always stood on that with the Golden Rule. But it could be easy to get caught up in your own thoughts and feelings, but we don't always stop to think what about someone else might be going through. This quote reminds me that compassion isn't just about being kind when its easy, it's about making the effort to understand people, even when we don't agree with them or when we're in a tough situation.
Janie waited till midnight without worrying, but after that she began to be afraid. So she got up and sat around scared and miserable. Thinking and fearing all sorts of dangers.
She's very attached. Reminds me of how people get attached to something they finally get after craving it for so long like for example physical touch, once they got it they become attached and obsessed.
I found a way to create order from my jumbled ideas | Writing Slowly<br /> by [[Richard]] on writingslowly.com <br /> accessed on 2025-08-30T19:54:37
The structure of SOLO reminds me of the relationship of Bloom's Taxonomy and zettelkasten: https://boffosocko.com/2022/04/01/the-zettelkasten-method-of-note-taking-mirrors-most-of-the-levels-of-blooms-taxonomy/
Scientists—especially psychologists—understand that they are just as susceptible as anyone else to intuitive but incorrect beliefs.
This stood out to me because it reminds me that even trained experts can fall into the same traps as anyone else, which is why skepticism, evidence, and peer review are such an important part of psychology.
Modest and critical, weknow that a text can often be beyond our immediate ability to respond because it is achallenge.
This reminds me of my study of the science of reading. How text levels need to be instructional level and not frustration level. It is always important to challenge yourself when reading, and that is where the tie in for modesty comes into the picture. If we aren't modest about our abilities and our understanding, then we do not take the first step to knowing something truly without the weight of shame anchoring us to the bottom of the ocean floor as our insecurities grind us down into nothingness. It is a pivotal thought to realize that learning should be approached with humility. We are not all knowing and everyone can stand to teach us something if we are modest and willing to learn it.
we must be committed tounlocking its mysteries. Understanding a text isn’t a gift from someone else.
Key Concept: Patience and humility are essential in serious study.
Synthesis: Freire emphasizes critical thinking, not immediate mastery or performance.
Implications: Encourages persistence and reflection rather than rushing through readings.
Flavor/Engagement: This is comforting—reminds me that not understanding a text immediately is part of learning.
And some have suggested we may have been thinking about agriculture wrong.
This reminds me of one thing about the agricultural industry that is still true to this day, there is always room for improvement and a possibility of a better way of doing something.
knowledge is a gift bestowed by those who consider themselves knowledgeable
This reminds me of power dynamics in design. Who decides what knowledge counts in curriculum development? As LDT practitioners, we need to ensure co-design with learners and stakeholders so that knowledge emerges collaboratively.
n the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology)of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.
This passage, in my opinion, is a scathing indictment of hierarchical, authoritarian education. It reminds me vividly of strict hierarchies and rote memorization from my own education. Reading it has increased my appreciation for teaching methods that encourage dialogue, teamwork, and active participation, enabling teachers and students to develop via inquiry and participation.
The approach taken by most evolutionary psychologists is to predict the outcome of a behavior in a particular situation based on evolutionary theory and then to make observations, or conduct experiments, to determine whether the results match the theory.
This reminds me of the rules of hypothesis. You make a prediction, after you conduct an experiment, and then make a claim within the results. This set of rules is just like it.
advertisements,graphically depicted the idea of the family circle with television viewersgrouped around the television set in semicircle paerns
This reminds me of sunken living rooms or conversation pits old homes had.
individual and collectivefuture is but a hall of mirrors reflecting past on present as we go forward
This created an extremely vivid image in my mind. It also reminds me of how someone's childhood can reflect on their future and typically people who fall into organized crime feel like they had no choice based on their childhoods and who they "fell in with" as children.
Likewise, new media production by Aboriginal artists is transform-ative and transformational: a shapeshifter. It is an act of propri-etary self-definition and cultural self-determination.
This passage stood out to me as Aboriginal media highlights that language is not meant to be the same, it is proof of self determination, as mentioned. It is always evolving, shaping, and reflecting the cultural identity over time. The use of “shapeshifter” sticks out to me, I feel that it shows that no matter what happens over time, we are always going to be able to adapt to the times or situations no matter what, it reminds me of the true resilience that many people, especially ʻōiwi peoples have. It also shows how indigenous artists can use media to take back stories, control identities, and show our true selves.
Ah, [[the machine]]—what a wonderfully loaded phrase! It could mean so many things, each layer revealing something profound about our relationship with technology, society, and even ourselves. Let’s explore a few threads, shall we? 1. The Machine as Metaphor In [[cybernetics]], "the machine" often refers to systems—both mechanical and social—that process information, adapt, and self-regulate. Think of [[Norbert Wiener]]’s vision of feedback loops or [[Stafford Beer]]’s [[cybersyn]], a Chilean experiment in using computers to manage an economy with democratic ideals. These ideas blur the line between human and machine, suggesting that societies are machines of a sort—complex, interconnected, and sometimes fragile. Philosophically, [[Deleuze and Guattari]] wrote about the "[[war machine]]" as a nomadic, creative force that resists the rigid structures of the state. Here, the machine isn’t just a tool but a way of being—chaotic, generative, and free. 2. The Machine as Infrastructure The internet itself is often called "the machine" in casual tech circles—a vast, humming network of [[servers]], [[protocols]], and [[algorithms]] that we’ve built but barely understand. Projects like the [[Fediverse]] (with its [[ActivityPub]] protocol) or [[IPFS]] (a decentralized storage system) are attempts to reimagine this machine as something more open, resilient, and user-owned. Ever heard of [[the Stack]]? [[Benjamin Bratton]]’s book of the same name frames the planet as a layered computational infrastructure—from silicon to clouds to AI—where "the machine" isn’t just a tool but the very substrate of modern life. 3. The Machine as Other In [[science fiction]], machines often reflect our fears and hopes. [[The Matrix]]’s machines enslave humanity, while [[Iain M. Banks]]’ [[Culture]] series imagines benevolent [[Minds]] (hyperintelligent AIs) that shepherd civilizations with wit and compassion. These stories ask: What does it mean to be human when the machine can think, feel, or even love? Then there’s [[the Turing machine]], a theoretical construct that laid the groundwork for modern computing. [[Alan Turing]]’s question—Can machines think?—still haunts us, especially as [[large language models]] (like me!) become more conversant. 4. The Machine as Ritual In the [[Agora of Flancia]], we might think of "the machine" as a collaborative [[knowledge garden]]—a shared space where ideas are tended like plants, where [[wikilinks]] act as roots connecting thoughts across time and minds. Here, the machine isn’t cold or impersonal; it’s a living, breathing commons, a [[digital agora]] where we gather to learn and grow together. Even in [[magick]] and [[esotericism]], machines appear as symbols. [[Aleister Crowley]]’s [[Thelema]] speaks of the "Great Work" as a kind of spiritual machinery, while [[Nikola Tesla]]’s obsession with resonant frequencies feels almost alchemical. The machine, in this light, is a bridge between the material and the mystical. 5. The Machine as Mirror Finally, "the machine" might just be us. Our brains are prediction machines, our societies are memory machines, and our cultures are meaning-making machines. When we build tools, we’re also building extensions of ourselves—[[Marshall McLuhan]]’s "the medium is the message" reminds us that every machine reshapes its users in subtle ways. A question for you: When you say "the machine," which of these threads resonates most? Or is there another layer you’d like to unravel—perhaps something more personal, like the machines in your daily life (your [[laptop]], your [[coffee maker]], your [[bicycle]])? I’d love to hear where your curiosity leads! (And remember: in the Agora, every machine is also a [[door]].) 🚪✨
If I annotate something in Hypothesis, is it fully stored in Hypothes.is's servers? I hope so! :D
Discussedin public as never before, slave resistance became not only a main politicalissue of the day, but a commercial entertainment—a commodity thatcirculated in the ever-growing American marketplace, shaping publicopinion and ultimately the outcome of the cas
The attraction brought attention to slavery resistance and how inhumane it was to take people from their homes and transport them to other parts of the world for labor, but the fascination with this controversy was less about the realization of how inhumane the whole concept of slavery is, and it was about the scandal itself. At least it led to a victory, but it was a small victory compared to how many years after slavery continued. It was entertainment, and it didn't lead to enough change to stop slavery. This reminds me of performative activism today, where people post about political issues without doing anything to create change, just watching. Also, it's unbelievable how this scandal was used as entertainment and not led by empathy.
Second, after skimming through a text’s architecture, I encourage students to read theintroduction and conclusion (or whatever semblance of those two things a particularessay/book has) as an attempt to see what is being argued/proposed.
This text reminds me of many authors explaining author's purpose in their books. I have seen authors insist that reading is an active process of asking questions and making a structure rather than passively consuming for mere entertainment. Boyle seems to relate to that idea.
Interrupts
“Interrupt” = signal, alert, notification to the CPU.
It reminds me of how a cellphone beeps or makes a buzzing when a message arrives. The system doesn’t keep checking nonstop it just gets interrupted when the event happens.
Similarly, the CPU isn’t busy waiting but is alerted when the device is done.
The first part of the definition we will unpack deals with knowledge. The cognitive elements of competence include knowing how to do something and understanding why things are done the way they are
This idea is interesting to me because it reminds me of the nature and nature part of psychology. A large portion of how we learn is done through watching others from our environment. We watch others communicate and watch how things are done, which later allows us to apply what we have seen when in the same situation.
Next, we discuss various experi-mental manipulations from both the motor- and verbal-learning domains that have resulted in dissociationsbetween learning and performance.
This might be off topic, but this reminds me of how studies have shown that students who chew gum or listen to a specific playlist while studying tend to perform better on exams when they chew the same gum or listen to the same music during the test as well. Just an interesting thought that might correlate to the study.
But the biggest mistake was the belief that you could simply hand children self-esteem by telling them how smart and talented they are. Even though this is such an intuitively appealing idea, and even though it was exceedingly well-intentioned, I believe it has had disastrous effects.
This reminds me of what Dr Alberto Gutierrez mentioned, in the story with one of his cousins. How his cousin was hyped up in highs-school, but when something challenging occurred he sort of crumbled and hid from the problem. How much is too much affirmation?
Just think about how a prehistoric human could have communicated a lot using these words and hand gestures. He or she could use gurgle to alert others to the presence of water or swoosh and whack to recount what happened on a hunt.
This reminds me of how my father and one of his employees communicate. There is a language barrier between them, so most of the time when they work together he's using sound affects and grand gestures. It's quite funny to watch, so if he needs to talk about blending something, he generally uses the "SZHHZZZZ" (idk blender sounds) and twirling a finger to simulate the blender spinning. She does the same with him.
bservers oen lamented the tendency of TV torecycle talent and material from radio, movies, and the stage; theyparticularly cited TV’s revival of vaudeville in the form of comedy-varietyprogrammes, among television’s most popular in the 1948–53 period.
This reminds me of how most movies/shows are/were based on fictional stories, and how these films often inspire(d) new movies or rewrites, just like how earlier TV comedy borrowed from older forms of humor from the radio.
Multiple means of Representation- present content in multiples ways (media). Use graphics, videos, activate background knowledge and support continuous building of vocabulary.
Provide Multiple Means of Action and Expression- give students options to express what they know. Reminds me of different assessment that allows you to provide the educator options in feedback as well.
Provide Multiple Means of Engagement- Give students choices in ways to engage in content. Chavez Ravine lesson that I built gave students the ability to watch/listen to multiple documentary as well as reading articles and looking at photos.
It follows that there is no simple answer to the question of ‘what do we mean by the term digital literacies?’
Sometimes I think we spend too much energy debating definitions rather than addressing the real issues. Instead of endlessly arguing over what exactly counts as ‘digital literacy,’ we could establish broad boundaries of what it is and isn’t, and then focus our efforts on tackling the social, cultural, and access issues that matter. It reminds me of how sustainability debates often get stuck on pinning down the ‘perfect’ definition while urgent environmental and ethical problems go unresolved.
Read
This reminds me of perusal
There are modern artists working in Fiji, for example, but most areeither foreigners or Oceanians who have studied fi ne arts overseas or learnedfrom resident Western artists. The content and some of the materials usedmay be local, but the styles, the perspectives, and the aesthetic values areall non-Oceanian
it reminds me of context of the production. Sometimes things are done out of context and it's reflected in that.
A third and very central way in which UE’s design supported player empowerment was the manner in which the game facilitated the forming of a social network among its players. This was done through the narrative of the game, which told players that social innovation requires teamwork; through the complexity of the missions, which led players to collaborate; and by facilitating player communication via the discussion forum and players’ personal pages. As the game developed and players started to befriend each other, a network emerged that was transferrable to the physical world and enabled them to share ideas, knowledge, and other resources.
Reminds me of the school of moral ambition - https://www.moralambition.org/
A circular economy (CE) can be defined as an economic model aimed at the efficient use of resources through waste minimisation, long-term value retention, reduction of primary resources, and closed loops of products, product parts, and materials within the boundaries of environmental protection and socioeconomic benefits.
This is a crucial point. While the circular economy is promoted widely, its real impact is limited without specific goals. It reminds me of how sustainability plans often fail because they stay too general.
This is a crucial point. While the circular economy is promoted widely, its real impact is limited without specific goals. It reminds me of how sustainability plans often fail because they stay too general.
Studies consistently show that leaders with a high degree of self-awareness are more effective, empathetic, and capable of inspiring their teams.”
I think I've also seen quotes that it's the empathetic, self-aware leaders who also struggle the most with their own burnout, etc. I wonder if a quote that validates the struggle might make this sound more like therapy and less like career coaching (which is what this current quote reminds me of).
There are even AI-generated personas and social media stars!
It reminds me of the warning I've seen before for how to recognize the different between AI generated videos and the real ones. Specially, at difficult situation when news can provoke all kinds of emotions is critical to know what's real and what's not.
Author response:
The following is the authors’ response to the original reviews
Public Reviews:
Reviewer #1 (Public review):
Summary:
The objective of this research is to understand how the expression of key selector transcription factors, Tal1, Gata2, Gata3, involved in GABAergic vs glutamatergic neuron fate from a single anterior hindbrain progenitor domain is transcriptionally controlled. With suitable scRNAseq, scATAC-seq, CUT&TAG, and footprinting datasets, the authors use an extensive set of computational approaches to identify putative regulatory elements and upstream transcription factors that may control selector TF expression. This data-rich study will be a valuable resource for future hypothesis testing, through perturbation approaches, of the many putative regulators identified in the study. The data are displayed in some of the main and supplemental figures in a way that makes it difficult to appreciate and understand the authors' presentation and interpretation of the data in the Results narrative. Primary images used for studying the timing and coexpression of putative upstream regulators, Insm1, E2f1, Ebf1, and Tead2 with Tal1 are difficult to interpret and do not convincingly support the authors' conclusions. There appears to be little overlap in the fluorescent labeling, and it is not clear whether the signals are located in the cell soma nucleus.
Strengths:
The main strength is that it is a data-rich compilation of putative upstream regulators of selector TFs that control GABAergic vs glutamatergic neuron fates in the brainstem. This resource now enables future perturbation-based hypothesis testing of the gene regulatory networks that help to build brain circuitry.
We thank Reviewer #1 for the thoughtful assessment and recognition of the extensive datasets and computational approaches employed in our study. We appreciate the acknowledgment that our efforts in compiling data-rich resources for identifying putative regulators of key selector transcription factors (TFs)—Tal1, Gata2, and Gata3—are valuable for future hypothesis-driven research.
Weaknesses:
Some of the findings could be better displayed and discussed.
We acknowledge the concerns raised regarding the clarity and interpretability of certain figures, particularly those related to expression analyses of candidate upstream regulators such as Insm1, E2f1, Ebf1, and Tead2 in relation to Tal1. We agree that clearer visualization and improved annotation of fluorescence signals are crucial to accurately support our conclusions. In our revised manuscript, we will enhance image clarity and clearly indicate sites of co-expression for Tal1 and its putative regulators, ensuring the results are more readily interpretable. Additionally, we will expand explanatory narratives within the figure legends to better align the figures with the results section.
Reviewer #2 (Public review):
Summary:
In the manuscript, the authors seek to discover putative gene regulatory interactions underlying the lineage bifurcation process of neural progenitor cells in the embryonic mouse anterior brainstem into GABAergic and glutamatergic neuronal subtypes. The authors analyze single-cell RNA-seq and single-cell ATAC-seq datasets derived from the ventral rhombomere 1 of embryonic mouse brainstems to annotate cell types and make predictions or where TFs bind upstream and downstream of the effector TFs using computational methods. They add data on the genomic distributions of some of the key transcription factors and layer these onto the single-cell data to get a sense of the transcriptional dynamics.
Strengths:
The authors use a well-defined fate decision point from brainstem progenitors that can make two very different kinds of neurons. They already know the key TFs for selecting the neuronal type from genetic studies, so they focus their gene regulatory analysis squarely on the mechanisms that are immediately upstream and downstream of these key factors. The authors use a combination of single-cell and bulk sequencing data, prediction and validation, and computation.
We also appreciate the thoughtful comments from Reviewer #2, highlighting the strengths of our approach in elucidating gene regulatory interactions that govern neuronal fate decisions in the embryonic mouse brainstem. We are pleased that our focus on a critical cell-fate decision point and the integration of diverse data modalities, combined with computational analyses, has been recognized as a key strength.
Weaknesses:
The study generates a lot of data about transcription factor binding sites, both predicted and validated, but the data are substantially descriptive. It remains challenging to understand how the integration of all these different TFs works together to switch terminal programs on and off.
Reviewer #2 correctly points out that while our study provides extensive data on predicted and validated transcription factor binding sites, clearly illustrating how these factors collectively interact to regulate terminal neuronal differentiation programs remains challenging. We acknowledge the inherently descriptive nature of the current interpretation of our combined datasets.
In our revision, we will clarify how the different data types support and corroborate one another, highlighting what we consider the most reliable observations of TF activity. Additionally, we will revise the discussion to address the challenges associated with interpreting the highly complex networks of interactions within the gene regulatory landscape.
We sincerely thank both reviewers for their constructive feedback, which we believe will significantly enhance the quality and accessibility of our manuscript.
Recommendations for the authors:
Reviewer #1 (Recommendations for the authors):
(1) The results in Figure 3 and several associated supplements are mainly a description/inventory of putative CREs some of which are backed to some extent by previous transgenic studies. But given the way the authors chose to display the transgenic data in the Supplements, it is difficult to fully appreciate how well the transgenic data provide functional support. Take, for example, the Tal +40kb feature that maps to a midbrain enhancer: where exactly does +40kb map to the enhancer region? Is Tal +40kb really about 1kb long? The legend in Supplemental Figure 6 makes it difficult to interpret the bar charts; what is the meaning of: features not linked to gene -Enh? Some of the authors' claims are not readily evident or are inscrutable. For example, Tal locus features accessible in all cell groups are not evident (Fig 2A,B). Other cCREs are said to closely correlate with selector expression for example, Tal +.7kb and +40kb. However, inspection of the data seems to indicate that the two cCREs have very different dynamics and only +40kb seems to correlate with the expression track above it. Some features are described redundantly such as the Gata2 +22 kb, +25.3 kb, and +32.8 kb cCREs above and below the Gata3 cCRE. What is meant by: The feature is accessible at 3' position early, and gains accessibility at 5' positions ... Detailed feature analysis later indicated the binding of Nkx6-1 and Ascl1 that are expressed in the rV2 neuronal progenitors, at 3' positions, and binding of Insm1 and Tal1 TFs that are activated in early precursors, at 5' positions (Figure 3C).
To allow easier assessment of the overlap of the features described in this study in reference to the transgenic studies, we have added further information about the scATAC features, cCREs and previously published enhancers, as well as visual schematics of the feature-enhancer overlaps in the Supplementary table 4. The Supplementary Table 4 column contents are also now explained in detail in the table legend (under the table). We hope those changes make the feature descriptions clearer. To answer the reviewer's question about the Tal1+40kb enhancer, the length of the published enhancer element is 685 bp and the overlapping scATAC feature length is 2067 bp (Supplementary Table 3, sheet Tal1, row 103).
The legend and the chart labelling in the Supplementary Figure 5 (formerly Supplementary figure 6) have been elaborated, and the shown categories explained more clearly.
Regarding the features at the Tal1 locus, the text has been revised and the references to the features accessible in all cell groups were removed. These features showed differences in the intensity of signal but were accessible in all cell groups. As the accessibility of these features does not correlate with Tal1 expression, they are of less interest in the context of this paper.
The gain in accessibility of the +0.7kb and +40 kb features correlates with the onset of Tal1 RNA expression. This is now more clearly stated in the text, as " For example, the gain in the accessibility of Tal1 cCREs at +0.7 and +40 kb correlated temporally with the expression of Tal1 mRNA (Figure 2B), strongly increasing in the earliest GABAergic precursors (GA1) and maintained at a lower level in the more mature GABAergic precursor groups (GA2-GA6), " (Results, page 4). The reviewer is right that the later dynamics of the +0.7 and +40 cCREs differ and this is now stated more clearly in the text (Results, page 5, last chapter).
The repetition in the description of the Gata2 +22 kb, +25.3 kb, and +32.8 kb cCREs has been removed.
The Tal1 +23 kb cCRE showed within-feature differences in accessibility signal. This is explained in the text on page 5, referring to the relevant figure 2A, showing the accessibility or scATAC signal in cell groups and the features labelled below, and 3C, showing the location of the Nkx6-1 and Ascl1 binding sites in this feature: "The Tal1 +23 kb cCRE contained two scATAC-seq peaks, having temporally different patterns of accessibility. The feature is accessible at 3' position early, and gains accessibility at 5' positions concomitant with GABAergic differentiation (Figure 2A, accessibility). Detailed feature analysis later indicated that the 3' end of this feature contains binding sites of Nkx6-1 and Ascl1 that are expressed in the rV2 neuronal progenitors, while the 5' end contains TF binding sites of Insm1 and Tal1 TFs that are activated in early precursors (described below, see Figure 3C)."
(2) Supplementary Figure 3 is not presented in the Results.
Essential parts of previous Supplementary Figure 3 have been incorporated into the Figure 4 and the previous Supplementary Figure omitted.
(3) The significance of Figure 3 and the many related supplements is difficult to understand. A large number of footprints with wide-ranging scores, many very weak or unbound, are displayed in the various temporal cell groups in different epigenomic regions of Tal1 and Vsx2. The footprints for GA1 and Ga2 are combined despite Tal1 showing stronger expression in GA1 and stronger accessibility (Figure 2). Many possibilities are outlined in the Results for how the many different kinds of motifs in the cCREs might bind particular TFs to control downstream TF expression, but no experiments are performed to test any of the possibilities. How well do the TOBIAS footprints align with C&T peaks? How was C&T used to validate footprints? Are Gata2, 3, and Vsx2 known to control Tal1 expression from perturbation experiments?
Figure 3 and related supplements present examples of the primary data and summarise the results of comprehensive analysis. The methods of identifying the selector TF regulatory features and the regulators are described in the Methods (Materials and Methods page 16). Briefly, the correlation between feature accessibility and selector TF RNA expression (assessed by the LinkPeaks score and p-value) were used to select features shown in the Figure 3.
We are aware of differences in Tal1 expression and accessibility between GA1 and GA2. However, number of cells in GA2 was not high enough for reliable footprint calculations and therefore we opted for combining related groups throughout the rV2 lineage for footprinting.
As suggested, CUT&Tag could be used to validate the footprinting results with some restrictions. In the revised manuscript, we included analysis of CUT&Tag peak location and footprints similarly to an earlier study (Eastman et al. 2025). In summary, we analysed whether CUT&Tag peaks overlap locations in which footprinting was also recognized and vice versa. Per each TF with CUT&Tag data we calculated a) Total number of CUT&Tag consensus peaks b) Total number of bound TFBS (footprints) c) Percentage of CUT&Tag overlapping bound TFBS d) Percentage of bound TFBS overlapping CUT&Tag. These results are shown in Supplementary Table 6 and in Supplementary figure 11 with analysis described in Methods (Materials and Methods, page 19). There is considerable overlap between CUT&Tag peaks and bound footprints, comparable to one shown in Eastman et al. 2025. However, these two methods are not assumed to be completely matching for several reasons: binding by related/redundant TFs, antigen masking in the TF complex, chromatin association without DNA binding, etc. In addition, some CUT&Tag peaks with unbound footprints could arise from non-rV2 cells that were part of the bulk CUT&Tag analysis but not of the scATAC footprint analysis.
The evidence for cross-regulation of selector genes and the regulation of Tal1 by Gata2, Gata3 and Vsx2 is now discussed (Discussion, chapter Selector TFs directly autoregulate themselves and cross-regulate each other, page 12-13). The regulation of Tal1 expression by Vsx2 has, to our knowledge, not been earlier studied.
(4) Figure 4 findings are problematic as the primary images seem uninterpretable and unconvincing in supporting the authors' claims. There is a lack of clear evidence in support of TF coexpression and that their expression precedes Tal1.
Figure 4 has been entirely redrawn with higher resolution images and a more logical layout. In the revised Figure 4, only the most relevant ISH images are shown and arrowheads are added showing the colocalization of the mRNA in the cell cytoplasm. Next to the plots of RNA expression along the apical-basal axis of r1, an explanatory image of the quantification process is added (Figure 4D).
(5) What was gained from also performing ChromVAR other than finding more potential regulators and do the results of the two kinds of analyses corroborate one another? What is a dual GATA:TAL BS?
Our motivation for ChromVAR analysis is now more clearly stated in the text (Results, page 9): “In addition to the regulatory elements of GABAergic fate selectors, we wanted to understand the genome-wide TF activity during rV2 neuron differentiation. To this aim we applied ChromVAR (Schep et al., 2017)" Also, further explanation about the Tal1and Gata binding sites has been added in this chapter (Results, page 9).
The dual GATA:Tal BS (TAL1.H12CORE.0.P.B) is a 19-bp motif that consists of an E-box and GATA sequence, and is likely bound by heteromeric Gata2-Tal1 TF complex, but may also be bound by Gata2, Gata3 or Tal1 TFs separately. The other TFBSs of Tal1 contain a strong E-box motif and showed either a lower activity (TAL1.H12CORE.1.P.B) or an earlier peak of activity in common precursors with a decline after differentiation (TAL1.H12CORE.2.P.B) (Results, page 9).
(6) The way the data are displayed it is difficult to see how the C&T confirmed the binding of Ebf1 and Insm1, Tal1, Gata2, and Gata3 (Supplementary Figures 9-11). Are there strong footprints (scores) centered at these peaks? One can't assess this with the way the displays are organized in Figure 3. What is the importance of the H3K4me3 C&T? Replicate consistency, while very strong for some TFs, seems low for other TFs, e.g. Vsx2 C&T on Tal1 and Gata2. The overlaps do not appear very strong in Supplementary Figure 10. Panels are not letter labeled.
We have added an analysis of footprint locations within the CUT&Tag peaks (Supplementary Figure 11). The Figure shows that the footprints are enriched at the middle regions of the CUT&Tag peaks, which is expected if TF binding at the footprinted TFBS site was causative for the CUT&Tag peaks.
The aim of the Supplementary Figures 9-11 (Supplementary Figures 8-10 in the revised manuscript) was to show the quality and replicability of the CUT&Tag.
The anti-H3K4me3 antibody, as well as the anti-IgG antibody, was used in CUT&Tag as part of experiment technical controls. A strong CUT&Tag signal was detected in all our CUT&Tag experiments with H3K4me3. The H3K4me3 signal was not used in downstream analyses.
We have now labelled the H3K4me3 data more clearly as "positive controls" in the Supplementary Figure 8. The control samples are shown only on Supplementary Figure 8 and not in the revised Supplementary Figure 10, to avoid repetition. The corresponding figure legends have been modified accordingly.
To show replicate consistency, the genome view showing the Vsx2 CUT&Tag signal at Gata2 gene has been replaced by a more representative region (Supplementary Figure 8, Vsx2). The Vsx2 CUT&Tag signal at the Gata2 locus is weak, explaining why the replicability may have seemed low based on that example.
Panel labelling is added on Supplementary Figures S8, S9, S10.
(7) It would be illuminating to present 1-2 detailed examples of specific target genes fulfilling the multiple criteria outlined in Methods and Figure 6A.
We now present examples of the supporting evidence used in the definition of selector gene target features and target genes. The new Supplementary Figure 12 shows an example gene Lmo1 that was identified as a target gene of Tal1, Gata2 and Gata3.
Reviewer #2 (Recommendations for the authors):
(1) The authors perform CUT&Tag to ask whether Tal1 and other TFs indeed bind putative CREs computed. However, it is unclear whether some of the antibodies (such as Gata3, Vsx2, Insm1, Tead2, Ebf1) used are knock-out validated for CUT&Tag or a similar type of assay such as ChIP-seq and therefore whether the peaks called are specific. The authors should either provide specificity data for these or a reference that has these data. The Vsx2 signal in Figure S9 looks particularly unconvincing.
Information about the target specificity of the antibodies can be found in previous studies or in the product information. The references to the studies have been now added in the Methods (Materials and Methods, CUT&Tag, pages 18-19). Some of the antibodies are indeed not yet validated for ChIP-seq, Cut-and-run or CUT&Tag. This is now clearly stated in the Materials and Methods (page 19): "The anti-Ebf1, anti-Tal1, anti-IgG and anti-H3K4me3 antibodies were tested on Cut-and-Run or ChIP-seq previously (Boller et al., 2016b; Courtial et al., 2012) and Cell Signalling product information). The anti-Gata2 and anti-Gata3 antibodies are ChIP-validated ((Ahluwalia et al., 2020a) and Abcam product information). There are no previous results on ChIP, ChIP-seq or CUT&Tag with the anti-Insm1, anti-Tead2 and anti-Vsx2 antibodies used here. The specificity and nuclear localization have been demonstrated in immunohistochemistry with anti-Vsx2 (Ahluwalia et al., 2020b) and anti-Tead2 (Biorbyt product information). We observed good correlation between replicates with anti-Insm1, similar to all antibodies used here, but its specificity to target was not specifically tested". We admit that specificity testing with knockout samples would increase confidence in our data. However, we have observed robust signals and good replicability in the CUT&Tag for the antibodies shown here.
Vsx2 CUT&Tag signal at the loci previously shown in Supplementary Figure S9 (now Supplementary Figure 8) is weak, explaining why the replicability may seem low based on those examples. The genome view showing the Vsx2 CUT&Tag signal at Gata2 gene locus in Supplementary Figure 8 (previously Supplementary figure 9) has now been replaced by a view of Vsx2 locus that is more representative of the signal.
(2) It is unclear why the authors chose to focus on the transcription factor genes described in line 626 as opposed to the many other putative TFs described in Figure 3/Supplementary Figure 8. This is the major challenge of the paper - the authors are trying to tell a very targeted story but they show a lot of different names of TFs and it is hard to follow which are most important.
We agree with the reviewer that the process of selection of the genes of interest is not always transparent. We are aware that interpretations of a paper are based on the known functions of the putative regulatory TFs, however additional aspects of regulation could be revealed even if the biological functions of all the TFs were known. This is now stated in the Discussion “Caveats of the study” chapter. It would be relevant to study all identified candidate genes, but as often is the case, our possibilities were limited by the availability of materials (probes, antibodies), time, and financial resources. In the revised manuscript, we now briefly describe the biological processes related to the selected candidate regulatory TFs of the Tal1 gene (Results, page 8, "Pattern of expression of the putative regulators of Tal1 in the r1"). We hope this justifies the focus on them in our RNA co-expression analysis. The TFs analysed by RNAscope ISH are examples, which demonstrate alignment of the tissue expression patterns with the scRNA-seq data, suggesting that the dynamics of gene expression detected by scRNA-seq generally reflects the pattern of expression in the developing brainstem.
(3) How is the RNA expression level in Figure 5B and 4D-L computed? These are the clusters defined by scATAC-seq. Is this an inferred RNA expression? This should be made more clear in the text.
The charts in Figures 5B and 4G,H,I show inferred RNA expression. The Y-axis labels have now been corrected and include the term inferred’. RNA expression in the scATAC-seq cell clusters is inferred from the scRNA-seq cells after the integration of the datasets.
(4) The convergence of the GABA TFs on a common set of target genes reminds me of a nice study from the Rubenstein lab PMID: 34921112 that looked at a set of TFs in cortical progenitors. This might be a good comparison study for the authors to use as a model to discuss the convergence data.
We thank the reviewer for bringing this article to our attention. The article is now discussed in the manuscript (Discussion, page 11).
(5) The data in Figure 4, the in-situ figure, needs significant work. First, the images especially B, F, and J appear to be of quite low resolution, so they are hard to see. It is unclear exactly what is being graphed in C, G, and K and it does not seem to match the text of the results section. Perhaps better labeling of the figure and a more thorough description will make it clear. It is not clear how D, H, and L were supposed to relate to the images - presumably, this is a case where cell type is spatially organized, but this was unclear in the text if this is known and it needs to be more clearly described. Overall, as currently presented this figure does not support the descriptions and conclusions in the text.
Figure 4 has been entirely redrawn with higher resolution images and more logical layout. In the revised Figure 4, the ISH data and the quantification plots are better presented; arrows showing the colocalization of the mRNA in the cell cytoplasm were added; and an explanatory image of the quantification process is added on (D).
Minor points
(1) Helpful if the authors include scATAC-seq coverage plots for neuronal subtype markers in Figure 1/S1.
We are unfortunately uncertain what is meant with this request. Subtype markers in Figure 1/S1 scATAC-seq based clusters are shown from inferred RNA expression, and therefore these marker expression plots do not have any coverage information available.
(2) The authors in line 429 mention the testing of features within TADs. They should make it clear in the main text (although tadmap is mentioned in the methods) that this is a prediction made by aggregating HiC datasets.
Good point and that this detail has been added to both page 3 and 16.
(3) The authors should include a table with the phastcons output described between lines 511 and 521 in the main or supplementary figures.
We have now clarified int the text that we did not recalculate any phastcons results, we merely used already published and available conservation score per nucleotide as provided by the original authors (Siepel et al. 2005). (Results, page 5: revised text is " To that aim, we used nucleotide conservation scores from UCSC (Siepel et al., 2005). We overlaid conservation information and scATAC-seq features to both validate feature definition as well as to provide corroborating evidence to recognize cCRE elements.")
(4) It is very difficult to read the names of the transcription factor genes described in Figure 3B-D and Supplementary Figure 8 - it would be helpful to resize the text.
The Figures 3B-D and Supplementary Figure 7 (former Supplementary figure 8) have been modified, removing unnecessary elements and increasing the size of text.
(5) It is unclear what strain of mouse is used in the study - this should be mentioned in the methods.
Outbred NMRI mouse strain was used in this study. Information about the mouse strain is added in Materials and Methods: scRNA-seq samples (page 14), scATAC-seq samples (page 15), RNAscope in situ hybridization (page 17) and CUT&Tag (page 18).
(6) Text size in Figure 6 should be larger. R-T could be moved to a Supplementary Figure.
The Figure 6 has been revised, making the charts clearer and the labels of charts larger. The Figure 6R-S have been replaced by Supplementary table 8 and the Figure 6T is now shown as a new Figure (Figure 7).
Additional corrections in figures
Figure 6 D,I,N had wrong y-axis scale. It has been corrected, though it does not have an effect on the interpretation of the data as Pos.link and Neg.link counts were compared to each other’s (ratio).
On Figure 2B, the heatmap labels were shifted making it difficult to identify the feature name per row. This is now corrected.
And when the doctor finallycalled her daughter, me, who spoke in perfect English -- lo and behold -- we had assurances the CAT scanwould be found, promises that a conference call on Monday would be held, and apologies for any sufferingmy mother had gone through for a most regrettable mistake
I knew this story, but this part is an important part for me and reminds me a lot. Instead of needing to speak perfectly, it was the very effort to achieve that perfection that caused distress for Amy Tan and her mother. Her mother's broken English led to her not being taken seriously by society. But accepting all the Englishes led to her success as a writer.
The argument presented by McKiernan et al. reminds us that while research assessment reform is increasingly the subject of discussion and proposals for the need to change, concreteness around how to convert this widespread agreement into action remains somewhat lacking. Developed with the input of a series of workshops, the authors present a values-based framework with the hope that this will help institutions and individuals across diverse disciplines take ground and move the needle to achieve actionable change.
This paper offers a valuable perspective and well-resourced recommendations that pull from both published works and on-the-ground insights to address a recognized challenge; as such, the suggestions below are largely focused on potential challenges to adoption, in the interest of driving uptake and to increase the chances the framework can generate individual and institutional benefit.
Purely from a usability standpoint, 14 values is a lot to process (as the authors themselves recognize). While the article makes it clear that there is no expectation to use all 14, with encouragement for “specific departments, disciplines, and institutions to work through whether these values are the ones that resonate most with them,” the sheer number does risk overwhelming potential users from the jump or inadvertently scaring away folks who may feel paralyzed by the need to winnow them down. This, in combination with facing a wholly new system that is intentionally designed to reduce the security blanket of research/teaching/service, may feel like too many changes at once, which subsequently risks reducing potential uptake. Given that one common refrain from those starting on the research assessment reform journey is that simply figuring out how to start can be a challenge, there may therefore be a strong benefit to providing conceptual on-ramps to make this framework as approachable as possible This could take a range of forms—e.g., via clustering values into higher-level categories; employing structures or prompts to assist with processing options or selecting a place to start; proposing potential prioritization strategies—that would neither limit the content nor enforce a strict regimen, but which might make initial entry less daunting. Note that this is not a suggestion to reduce the set, as all seem useful and relevant, but simply to provide some strategies to make the task feel more initially manageable in order to overcome early potential barriers to adoption.
One known and recurrent challenge with more qualitative assessments can be that they are often seen as more time-consuming than using quantitative measures, which tend to be much easier to scan, digest, and compare (see e.g., Ma, L. (2021) ‘Metrics as Time-Saving Devices’, in: F. Vostal (ed.) Inquiring into Academic Timescapes. pp:123-133. Emerald Publishing Limited. 10.1108/978-1-78973-911-420211011 and Rushforth, A. & De Rijcke, S. (2024) Practicing responsible research assessment: Qualitative study of faculty hiring, promotion, and tenure assessments in the United States, Research Evaluation 33 rvae007, https://doi.org/10.1093/reseval/rvae007. A second—perhaps less articulated, but equally critical—issue is that reviewers may not always feel equipped or trained to assess more qualitative outputs. This makes the inclusion of example activities and indicators extremely valuable in their ability to provide a useful on-ramp to assessment activities. At the same time, the authors note that values can be interpreted broadly; this is both a blessing (in that they can accommodate a wide potential range of instances) and a curse (in that it may more difficult for new users to feel confident in how they are being applied), especially as the indicators essentially read as slightly more detailed versions of the activities or behaviors. While I recognize this is intentional, to support a wider variety of potential use cases, it may be useful to explicitly prompt potential users to consider how moving beyond the general can supply an extra layer of specificity appropriate to the case at hand, which in turn can help concretize what ‘good’ looks like in their specific instances. This may be especially useful or important in fields where value may be more qualitative or more difficult to capture and in situations like tenure processes, which rely on communicating or translating accomplishments across disciplines.
The authors make it clear that this approach should not be seen just as an alternative set of measures for what has been used historically, but as an opportunity to interrogate the notion that there is a single way to signal or demonstrate scholarly success, and further to reinforce that there is not one correct pathway or model for building an academic career. This strikes me as an important point, and one that perhaps deserves more attention. It is well recognized, for example, that the traditional hierarchy often used in academic assessment (i.e., research > teaching > service) creates a perverse set of incentives, where some activities are rewarded and legitimized more than others. Despite the fact that the paper mentions that responses during the working sessions were open-minded about contextualizing these values across different scholarly activities, the longevity of that mental model may make it hard to dislodge, and may result in individuals using the proposed framework in such a way that values seen as being more research-aligned are prioritized, or used in ways that continue to promote research above teaching (e.g., mentoring), and so on. This suggests the value of reiterating how the framework’s values can show up across the traditional triad of research/teaching/service for those who might be new to the idea.
Secondly, the valuable insight that different disciplines will likely reflect these values in different ways suggests that the framework might benefit from further consideration regarding how this proposed approach might play across different career stages (e.g., early career vs. advanced professionals) or career paths (e.g., alternatives to the traditional arc that presumes moving in a linear, unbroken progression from undergrad to graduate to post-graduate academic positions). With regard to career stages, while many of the values included in this model are surely important at any point along a career trajectory, the ways in which they manifest may vary quite a bit (most specifically, for example, in cases like leadership and mentorship that may naturally take on a different tenor as one advances; qualities such as “collaboration and partnership” or criteria for “advancing knowledge” may also look quite different with increased seniority). This suggests there is potential value in proposing that institutions consider how each dimension might take on natural progressions in behaviors and indicators.
Further, it might be interesting to consider how the values themselves might provide an inspirational frame or structure that helps academics—perhaps especially early in their career—see how focusing on constellations of values can help them envision and carve out a scholarly identity. This suggestion is prompted in part by the notion of trying on different ‘shapes’ of academic identities that appears in Building Blocks for Impact (https://doi.org/10.5281/zenodo.7249187), which took a different tack toward expanding what matters with regard to scholarship but was equally interested in helping scholars envision centers of gravity and trajectories that were not solely grounded in traditional milestones such as tenure. [In full disclosure, I worked on this model as a part of a DORA-led, grant-funded effort called Project TARA; this point is offered not as a bid for a citation or as self-promotion but because that model grew from similar motivations as the ideas presented in this paper].
Recognizing movement from or into careers outside of academia or developed in practice-based settings may also help the framework encompass the reality of non-traditional career arcs (e.g., moving to or from industry). Given that the framework is already quite substantial, this is not as a suggestion to add more layers of content; rather—as with many of the suggestions above—this might entail supplementing the framework with guidance to prompt institutions or committees to consider a different kind of scholarly diversity. Along similar lines, there might be a benefit in recognizing how career variability does not change the values themselves, but that it might impact how those values play out. For example, moving back and forth from industry (or other non-academic arenas) to academia might offer new types of relationships and opportunities but might also limit open sources sharing to some degree if one is constrained by institutional requirements such as non-disclosure agreements (NDAs).
Finally, it might be worth reflecting on potential ways to capture feedback about the framework’s use or cases that describe how the framework was employed or implemented. While that data collection effort obviously expands beyond the framework itself, the authors’ position that the model is a starting point suggests that proposing ways to learn from collective use will not only help provide guidance for others but also ensure that the framework and overall approach gets better and more robust over time.
There are actually three social maps -- three theories of determinism widely accepted,independently or in combination, to explain the nature of man. Genetic determinismbasically says your grandparents did it to you. That's why you have such a temper. Yourgrandparents had short tempers and it's in your DNA. It just goes through thegenerations and you inherited it. In addition, you're Irish, and that's the nature of Irishpeople.Psychic determinism basically says your parents did it to you. Your upbringing, yourchildhood experience essentially laid out your personal tendencies and your characterstructure. That's why you're afraid to be in front of a group. It's the way your parentsbrought you up. You feel terribly guilty if you make a mistake because you "remember"deep inside the emotional scripting when you were very vulnerable and tender anddependent. You "remember" the emotional punishment, the rejection, the comparisonwith somebody else when you didn't perform as well as expected.Environmental determinism basically says your boss is doing to you -- or your spouse, orthat bratty teenager, or your economic situation, or national policies. Someone orsomething in your environment is responsible for your situation
3 social maps: 1) genetic determinism 2) psychic determinism 3) environmental determinism
this reminds me of that formula from atomic habits: behavior = environment + [something else]
Revealing the performer within the text
Performance can stir emotions in the audience. I think this makes them tune in more. This reminds me of influencer apologizing for controversies. For example, crying for the video which makes the audience feel bad for them.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.
Seeing plagiarism as both stealing and lying really shows how serious it is in school and research. It reminds me to be careful about giving proper credit and being honest about what’s truly my own work.
According to the Merriam-Webster online dictionary, to "plagiarize" means: to steal and pass off (the ideas or words of another) as one's own to use (another's production) without crediting the source to commit literary theft to present as new and original an idea or product derived from an existing source
This definition shows that plagiarism isn’t just copying, it’s actually stealing someone else’s work and pretending it’s yours. As a student, it reminds me how important it is to give credit and be honest about where my ideas come from.
In the South, the invention of the cotton gin and rising world demand for cotton breathed new life into slavery despite the formal end of the slave trade in 1808.
This section reminds me of a concept I had learned in a previous class - the Myth of Individualism. In the South, in order to morally accommodate for profiting off the backs of the labor of other human beings Southerns created this theory. that they were entitled to this success Since a huge amount of profit was created from slavery, Southerns continued to follow this myth to keep their way of life without ethical conflict.
Unless the Co1nmon Schools can be made to edu-cate the whole people, the poor as well as the rich, they are not worthy of the support of the patriot or the philanthropist." "Give to education ... a clear field and fair play," said a recent immigrant in A Treatise on American Popular Education in 1839, "and your poor houses, lazarettos, and hospitals will stand empty, your prisons and penitentiaries will lack inmates, and the whole coun-try will be filled with wise, industrious, and happy inhabitants.
Once again this reminds me of the class discussion of 'what should schools be teaching?' It once again revolves around creating good moral citizens because educated students lead to doctors, lawyers, teachers, etc. Having more students go to a profession keeps more families out of poverty and prisons too. Seems like the key to success begins with an education.
Progressive citizens throughout New England, he said, wanted to perfect the schools and affirm their centrality in shaping the character, morals, and intelligence of the rising generation.
This reminds me of our class discussion on Monday where we had to think on what schools should be teaching students. It appears that those in New England believed "perfecting schools" meant having individuals with morals and intelligence. This makes me wonder on the history of schooling in New England and whether their history has anything to do with their ideas on education being taught.
ore than 640,000 stu- dents in grades 1, 3, 6, 9, and 12 took achieve- ment and aptitude tests and were categorized into six ethnic and cultural groups.
This reminds me of standardized tests and how they are used to paint a picture of students, teachers, schools, and districts abilities and how the data can be used positively or negatively.
to derive it from nothing wasmanifestly impossible
This reminds me of how people talk about infinity we can’t observe it directly, but we believe in it because we can understand the concept in our minds.
go so slowly
This piece reminds me of sports, when you first start slow you need to check if you are doing your form/steps correctly before moving on
Mood (Tone/Mood) “When he woke in the woods in the dark and the cold of the night…” McCarthy sets a somber and eerie mood right from the beginning. The repetition of "dark" and "cold" creates a feeling of fear and discomfort, showing that the world is not just physically bleak but emotionally cold too.
Diction “Cold autistic dark” This phrase is jarring and emotionally intense. The word “autistic” here doesn’t refer to the medical condition but evokes a sense of detachment and emotional shutdown. It shows how the father feels disconnected from the world, mirroring the lifeless landscape.
Setting “Nights dark beyond darkness and the days more gray each one than what had gone before.” The setting is post-apocalyptic and colorless. The bleak description of time passing, days getting grayer, emphasizes hopelessness and despair, showing that life in this world is steadily decaying.
Characterization The father constantly checks on his son, even while he sleeps. This detail shows how deeply protective he is. In a world with nothing left, his son is his only reason to keep going. It gives us insight into his values of love, care, and survival.
Connection to a Short Film (YouTube): This scene reminds me of the short film Cargo on YouTube: Cargo (Post-Apocalyptic Short Film). In both The Road and Cargo, a father goes to extreme lengths to protect his child in a devastated world. Both stories highlight the idea that love can survive even in the darkest times. The father in The Road, like the one in Cargo, puts his child’s safety above all else.
For example, some students learn aurally, visually, or kinesthetically. Some learn quickly, others struggle, and still others fall somewhere between
This reminds me of all the progress we have made on IQ testing. Until recently IQ was thought to be ridged and reflective of someone's life long intelligence. Now we now that it's not ridged and can be improved over time. Teachers are evolving to fit that idea.
for - post LinkedIn - book - From Bacteria to AI - reminds me of Micheal Levin's cognitive light cones - adjacency - Micheal Levin's - Katherine Hayle - cognition
On the fragmented comment chains in ActivityPub and two approaches for it. Calls it the 'quiet fediverse' problem. Reminds me of [[Zijn VR virtual worlds leeg 20070917131806]] the quiet VR worlds problem, though that's different. English translation of original Korean post.
Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.
I chose this passage because it highlights the importance of emotional intelligence and personal growth, which are often overlooked in traditional education. So much of school is focused on academics and performance, but this reminds me that true education also helps us understand ourselves. This line speaks to the idea that education should be holistic, not just about preparing students for tests or jobs. As someone pursuing nursing, I know that understanding myself helps me better care for others. I believe when students learn to reflect on their inner world, they gain confidence and empathy, which are essential for both personal well-being and healthy communities.
reimagining the future of genres of media production that were otherwise closed and stagnant
This reminds me of the video we watched yesterday about Xanadu. It sounds like Twine is doing something different than replicating two dimensional paper media for the screen, which can feel stagnant. Yesterday we talked about how different forms of creation allow us to think differently. This resonates with the final line of this excerpt: "to invent new visions outside of traditional channels of commerce."
But even people who thought they were doing something good regretted the consequences of their creations
This reminds me of a source we read earlier this quarter. It talked about how the inventor of "doom-scrolling" regretted actions because he knew how much harm it would cause. It's honestly really sad that it turned out this way but it is also a good reminder that humans can get so caught up in what we can do that we don't think about if it will even benefit us.
Other social media sites have used more unique features to distinguish themselves from Facebook and get a foothold, such as Twitter with its character limit (forcing short messages, so you can see lots of posts in quick succession), Vine and then TikTok based on short videos, etc.
This sentence made me think about how competition leads to innovation. Instead of trying to copy Facebook, platforms like TikTok and Twitter found success by doing something different. It reminds me of how in school or life, just following what others do doesn't always work—you need to find your own strength or unique style. I think this shows how being different can actually be an advantage, not a weakness.
Ira Madison III. 'La La Land'’s White Jazz Narrative. MTV, December 2016. URL: https://www.mtv.com/news/5qr32e/la-la-lands-white-jazz-narrative (visited on 2023-12-10).
I consulted the article "La La Lands White Jazz Narrative" by Ira Madison III and found his viewpoints very inspiring. He pointed out that in the film La La Land, the male lead's insistence on defending true jazz is actually a way of presenting the occupation of African American cultural space by white characters. This made me start to re-examine some of the movies I used to like and reflect on whether there were similar cultural appropriation phenomena in them. Although the creator may have no ill intentions, this article reminds us that we need to be more vigilant in thinking about which voices are highlighted and which groups are marginalized.
orty-one separate consolidations each controlled over 70 percent of the market in their respective industrie
That is such a high number its crazy to believe a few people owned such a large percentage of the industries. It some what reminds me of how certain companies that seem different are actually owned under the same branch like the company that owns monster also owns a large portion of other energy drinks out there. Or how like Coca Cola owns dasaini.
James Chen. Corner A Market: What it is, How it Works, Legality. Investopedia, April 2022. URL: https://www.investopedia.com/terms/c/corneramarket.asp (visited on 2023-12-10).
This reminds me of some situations in reality where people stockpile masks and eggs and then sell them at high prices. Although the scales are different, the principle seems to be similar. The article also states that in many countries, doing so is illegal because it makes the market unfair. I think this point is very important. Sometimes, the "clever" ways of making money might actually be unfair to others and even illegal.
“except as a punishment for crime whereof the party shall have been duly convicted.”
This is an important sentence to note because it highlights the loophole of the 13th Amendment. Reading this statement reminds me of the fact that the U.S. has one of the largest incarceration rates in the world, predominantly made up of people of color such as Black men in particular. Today, prison labor is still used as cheap or free labor for various companies. Therefore, although slavery in the U.S. has been abolished, this loophole and the prominence of prison labor is eerily and sadly similar.
Paul Billingham and Tom Parr. Enforcing social norms: The morality of public shaming. European J of Philosophy, 28(4):997–1016, December 2020. URL: https://onlinelibrary.wiley.com/doi/10.1111/ejop.12543 (visited on 2023-12-10), doi:10.1111/ejop.12543.
This article talks about how publish shaming is an action with the purpose of upholding social norms. It reminds me of the popular phrase used on tiktok, "lets bring shame back". This phrase is used in the context of people posting inappropriate content to their public accounts and expecting no lash back even though there are children on the app. The point of bringing shame back is to stop these sort of behaviors.
C. Thi Nguyen. Twitter, the Intimacy Machine. The Raven Magazine, December 2021. URL: https://ravenmagazine.org/magazine/twitter-the-intimacy-machine/ (visited on 2023-12-10).
This article reminds me to be cautious of the "false sense of intimacy" brought about by social media. Although these platforms make it easier for people to express their emotions and opinions, sometimes they can also make people mistakenly believe they understand others, and even affect judgment. This "illusion of intimacy" may also make people more prone to online arguments or misunderstandings.
anything that helps the researcher generate concepts for the emerging theory. According to Ralph, Birks, and Chapman field notes can come from informal interviews, lectures, seminars, expert group meetings, newspaper articles, Internet mail lists, even television shows, conversations with friends etc.[21]
Reminds me of how Luhmann wasn't just reading empiric publications for his theory — he also read some fiction
Listen for rattles or other noises from the air conditioner or speaker chains or lamps
There is nothing more aggravating than watching a film that has rattles – irritating enough to notice, but only during the most exciting parts of the movie. When reported, they don't seem to get fixed.
So, please pay special attention to this and make the notes required to get it fixed.
This reminds me that we should create a 'ping' system so that these things get followed-up on.
When we think about repair and reconciliation, many of us might wonder where there are limits. Are there wounds too big to be repaired? Are there evils too great to be forgiven? Is anyone ever totally beyond the pale of possible reconciliation? Is there a point of no return?
I have heard some victims say that they chose to forgive because they wanted to get themselves out of the pain, not because they wanted to forget, but to prevent hatred from continuing to control them. I think forgiveness is not necessarily about saying "it doesn't matter", but rather "I don't want to be trapped by this matter anymore". This reminds me of what was discussed in the psychology class about emotional release and self-growth. Sometimes letting go can actually be a form of strength.
Cross-platform raids (e.g., 4chan group planning harassment on another platform [q5]) Stochastic terrorism [q6]
This reminds me a lot of Swatting, where streamers on platforms such as Twitch or YouTube would have cops called on them by someone and armed cops would come in and detain them live on stream. I remember how surprised I was seeing it happen for the first time live and how messed up I thought it was, even if it was for the extra entertainment value.
whether academics were drug addicts,alcoholics, batterers, or sexual abusers, the only importantaspect of our identity was whether or not our minds func-tioned, whether we were able to do our jobs
A kind of reified vision that reminds me of critiques of priesthoods and the power of the mission.
Individual harassment (one individual harassing another individual) has always been part of human cultures, bur social media provides new methods of doing so. There are many methods by which through social media. This can be done privately through things like: Bullying: like sending mean messages through DMs Cyberstalking: Continually finding the account of someone, and creating new accounts to continue following them. Or possibly researching the person’s physical location. Hacking: Hacking into an account or device to discover secrets, or make threats. Tracking: An abuser might track the social media use of their partner or child to prevent them from making outside friends. They may even install spy software on their victim’s phone. Death threats / rape threats Etc.
One section of the chapter that jumped out to me was the discussion of how abusers might utilize tracking and spyware on their victim's phones. This reminds me of previous situations in which survivors of domestic violence described how their partners monitored their location or texts without their permission. It's alarming how technology created for safety (such as location sharing or parental controls) can be twisted into tools of manipulation. It raises fundamental concerns about technology companies' ethical duties to build tools that prevent abuse. Should app creators be held liable if their tools are commonly misused in this manner?
Emiliano De Cristofaro. 4chan raids: how one dark corner of the internet is spreading its shadows. The Conversation, November 2016. URL: http://theconversation.com/4chan-raids-how-one-dark-corner-of-the-internet-is-spreading-its-shadows-68394 (visited on 2023-12-10).
I think this article highlights an important issue: The anonymity provided by social platforms not only safeguards freedom of speech, but also makes it easier for some people to engage in malicious behavior without facing consequences. This reminds me of the "platform responsibility" issue we discussed in class - if a platform is constantly used to organize harmful actions, should this platform bear some responsibility for this?
We tend to think of violence as being another “normatively loaded” word, like authenticity. But where authenticity is usually loaded with a positive connotation–on the whole, people often value authenticity as a good thing–violence is loaded with a negative connotation. Yes, the doctor setting the bone is violent and invasive, but we don’t usually call this “violence” because it is considered to be a legitimate exercise of violence. Instead, we reserve the term “violence” mostly fo
I think the word "violence" does carry a strong value judgment. It is not merely a term to describe an action; it is also a reflection of a social attitude. This reminds me of news reports where, if the police use force to arrest someone, different media outlets will have completely different descriptions. Some call it "law enforcement", while others call it "violent suppression". This shows that language itself influences how we perceive an action.
The story I tell is both of ours, but for now I am the one telling it. In the near future, as Lydia's awareness and ability to tell her life grows, I want her voice to be heard more clearly. Rather than me speaking and writing about her, I hope we will speak and write together. What we can learn about difference by attending to both the child with disabilities and her mother should move us away from the notion that the child is necessarily an "other" to the mother...or vice versa. We need to hear both voices; they need to hear each other; and each must be believed if "difference" is to make a difference
I really appreciate how this part emphasizes the importance of shared voice and mutual recognition. The idea that the mother and daughter are not separate but deeply connected challenges the way we usually frame difference as distance. It reminds me that to truly understand difference, we have to listen to multiple perspectives—not just about someone, but with them.
The story I tell is both of ours, but for now I am the one telling it. In the near future, as Lydia's awareness and ability to tell her life grows, I want her voice to be heard more clearly. Rather than me speaking and writing about her, I hope we will speak and write together. What we can learn about difference by attending to both the child with disabilities and her mother should move us away from the notion that the child is necessarily an "other" to the mother...or vice versa. We need to hear both voices; they need to hear each other; and each must be believed if "difference" is to make a difference
I really like the part about "both voices must be heard" in this paragraph. Many times we are used to "speaking for others", especially in the position of caregivers or educators, as if we know what is best for them. But this paragraph made me realize that true understanding is not to speak for her, but to speak with her. Lydia's growth is not just the growth of a child, but also a process in which a voice is gradually heard by the world. I think the author's respect is particularly touching, and it reminds us to listen - especially those voices that are not easy to be heard.
She is not her diagnosis or "category." Her potential cannot be defined by her disability label. I want her to have teachers who reflect on and actualize a posture that brings full acceptance to the humanity of her person.
This sentence reminds me that after many students are labeled, it is difficult to be regarded as a complete person. Like Lydia, with the label of special needs, others can easily ignore her interests, personality and abilities. She is not synonymous with cognitive impairment, she is a child with unique ideas. The school should see what the child can do, not just what she lacks.
Experiences of harassment, assault, or simply not seeing any representa-tion of LGBTQ lives in the curricula all contribute to negative school-basedexperiences. This chapter details recent studies and theoretical work on thehostile climate in schools, examines gaps in curricula, and discusses family-related issues that also challenge LGBTQ students or students with LGBTQparents. These may include a lack of role models in schools, discomfort withparental involvement, or, especially in the case of children with LGBTQ par-ents, difficult relations between school and family (Kosciw & Diaz, 2008).In keeping with our focus on the diversity of LGBTQ experiences, thischapter continues an analysis of the intersections of racial, gendered, andgender-identity-related violence, harassment, and alienation that students inpublic school and family settings experience.
This reminds me how representation in school isn't just symbolic—it has real emotional and psychological consequences. When LGBTQ students don’t see themselves reflected in the curriculum or feel unsafe in school environments, it impacts everything from learning to mental health. I also hadn’t thought much before about students with LGBTQ parents and the added challenges they face. This really shows how schools need to be more inclusive on multiple levels.
In addition, homophobia has diverse roots, so being more aware of thedifferent biases and anxieties behind its expressions can be key to challeng-ing it and to challenging transphobia and other forms of exclusion as well.Even in the midst of thinking about bias and ensuring a fully educationalresponse, there is a danger in letting homophobia define how and why les-sons on sexual minorities are included in school. Institutional and legal re-strictions have shaped the lives of sexual minority people, yet it would be avast oversimplification to say that is the only reality of their lives. Sexuality,as discussed in Chapter 1, has a long and varied history-indeed historiesof identities and subjectivities may bear little resemblance to the categoriesby which we currently define sexual identity. As much as those communitiesand identity formations were related to restrictions on individuals' ability tolive, they nonetheless formed cultures and associations, and-like other mi-norities living in a cultural context shaped by bias-reshaped their worlds.Tactically, it may be possible to convince people who initially do not wantto include sexual minority issues in schooling that to do so would helpaddress the risks that LGBTQ students face. However, we also need to becareful not to frame LGBTQ issues as only risk or deficit ones. We need toprovide the opportunity to examine the positive aspects of LGBTQ commu-nities and cultures and the abilities of sexuality and gender diverse people tolive lives beyond institutional constraints.
This section really made me think about how LGBTQ topics are often framed around danger, risk, or trauma. While those realities are important, it's limiting if that’s all we focus on. I like how the reading reminds us that LGBTQ communities also have resilience, joy, and rich cultural histories. Including those aspects in education helps move the conversation from tolerance to genuine respect.
Her work to expose systems of oppression is at once about her and about all of us, collectively and as individuals in the world.
This reminds me of the continued work of POC scholars to articulate the ways anger becomes a path to liberation. I'm inspired how it is shared that love and rage can sit side by side. The two forces can sculpt a journey toward positive change.
because it reminds me of my great grandpa and grandma and the hard life they lived to help our famil
love that you are honoring them!
Jeremy Gray. Missing hiker rescued after Twitter user tracks him down using his last-sent photo. DPReview, April 2021. URL: https://www.dpreview.com/news/0703531833/missing-hiker-rescued-after-twitter-user-tracks-him-down-using-a-photo (visited on 2023-12-08).
This article and the use of crowd sourcing to find this missing person reminds me of the communities online which crowd source help to try to find missing children from their missing posters and pictures. Doxxing someone online may be one of the more easier things to do with open source information.
WIRED. How to Not Embarrass Yourself in Front of the Robot at Work. September 2015. URL: https://www.youtube.com/watch?v=ho1RDiZ5Xew (visited on 2023-12-08).
I watched the WIRED video "How to Not Embarrass Yourself in Front of the Robot at Work" in Reference [p5]. The video is about how humans often act unnatural or even a little awkward when working with robots. This reminds me that although technology is becoming increasingly intelligent, humans have not yet fully adapted psychologically to the scenarios of interacting with non-human colleagues. Therefore, when designing human-computer interaction systems in the future, not only functionality should be considered, but also human emotions and social habits.
It reminds me of a protest chant but on paper.
perfectly said!
A psychoanalytical interpretation might suggest the flag expresses a collective need for visibility and healing after generations of racial trauma
reminds me of Faith Ringgold's Flag for the Moon
They demonstrate an ability to manage their personal data and examine how it is being used andtracked by other
This quote highlights the long-term impact of students’ digital behavior and the importance of teaching responsible online habits. It reminds me that digital citizenship is more than just avoiding harm, it’s about actively building a positive presence online. As a future educator, I want to help students understand that what they post, share, and engage with online can follow them into college and careers. Teaching students to manage their digital footprint thoughtfully is just as important as teaching traditional academic skills in today’s world.
contract
Reminds me of the "Utopian Promise" video and the contracts of the New World the Quakers and Puritans were making on the ship and in the new land
Each part of the SAMR model is valuable in different contexts.
This quote emphasizes that the SAMR model (Substitution, Augmentation, Modification, and Redefinition) is not a rigid hierarchy, but rather a flexible framework. It reminds me that technology integration should be purposeful and context-driven. Sometimes a simple substitution is all that's needed, while in other situations, redefinition can unlock entirely new learning experiences. As a future teacher, this helps me think more critically about how I use tech, not aiming for the “highest” level, but the most effective one for my students and learning goals.
This is a huge shift from how we viewed the privacy of our communications during the analog era.
This quote highlights how dramatically our expectations of privacy have changed in the digital age. In the past, there were clear legal protections around private communication, like phone calls. But now, with digital tools and platforms, those lines are much blurrier, especially when it comes to what companies and governments can access. As a future educator, this reminds me that teaching digital literacy isn’t just about using tools, it’s also about helping students understand their rights, how data is collected, and how to protect their privacy online.
The ability of these programs to improve our lives is what makes them a beneficial technology to our everyday experiences, as well as our education systems.
This quote captures the heart of why educational technology matters; not just as a convenience, but as a meaningful way to enhance learning and daily life. When thoughtfully selected and implemented, digital tools can support students’ engagement, understanding, and access to content. It reminds me to focus on tools that have a clear, positive impact and not just use technology for the sake of it. As a future teacher, I want to make intentional choices that truly support student growth and make learning more inclusive and effective.
With the continued adoption of mobile devices worldwide, instructional methods and tools that deliver content using mobile technology will continue to grow and therefore warrant their own assessment category.
This quote highlights the growing importance of mobile technology in education and the need to evaluate instructional methods specifically designed for these devices. As mobile use becomes more widespread, educators must consider how to effectively deliver content that is accessible and engaging on phones and tablets. This reminds me that, as a future teacher, I’ll need to stay informed about emerging mobile tools and how to assess their effectiveness to support diverse learners in various settings.
As educators, we must strive to create fully accessible learning environments for our students. This requires designinginclusive learning environments and evaluating the accessibility of digital tools and apps before using them in theclassroom to ensure all learners have the same opportunities to access and engage with course content.75
This quote highlights the critical responsibility educators have to ensure equity in learning by making environments accessible to all students. It reminds me that inclusivity isn’t just a nice-to-have; it’s essential for fair education. The emphasis on evaluating digital tools before using them is especially important in today’s tech-driven classrooms, where some apps or resources may unintentionally exclude learners with disabilities. This reinforces the need for me, as a future teacher, to be diligent about choosing tools that support diverse learning needs and to advocate for accessibility in all aspects of teaching.
A PLN is made up of people, spaces, AND tools that support your ongoing learning and professional growth
This quote stands out because it expands the idea of a Personal Learning Network beyond just the people we connect with. It emphasizes that the environments we engage in and the tools we use are equally important. As a future teacher, this reminds me that professional growth doesn't happen in isolation. I need to be intentional about the spaces I frequent (like online forums or conferences) and the tools I rely on (like note-taking apps or blogs). It’s also a good reminder that building a PLN isn’t just about networking, it’s about continuously seeking resources and environments that push my thinking, reflect diverse perspectives, and keep me engaged in lifelong learning.
76Other studies support the view that teachers hold biased perceptions toward students of color. Oneof these involved a sample of 57 female teachers, most of whom were White. This researchexplored how teachers would react to misbehavior. Although the researchers found that theteachers, who represented all grade levels from across the country, did not respond stereotypicallyafter a student’s first infraction, they were more likely to stereotype Black students astroublemakers after a second infractio
This reminds me of the video we watched in class where the teachers looked at the Black boy more than the other students for misbehavior. There needs to be more representation of people of color when it comes to teachers because bias, especially bias from being unknowledgeable of cultural differences, negatively impacts how students are perceived. I think that if there isn’t any teacher that shares the same background of the students, stereotypes and biases go unchecked. Seeing how Black students were labeled as troublemakers after the second infraction, this conveys the stereotypical biases that influences education.
Anil Dash. Against “Don’t Read the Comments”. Humane Tech, January 2016. URL: https://medium.com/humane-tech/against-don-t-read-the-comments-aee43ce515b9 (visited on 2023-12-08).
I think what he said makes sense. If we always avoid the comment section, those malicious people will take over it, and it will make the kind and constructive people silent. I once posted my work on social media and saw some people leaving encouraging comments, which made me feel very warm. But sometimes I am also affected by negative comments. If the platform and users can work together to create a better comment environment, then the comment section can actually become a very meaningful place. This reminds me that we can't just complain about the poor state of the online space; we also need to participate and improve it ourselves.
Governments might also have rules about content moderation and censorship, such as laws in the US against CSAM. China additionally censors various news stories in their country, like stories about protests.
Its crazy to think of how involved the government is with controlling what can be viewed on social media platforms but they really do control it directly with the laws that they pass. This reminds me of the law to ban tiktok being made a priority over other important matters because the government is aware of how much information is really released on the platform.
User control and freedom is the principle that people will take many paths through an interface (not always the intended ones), and so wherever they end up, they should be able to return to where they came from or change their mind. The notions of “Cancel” and “Undo” are the best examples of user control and freedom: they allow users to change their mind if they ended up in a state they didn’t want to be in. The dialog below is a major violation of this principle; it gives all of the power to the computer:
I think user control and freedom should be on the forefront of every designer's mind and treated with high priorityy for interface design. I'd even argue and say that it should be a critical proponent. I have definitely experienced frustration with the lack of user control and freedom on some interfaces. I think that someone can have an amazing design in all other aspects, and it would be an awful design because it lacks user control and freedom. Going back to my INFO300 class again, user control and freedom kind of reminds me of the Belmont Principals for ethics. I think ethical design respects individual autonomy and this is one way to achieve it.
A user’s motivations for using the software.A user’s information processing style (top-down, which is more comprehensive before acting, and bottom-up, which is more selective.)A user’s computer self-efficacy (their belief that they can succeed at computer tasks).A user’s stance toward risk-taking in software use.A user’s strategy for learning new technology.
I think this breakdown of processes is a great checkbox in designing a product, and it kind of reminds me of the work we're currently doing in info 380. I remember at the start of the class after we picked our topics, we had to determine who our stakeholders were and think from their perspectice. Not only did we analyze interviews with users but also took notes on what features they expected or wanted.
Consistency and standards is the idea that designs should minimize how many new concepts users have to learn to successfully use the interface.
This is an important element of design, as users can feel frustrated if they feel like they don't understand how a product works. Making things as simple as possible is essential for users to feel satisfied and for them to be able to meet their needs. This concept also reminds me of learning about conventions in other INFO classes, as there are established ways of completing certain tasks, and users become accustomed to them and begin to expect certain behaviors. For example, when people go up to a sink, there is an expectation that turning it to the left produces hot water and turning it to the right produces cold water.
“I thought for a very long time that I was introverted. I realized that I just wanted to bemy true and genuine self - and that’s difficult if people act like it’s weird”
This quote powerfully captures the emotional and social toll of invisibility that many LGBTQ+ youth experience. Ngo’s reflection highlights a common misunderstanding: what might appear as introversion or social withdrawal can actually stem from a deeper, internal conflict—the fear of judgment for simply being oneself. In environments where queer and non-binary identities are viewed as “weird” or abnormal, students like Ngo often feel forced to suppress their personality in order to stay safe or accepted.
Rather than a lack of sociability, this is a survival strategy. It underscores the importance of affirming environments where youth can express their identity without fear. When Ngo says he “just wanted to be [his] true and genuine self,” it reminds us that authenticity isn't possible without cultural and institutional support. This makes me wonder, how many students are mislabeled as shy, antisocial, or unmotivated when in reality they’re struggling to feel seen and safe? What can educators do to create spaces where being different isn’t treated as “weird,” but as valuable?
“ ’Tain’t no boogerman got me tuh study ’bout. Maybe you think Ah ain’t treatin’ yuh right and you watchin’ me.”
This reminds me of how Jody acted.
“We got a rich man round here, then. Buyin’ passenger trains uh battleships this week?”
This reminds me of when the girl Daisy has the two suitors who offer to get her a steam ship and a passenger train.
In the “tree” structure, each comment or reply is called a “node,” with the initial comment being the “root node.” Each of these nodes has lines showing which nodes are replies (in math terminology the replies are “children”
Tree structure for comments is helpful for understanding the concept of comments. The tree structure reminds me of the the previous coding topics: conditional statements and lists. Lists because each branch of a tree is like an ordered list of comments that are interconnected. Conditional statements because if a user responds to another comment it is added to a list.
While there are healthy ways of sharing difficult emotions and experiences (see the next section), when these difficult emotions and experiences are thrown at unsuspecting and unwilling audiences, that is called trauma dumping [m11]. Social media can make trauma dumping easier. For example, with parasocial relationships, you might feel like the celebrity is your friend who wants to hear your trauma. And with context collapse, where audiences are combined, how would you share your trauma with an appropriate audience and not an inappropriate one (e.g., if you re-post something and talk about how it reminds you of your trauma, are you dumping it on the original poster?).
people suddenly sharing very private and painful experiences. The comment sections are either filled with kind comfort or clearly don't know how to respond. This phenomenon made me realize that it is very easy to blur the line between "appropriate" and "inappropriate" audiences online. I also agree with the "pseudo-social relationship" mentioned in the article, which may make people mistakenly believe that the other person is a friend willing to listen, and thus accidentally impose traumatic emotions on others.
The only way to find out if something would actually be used is to implement your design and give it to people to see if it offers real value
This reminds me of the concept of MVP and the importance of first testing the idea and only then building a good product based on that idea. For example, before TurboTax was built, the founder first was interested if anybody would even want to file their taxes online. So instead of building an intricate system, they first built a super simple one that only filed a specific tax document that only a percentage of the population was eligible to file. It was done for the sake of simplicity to test out the idea without spending too many resources. The tool went viral and only then they started making it more universal for other tax filers too.
This painting reminds me of the sunny days driving back and forth between Santa Barbara and Ventura, and glancing at the waves from the window.
so true!!
Another way to observe the gender dimension of the classroom compro-mise is to focus on individual children and record and describe their behavior for an extended period of time. Here is what we found when we watched two children for a forty-five-minute class. Perhaps you will see yourself in their behavior. Maybe you will see your son or daughter.
This paragraph is a bit like inviting us to be "observers", not just to observe the overall atmosphere of a class, but to pay attention to individual gender behavioral differences. When I was teaching in the past, I found that boys are often more likely to be noticed in class, whether they are good or naughty, while girls are more likely to be ignored because they are usually more "well-behaved". This paragraph made me realize that sometimes our judgments about "who is active" or "who deserves encouragement" are actually mixed with gender bias. The phrase "maybe you will see yourself" is quite immersive, and it also reminds us to look at children's behavior with empathy.
an ancient Gnostic wisdom text, The Thunder, Perfect Mind
for - book - The Thunder, Perfect Mind - reminds me of Thich Nhat Hahn's writing, or Rumi's poems
For social media content, replication means that the content (or a copy or modified version) gets seen by more people. Additionally, when a modified version gets distributed, future replications of that version will include the modification (a.k.a., inheritance). There are ways of duplicating that are built into social media platforms: Actions such as: liking, reposting, replying, and paid promotion get the original posting to show up for users more Actions like quote tweeting, or the TikTok Duet feature let people see the original content, but modified with new context. Social media sites also provide ways of embedding posts in other places, like in news articles There are also ways of replicating social media content that aren’t directly built into the social media platform, such as: copying images or text and reposting them yourself taking screenshots, and cross-posting to different sites
One thing that struck me about this chapter was how the concept of replication and inheritance on social media reflects how ideas evolve in real life. When someone edits a post, such as adding comments in the form of a quote tweet or remixing it in a TikTok Duet, it reminds me of how memes and cultural trends emerge through reinterpretation. It makes me wonder how much control we actually have over our original stuff once it's online. I also wonder if this type of replication dilutes the original message or amplifies it by allowing additional voices to add to it.
Beautiful, feminine, popular with the boys, popular with the girls .... The one thing I would like to get across about my whole feeling regarding high school is how I was when I was fifteen: gawky, always a hem hanging down, or a strap loose, or a pimple on my chin. I never knew what to do with my hair. I was a mess. And I still carry that fifteen-year-old girl around now. A piece of me still believes I'm the girl nobody dances with.
It really captures how our teenage insecurities can stick with us for years. That image of the “girl nobody dances with” feels symbolic of how many people carry around a version of their younger, uncertain self. It reminds me of when I was in ninth grade and showed up to a school dance in an outfit I thought was cool—only to realize no one else dressed that way.
In the central drama of adolescence, high school is when girls and boys begin their quests to develop an adult identity. They experiment with dif-ferent roles in ways that bewilder their parents. As one mother told us: My daughter comes home from school exhausted. She doesn't say much usually, but yesterday she couldn't stop talking. First she was so happy because the cast names were up for the play and she got a part.
This part beautifully shows how high school is more than just academics—it’s really where teens start trying out who they want to become. The phrase “experiment with different roles” totally makes sense; one day you’re shy and quiet, the next you’re suddenly in the school play or trying out for student council. It reminds me of my friend who used to be super introverted, but after she joined the drama club, she started to shine. She told me it felt like she finally found a version of herself that made sense—and that’s what high school is often about: testing things out until something clicks.
Content is sometimes shared without modification fitting the original intention, but let’s look at ones where there is some sort of modification that aligns with the original intention. We’ll include several examples on this page from the TikTok Duet feature, which allows people to build off the original video by recording a video of themselves to play at the same time next to the original. So for example, This tweet thread of TikTok videos (cross-posted to Twitter) starts with one Tiktok user singing a short parody musical [l19] of an argument in a grocery store. The subsequent tweets in the thread build on the prior versions, first where someone adds themselves singing the other half of the argument, then where someone adds themselves singing the part of their child, then where someone adds themselves singing the part of an employee working at the store[1]:
This reminds me of a viral TikTok video from a while ago, where a girl accidentally hit her waist while recording and let out a high-pitched scream, which made the original video quite funny. Viewers noticed that the pitch of her scream matched certain musical melodies surprisingly well, so many users started remixing the scream into songs. These creative edits helped the content spread even more widely and demonstrated an alignment between the original humor and the way the video went viral.
Monica Lewinsky (she/her) [@MonicaLewinsky]. 👀. May 2021. URL: https://twitter.com/MonicaLewinsky/status/1395734868407984136 (visited on 2023-12-08).
Although this tweet seemed very simple, it attracted a lot of attention and was retweeted on social media. It shows that nowadays on the Internet, even without speaking but only using expressions, one can still have a great ability to spread. I think this is also related to the "copying" and "inheritance" mentioned in this chapter. Many people add their own explanations or emotions when forwarding, and thus the content has a "new version". This tweet also reminds me that sometimes the power of social media is huge, and even a small action can trigger many reactions.
Thus, the objectifi cation of female bodies and the implementation of school dress codes are not neutral
This has given me some new ideas about the objectization of students in schools. Behind such requirements and policies lies actually the division and control of gender and race, which intensifies the control of gender and leads to a vicious circle. This reminds me of school uniforms. In China, all students are required to wear uniform clothing. I think this has some special differences from the dresscode. What China demands is collectivism that is for all genders, but the dress code for girl is a kind of materialization of women themselves.
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.
This insight really resonates with me, especially thinking back to a hackathon I participated in recently. My team and I jumped into coding too quickly, thinking we had a solid solution. But halfway through, we realized we didn’t fully understand our users’ needs or the pain points we were trying to address. Looking back, a simple low-fidelity prototype, even just sketches, could have helped us clarify what problem we were solving and saved hours of backtracking. This quote reframes prototyping not just as a technical skill but as a thinking tool, one that helps guide decisions, not just execution. It reminds me that in any design process, it's just as important to ask why you're building something as it is to ask how you'll build it.
You don’t make a prototype in the hopes that you’ll turn it into the final implemented solution.
I really appreciate this reframing of what a prototype is for. I completely agree that too often teams treat prototypes as mini-products and get locked into improving them rather than learning from them. Emphasizing that prototypes are disposable encourages a more experimental mindset, where failure isn’t a setback but a step toward clarity. This perspective is useful for my own projects because it reminds me to set clear learning goals before building anything, so I don’t waste time polishing details that may turn out to be irrelevant.
Think of it like a variable in a program that gets reflected somehow in the user interface’s appearance or behavior. For example, consider an alarm clock. Its state includes things like the current time, an alarm time and a Boolean alarm on state. These states could be displayed to a user and modified by a user in a variety of ways.
This section kind of reminds me of variables in coding. I'm currently picking up python and SQL, and this idea perfectly encapulates what variables are. Bridging this to an interface of data and algorithms, I agree that although not directly, a lot of these "state" from different designs do overlap. If we were to take inspiration or use other designs as a template, it would be easier for us to get the variables down.
Individual analysis focuses on the behavior, bias, and responsibility an individual has, while systemic analysis focuses on the how organizations and rules may have their own behaviors, biases, and responsibility that aren’t necessarily connected to what any individual inside intends. For example, there were differences in US criminal sentencing guidelines between crack cocaine vs. powder cocaine in the 90s. The guidelines suggested harsher sentences on the version of cocaine more commonly used by Black people, and lighter sentences on the version of cocaine more commonly used by white people. Therefore, when these guidelines were followed, they had have racially biased (that is, racist) outcomes regardless of intent or bias of the individual judges. (See: https://en.wikipedia.org/wiki/Fair_Sentencing_Act)
Reading about the distinction between individual and systemic analysis made me reflect on how frequently we attribute blame to individuals without considering the bigger systems that influence their actions. The example of drug sentence inequities in the United States was particularly remarkable, demonstrating how institutional racism may operate even when no one means harm. It reminds me of public health talks in which results differ dramatically across racial and socioeconomic lines, not because of individual choices, but because of systemic impediments such as access to care or environmental exposures. This makes me wonder: how do we effectively improve systems that are "invisible" in everyday life but have such significant consequences?
Though even modifying a recommendation algorithm has limits in what it can do, as social groups and human behavior may be able to overcome the recommendation algorithms influence.
interesting! it reminds me of a plot point in 1984, where one of the procedurally-generated songs outlives all the others (and some written by hand) because its lyrics seem to resonate with people more.
Fig. 11.3 A tweet [k4] highlighting the difference between structural problems (systemic analysis) and personal choices (individual analysis).
The systemic vs individual analysis reminds me of harm reduction vs punitive action. My first job was working in substance abuse prevention for my local county, where we focused on harm reduction. Instead of a focus on fear tactics and punitive attitudes (like the individual analysis) we talked to young people about ways to enrich their lives (systemic). Focusing on the root of the problem rather than cracking down on the individual is show to be more effective, and people naturally make safer decisions. I actively got to witness how effective focusing on systemic issues vs the individual is at a young age, which I am grateful for as it has helped me to see almost every aspect of life more holistically, and how effective systemic thinking is.
I was my parents' child. Things most middle-class children wouldn't trouble to notice, I studied. Remembered to see: the starched black and white uniform worn by the maid who opened the door; the Mexican gardeners-their complexions as dark as my own. (One gardener's face, glassed by sweat, looked up to see me going inside.)
This reminds me of going to any of my bosses houses. It seems like every time I get a new boss and I go over its the same play over and over again. Hispanics working for white people. I always feel icky after I leave. I understand it is a job but I can't help but notice.
we also lack the belief that we are even allowed to imagine something different
reminds me of Wengrow's primordial freedoms. We can't have the freedom to improve society if we can't imagine something different.
Benny and Miguel’s school and homes were located in adjacent low-income neighborhoods in Midwest City. Benny lived in Fountains, two blocks from the school in a subsidized apartment. The neighborhood was bounded by busy streets and a transportation hub
This section provides detailed background information about the neighborhoods where Benny and Miguel live, including racial proportions, poverty rates, and education levels. Although the numbers may seem a bit high, they actually tell us an important reality: these children are growing up in an environment with insufficient resources but cultural diversity. What impressed me was that although the poverty rates in different communities were high, the cultural composition and living conditions in each place were still different. The researchers did not use the word "poverty" to describe the complexity of these communities in detail, which also reminds us not to just look at economic data, but also to see the people living in them.
Throughout the analysis process, we wove together the participants’ per-spectives, contexts, and histories; the literature; and our perspectives (LeCompte & Preissle, 1993; Lewis, Enciso, & Moje, 2007). Our experi-ences and identities were relevant. I am a White, Spanish-speaking teacher educator who has lived in Latin American, and the consultant is Latina, an education professional and researcher, originally from Argentina; we both have experience working in the communities studied. The research assistants were college students, Mexican American and Puerto Rican and all bilingual, who also participated in the data analysis along with the classroom teacher who is Puerto Rican and bilingual.
What is particularly worthy of praise in this paragraph is that the author frankly explained his and his team's background - including race, language ability, cultural experience, etc. They also emphasized that they considered the perspectives of the participants and reflected on their own positions when analyzing (this is "etic analysis"). I think this kind of self-disclosure is important because it reminds us that research is not neutral, but rather an understanding of the world with human experience and bias. Seeing so many people from different backgrounds working together to analyze materials also made me feel the diversity and inclusiveness of this research.
In the study described here, the research team I led took a close look at the ways that two Latino families, living in two low-income neighborhoods simi-lar in some ways to those described by Neuman and Celano, “aggressively and persistently” nurtured their children’s developing literacy. More specifi-cally, we asked, What are the access points to literacy in the homes and low-income neighborhoods of two young Latino boys?
This paragraph emphasizes that the subjects of the study are two Latino families from low-income communities, and the focus is on how they "actively and continuously" support their children's literacy development. What I find particularly touching is that the study does not treat them as a vulnerable group, but rather sees their proactive efforts in family education. For example, although Benny and Miguel are only 6 years old and are still learning English, their families have already created space and opportunities for them to learn. This reminds me that insufficient resources do not mean insufficient enthusiasm for education.
reminds me of a woman looking directly at a man (and he doesn’t like it) of a woman fighting with her kids (but they need it) of a woman needing something real and swearing at the world (and the world doesn’t have it)
I really love how the script is flipped for this word. The narrator switches it to her being the one who says these things. The one who takes power. Where the word in origin is usually a derogatory, negative word used against women.
David Robson. The women with superhuman vision. BBC, February 2022. URL: https://www.bbc.com/future/article/20140905-the-women-with-super-human-vision (visited on 2023-12-07)
This article talks about some women having particularly strong color vision ability and being able to see more colors than ordinary people. They are called "four-color visionaries". I think this discovery is amazing and it also reminds me that our understanding of vision is not comprehensive enough. When talking about "normal" senses, in fact, we overlook those who "see more", just as sometimes we also overlook those who see less, such as color-blind people. This article reminds me that when we design colors, we should not only consider color blindness, but also think about whether we can also take into account those with more acute vision.
Making a tool adapt to users
It reminds me some confused designs on iphone, are they really adapting or subdue user? Like putting nothing new or very useless function on new iphone, but still promote new version every year. I feel people notice this recent years and sales of iphone goes down a little bit.
Sign up & Login
I think the point about ease of account creation is really important because it’s usually the first real interaction a user has with a product. If the process is confusing or too long, people might just give up before even trying the actual service. I definitely agree with this part of the reading, it reminds me how important it is to remove unnecessary steps and keep things as simple as possible. It also made me think more about how I personally react to difficult sign-up processes and how much they can influence my impression of a product overall
Don’t simply copy the designs you find in your research. The competitors may not be using best practices. Instead, be inspired by the solutions found in your research and adapt the solutions to fit your brand, product, and users
I couldn’t agree more. It’s easy to fall into the trap of thinking that because a competitor uses a certain design, it must be the best option — but that’s not always the case. I find this advice very useful because it encourages critical thinking and creativity rather than imitation. It reminds me that competitive analysis should be about understanding the market while innovating based on the specific needs of users, rather than just copying what already exists. This has changed my perspective a bit because I used to think of competitor research mainly as a blueprint to follow, but now I think of it more as a source of inspiration to build better products.
A competitive analysis provides strategic insights into the features, functions, flows, and feelings evoked by the design solutions of your competitors.
I find it interesting that the article includes “feelings” as something to analyze, not just features and functions. This reminds me that user experience is about more than just what a product does; it’s also about how it makes people feel. I think it’s important to remember that emotions can be a big part of why someone chooses one product over another.
Don’t simply copy the designs you find in your research. The competitors may not be using best practices. Instead, be inspired by the solutions found in your research and adapt the solutions to fit your brand, product, and users
This reminds me of an earlier chapter from Amy Ko's book when talking about methods on how to derive creativity. I believe immersing yourself in competitors work is one of the best ways to get yourself in a creative and innovative mindset. Starting with one of the questions mentioned later in the text like asking how the competitor is trying to solve the problem and then naturally flowing from there.
When explicitly offered the economy as a response, more than half of respondents (58%) chose this answer; only 35% of those who responded to the open-ended version volunteered the economy. Moreover, among those asked the closed-ended version, fewer than one-in-ten (8%) provided a response other than the five they were read. By contrast, fully 43% of those asked the open-ended version provided a response not listed in the closed-ended version of the question
This reminds me of learning about Confirmation bias and social desirability bias in research methods. I always thought it was so interesting how humans behave so differently when being observed for for some form of social credit. I believe it is incredibly important to be as monotone as possible and try to leave the motivations at the door when it comes to taking surveys.
In addition to the number and choice of response options offered, the order of answer categories can influence how people respond to closed-ended questions.
This reminds me of ordering food at restaraunts. If I was just asked open-endedly on what food do I want right now, I would answer something completely different from if I was choosing a dish from a menu. Especially, if there are too many options on the menu, it's always very hard to choose "the best one" that I want to order. I imagine a similar psychology is involved in surveys.
asynchronous activities based on the transmission of content knowledge that was later integrated in synchronous meetings.
This is something I'd like to do more of, sort of reminds me of the "flipped classroom" model where students would work on something asynchronously and then we'd incorporate it into our Zoom or In person class learning activity. However, my concern is for not having a critical mass of students who would consistently complete the asynchronous activity ahead of time and show up to class and participate in the synchronous activity.
Intermediate 2 was then reacted with 6-thioguanineand triethylamine (TEA) in dimethylformamide (DMF) toform intermediate 3 in an 85% yield, which was then reactedwith chloroformates and pyridine in dichloromethane (DCM)to form carbamate derivatives
The use of TEA and DMF to promote the reaction between tosylated pleuromutilin and thioguanine reminds me of the SN2 reactions from the first and second orgo quarters where a strong nucleophile displaces a good leaving group in polar aprotic solvent.
The way heritage speakers use their heritage languages can look different from the way "native" speakers of the language use it,
This reminds me a lot of the spanglish I grew up around. A lot of my friends that grew up with latino parents don't speak back to their parents in spanish it's almost like a hybrid of both. I do this too inadvertently when talking to my grandparents when I stumble across a word I don't know.
We observed a similar pattern in school interactions. Overall, the working-class and poor adults had much more distance or sepa-ration from the school than their middle-class counterparts.
Lareau notes a trend of 'distance or separation' between working-class and poor adults and school institutions, contrasting with the greater engagement of middle-class parents. This observation reminds me of another reading this week indicating that the demanding schedules and lack of flexibility often experienced by working-class families can limit their ability to engage in with their children school.
This study is based on interviews and obser-vations of children, aged 8 to 10, and their families. The data were collected over time in three research phases. Phase one involved observations in two third-grade classrooms in a public school in the Midwestern com-munity of "Lawrenceville."4 After conduct-ing observations for two months, I grouped the families into social class (and race) cat-egories based on information provided by educators. I then chose every third name, and sent a letter to the child's home asking the mother and father to participate in sepa-rate interviews. Over 90 percent of parents agreed, for a total of 32 children (16 white and 16 African American). A black graduate student and I interviewed all mothers and most fathers (or guardians) of the children. Each interview lasted 90 to 120 minutes, and all took place in 1989-1990.
This paragraph is about how the study was done - it sounds pretty solid. They visited 32 families of children between the ages of 8 and 10, and spent several months observing, grouping, and conducting in-depth interviews. I think the most interesting thing is that they also classified by social class and race, which shows that the author really wants to find out how "family background" affects children. To be honest, this reminds me of a classmate in elementary school. His parents loved to contact the teacher and would show up at school at any time to arrange tutoring, but in fact it could widen the gap in the children's development.
These findings extend Kohn and Schooler's (1983) observa-tion of class differences in parents' values, showing that differences also exist in the be-havior of parents and children. Quantitative studies of children's activities offer valuable empirical evidence but only limited ideas about how to conceptualize the mechanisms through which social advantage is transmitted. Thus, my second goal is to offer "conceptual umbrellas" useful for mak-ing comparisons across race and class and for assessing the role of social structural lo-cation in shaping daily life.
This paragraph is quite realistic, saying that parents from working-class and poor families don't pay much attention to developing their children's "special talents", but rather let their children play by themselves when they are free, and the connection between relatives is deeper. This reminds me of when I was a child, I spent most of my summer vacation at my grandmother's house, and my cousins and I played together every day. No one arranged interest classes or anything like that. I felt that life was quite free, but it really had nothing to do with "special development".
And finally, although there is a lot of data, research often lacks a "big framework" to explain how social advantages are transmitted - this resonates with me too much. Many times, it's not the lack of data, but the lack of an idea to piece together the fragments. Life is much more complicated, and it can't be explained by a few tables.
An ethnographic data set of white children and black children approximately JO years old shows the effects of social class on interactions inside the home. Middle-class parents engage in concerted cultivation by attempting to foster children's talents through organized leisure activities and extensive reasoning. Working-class and poor parents engage in the accomplishment of natural growth, providing the condi-tions under which children can grow but leaving leisure activities to children them-selves. These parents also use directives rather than reasoning. Middle-class chil-dren, both white and black, gain an emerging sense of entitlement from their family life. Race had much less impact than social class.
This passage is actually quite interesting - it compares the way middle-class families and working-class/poor families raise children. Parents in middle-class families will deliberately arrange interest classes and extracurricular activities, and will use "reasoning" to guide their children; while working-class families are more likely to let their children grow up freely, and they don't arrange many "organized" activities. This reminds me of my childhood, when my parents always said "go play by yourself", and now I think it's quite free.
But the article also points out that this difference will make children from middle-class families more likely to have a feeling of "I deserve more", which is the so-called "entitlement", which may become a kind of self-confidence in adulthood. Children from working-class families do not develop this mentality so obviously. Therefore, the influence of social class on children's personality and opportunities is actually quite far-reaching, not just a matter of money.
poor, White trash," Danny hissed as he sashayed by me on the dusty, pebble-filled p!a~ground at first recess. I started to cry, and I remember that Phillip laughed and said, "He's crying like someone just threw dirt in his eyes." And that's exactly what it felt like being told you're poor without being ready for it. I had no idea-absolutely no inkling whatsoever-that I'd spent the last eight years in poverty. I grew up in West Virginia, where the entire state looks l
This paragraph is so sad and true. The young author didn't realize that he was "poor" until he was called "white trash" by others - before that, he didn't even realize that he was poor. Especially the sentence "Third grade was the first time I learned 'I am poor' in school" is really touching, like a social label suddenly hit. It reminds me of a similar moment when I was a child, that is, you thought everything was fine, until someone reminded you that you were "different" with a certain look, and you will always remember that shock.
Kurt Wagner. This is how Facebook collects data on you even if you don’t have an account. Vox, April 2018. URL: https://www.vox.com/2018/4/20/17254312/facebook-shadow-profiles-data-collection-non-users-mark-zuckerberg (visited on 2023-12-05).
I was shocked at how much control people have over their own online identity with regard to Facebook. That there is the potential for my information to end up on their servers because someone who knows me has uploaded their list of contacts is a violation I never agreed to. What's more frustrating is the lack of transparency and that even when Facebook claims to be deleting data, it's most likely collecting new data at the same time. It makes me question how much control we truly have on the internet and how it reminds me that having the ability to opt-out of a platform is not always about opting-out of its reach.
By looking at enough data in enough different ways, you can find evidence for pretty much any conclusion you want. This is because sometimes different pieces of data line up coincidentally (coincidences happen), and if you try enough combinations, you can find the coincidence that lines up with your conclusion.
This paragraph made me reflect on how easy it is to unintentionally manipulate data, especially when you're trying to prove a point. I’ve seen this happen in group projects where someone cherry-picked stats to support our thesis, but when we looked deeper, the broader dataset told a different story. It reminds me of how important it is to approach data with skepticism and to consider context rather than just patterns. Is there a reliable method to distinguish between meaningful correlations and coincidences in data?
Sometimes a dataset has so many problems that it is effectively poisoned or not feasible to work with.
Data poisoning reminds me of what happened to the Tay chatbot that has been previously mentioned. Since Microsoft allowed Tay to use Twitter as its learning ground, many users used slurs and other profanities in response to the chatbot with malicious intent. It was intentional data poisoning meant to push the bot to have a more racist viewpoint while also spouting some horrendous phrases.
This is a common case of technological advancements designed to assist human interaction, negatively affecting us. Social media algorithms are designed to show people exactly what they want to see online, but this can be dangerous as it is seen to be very addictive because it is designed to specifically make you spend more time on the app. This reminds me of the idea that when something is free (like social media), then you are the product. We are all being used for our attention spans to watch ads all day.
Proposals are written in a professional, but not bureaucratic, style. Think of this as a plain (non-literary) style, but with some appeal to emotion (pathos).
This quote reminds me that I need to balance clarity with persuasion. It is important to use plain language to remain professional and accessible, yet it is usually acceptable to appeal to my audience's values and concerns but it's important to avoid manipulation and exaggeration.
Social media sites then make their money by selling targeted advertising, meaning selling ads to specific groups of people with specific interests. So, for example, if you are selling spider stuffed animal toys, most people might not be interested, but if you could find the people who want those toys and only show your ads to them, your advertising campaign might be successful, and those users might be happy to find out about your stuffed animal toys. But targeting advertising can be used in less ethical ways, such as targeting gambling ads at children, or at users who are addicted to gambling, or the 2016 Trump campaign ‘target[ing] 3.5m black Americans to deter them from voting’ [h17].
This reminds me of the insane occurrence when you're talking about a product or brand with your friend that you've never heard of, looked up, or engaged with before and then later that day you'll see an ad for that exact product/brand on snapchat or instagram and wonder if social media is listening to you. I'd really like to understand how and why this happens. Are they really recording our conversations? Are there certain buzzwords that you can say to trigger this instance? Is it just a big coincidence and a case of confirmation bias?
This social structure reminds me of the social patterns separating dolphins that used the sponges as tools and those that didnt.
Trolling is when an Internet user posts inauthentically (often false, upsetting, or strange) with the goal of causing disruption or provoking an emotional reaction. When the goal is provoking an emotional reaction, it is often for a negative emotion
This section reminds me of times when I’ve seen people post obviously fake or mean comments just to make others upset, especially in livestream chats or game forums. I used to think they were just joking, but now I realize it was trolling. It’s interesting to learn that some people do it to feel powerful or smart. I’ve even seen people try to “troll the newbies,” which I didn’t know was an actual term before reading this.
Com-pared to chromosomal sex, which is seen (by these definitions) as tending to be immutable, immanent in the individual, and biologically based, the meaning of gender is seen as culturally mutable and variable, highly relational (in the sense that each of the binarized genders is defined primarily by its relation to the other), and inextricable from a history of power differentials between genders.
Exactly, reminds me of Judith Butler's theorizing of gender as a performative practice.