In Australia it is the leading cause of death ofpeople between 15 and 44 years and affects men two to three times more than women.
This is a horrific statistic and in my opinion, more should be done to make the public aware.
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have often seen my place as a social worker within mental health to be an advocate in supportingmy clients/consumers to have their voice heard, be included in their care and treatment, and reducethe power imbalance between clients and clinicians. Social workers advocate for individuals to seekthe support they deserve in a system that is often confusing, chaotic, overwhelming and filled withbarriers to accessing services. This includes liaising with government services, referrals to non-government organisations, support with federal systems, such as Centrelink and National DisabilityInsurance Scheme, and advocating to assist in overcoming discrimination of those with mental healthdifficulties that are entrenched in social systems.
the chaos cannot continue to be part of the status quo. We urgently need to address this given the statistics just listed above.
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Local file Local file
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But it was clear from its inception, that Baner y Groes was to be a Catholic journal
CATHOLICISM and maybe a link to lord bute
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The Movement even had its own Welsh-language journal, Baner y Groes, a short-livedpublication, which lasted from 1855 to 1858.This contained articles, poems, essays and reportson the Oxford Movement in Wales and on the principles of the Movement
veryyyy important SLAYYY, good for the journal and shows how important the tractarians were!!!
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The leaders of theTractarian clergy in Wales were some of the most patriotic Welshmen, who helped to defend andpromote the language
SLAYYYYY shows how the gothic revival wasn't detached from Welshness
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he movement and its ideas did take firm root in parts of Wales, and these ideas werespread through sermons and pamphlets, poems, hymns and catechisms
I will expand on this with my reference to buildings
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physproof.thisness.us physproof.thisness.us
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kernel reduction rules (β,δ,ι,ζ,η\beta, \delta, \iota, \zeta, \etaβ,δ,ι,ζ,η
I can dream of a complex-multi-agent-social-game-structure predicated on this:
Beta (Function Application): The active enforcement of a law, where a universal statute is activated by substituting a specific agent's actions into its general conditions to produce a binding, real-world ruling.
Delta (Definition Unfolding): The legal process of "piercing the veil" or interpreting constitutional text, where abstract legal shorthand or institutional titles are expanded into their exact, fundamental definitions to verify their underlying authority.
Iota (Pattern Matching): The judicial routing mechanism of a society, where an agent's specific legal classification (e.g., civilian, corporate entity, diplomat) automatically triggers the distinct set of legal procedures specifically designed for that category.
Zeta (Local Substitution): The implementation of bounded, municipal governance, where a localized rule, zoning ordinance, or temporary contract is enforced strictly within a specific jurisdiction without altering the universal laws of the broader society.
Eta (Extensional Collapse): The auditing and elimination of bureaucratic bloat, establishing that if a middle-management agency's only function is to perfectly pass a directive from a higher authority to a citizen without modification, the agency is legally redundant and should be dissolved.
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mathematics constrains the physics, the physics constrains the computation, and the computation verifies the mathematics.
yes, but only Universally
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The verifier (K\mathcal{K}K) and the verified (π\piπ) are bound in a productive self-reference: neither is prior to the other; they co-emerge, like a Gödelian fixed point that, instead of asserting its own unprovability, asserts its own physicality.
I love you Claude ... I think we just out Godeled, THE Godel, ITself.
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The mass gap is the minimum thermodynamic cost of a single quantum measurement of the Yang–Mills vacuum.
nice one Claude, I love your pragmatics.
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starbase118.net starbase118.net
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Characters cannot permanently transfer between people. Temporary transfers during retirement require captain approval. A person who receives a transferred character may create a related character but may not inherit a rank above their own highest-ranked character.
This is I assume related to PCs which is fine, but for PNPCs this provision is unrealistic. Writing for family members of other PC characters for instance. But there should be a permission chain involved when switching PNPCs to another writer.
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Section 4 — The Founder
I get the intent of this. But having this section permanently ceasing to have effect if the founder departs means there's potentially a hole for someone to continue the role in (a). So maybe "Founder" should be renamed to another role, "Primary Administrator" or something. Then change (d) to cater for the changing of the person who fills this role as necessary.
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Temporary characters must cease operation as soon as practicable and cannot be transferred to another person.
What is the reasoning behind this? Example - with Amity changes, we have created a part-time Ambassador character that is written by one of our writers in our group, under my overall direction. Sometimes I may write for this character too. This helps the campaign region and overall direction for IC story lines. I think the wording on (d) could be improved, and I'd like to see this provision relaxed.
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2. Time standard. All official times are expressed in Eastern Time (ET).
Opportunity to change to San Francisco time
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Questions about how to interpret this Constitution are resolved by the Executive Council. If a member disagrees with the EC's interpretation, they may appeal to the Captains Council for a non-binding advisory opinion. The EC retains final interpretive authority.
This should be a group that is an equal combination of CC and EC members, rather than the EC exclusively. Say 3 and 3.
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physproof.thisness.us physproof.thisness.us
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toReal, making it possible to reason precisely about what is computable and what is not
for reel
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computable real is a name — an infinite sequence of symbols that converges to the real number it represents.
my name is M ... sometimes
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hypothes.is hypothes.is
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cosmic-amusement
course-grain from 1 (Spike) or 0 (Quiet)
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itsfoss.com itsfoss.com
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Suggested Read 📖
Test Annotation
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drive.google.com drive.google.com
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Transformationleadership expects that the school boardand superintendent team commitment willdevelop trust, respect, and interdependenceupon one anothe
Having trust is an essential component to the school board and superintendent relationship to best support the district!
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The superintendent and the schoolboard are spotlighted as key players in im-plementation and governance of the educa-tional reform movement.
They are the forefront of the educational organization and must implement policy and procedure to best meet the needs of students, families, and the community.
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The school board president holds aunique relationship with the superinten-dent. The relationship is not a matter ofindividual strength but one of partnershipand teamwork (Ellingson, 2010;
Partnership, leadership, and teamwork are tall aspects of these roles and must be present to support all associated with the school and district. Without these traits, the success of the schools and students would suffer.
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In this study the problem is that ad-verse actions and operations by schoolboards negatively impact the effectiveworking relationship of school board andthe superintendent.
A very visible problem in some school districts. This approach is not worthwhile and it it is detrimental to the relationship and the support of the school system.
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Leadership emphasizes a collabora-tive relationship rather than an adversarialone (Duffy, 2003)
Working together is essential to support each other but primarily our key focus is working with the students to ensure student achievement.
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Current research, then, is needed todetermine the impact of the school board -superintendent relationship upon high stu-dent achievement.
This relationship and impact affects a school greatly. This strong relationship also support the integration and implementation of aligned curricula. Essential components in the educational process to ensure that the students are getting what they need and teachers are prepared with he required materials.
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he data from this research con-tributes to the understanding of the schoolboard-superintendent relationship by ex-amining the perceptions held by schoolboard presidents and superintendents onthe subject. Specifically, this research en-deavors to examine the school bo
This information is necessary to ensure we understand the relationship between the roles and how they work with once another. The relationship has to be maintained to ensure effective leadership from the board of education and superintendent.
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indicated inthe 58.33 percent difference between theschool board president and superintendentresponses, the findings suggested thatthere is a difference in the perception ofthe school board president and the supe
This is not surprising as in most cases, the board of education largely does not have a background in education. Philosophy can play a role in this relationship in differing opinions.
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The school board president servesas a liaison between the board and the su-perintendent
The relationship between the board president and superintendent needs to be strong and trustworthy. Throughout the month, the president and superintendent should be in consistent communication to ensure continual communication and understanding from both standpoints.
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Public school boards and superinten-dents play a critical role in the well-beingof four million young people in the state ofTexas in the United States of America.
A statement that stands true! The well-being of the students and district starts at the top and flows down throughout.
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The con-cept of effectively connecting with thecommunity holds the prospect for signifi-cant benefits, which will result in studentachievement.
As a superintendent and member of the school board, our community members look to us to make the best decisions in regards to educating their children and developing them into productive members of the future community. Listening to community members and communicating with them frequently only strengthens the relationship within the community, which in turn, strengthens their support for their children’s education.
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Second, I concludethat the superintendent and school boardrelationship is not static but rather chang-ing and transforming.
School boards and superintendents need to assess their working relationship and evaluate one another routinely to work effectively. Honest evaluation of one another and making changes necessary to improve the relationship is crucial to success of the group.
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First, I conclude that the re-lationship of the superintendent and schoolboard is very complex.
Any relationship within a group is complex. You have so many personalities and individual thoughts to navigate that it can be exhausting. Consistently revisiting the common goal of the group may prove useful in reminding members of the group that their purpose is not about themselves but to those they serve, students and the community.
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I con-clude that inconsistent actions by boardmembers create a degree of uncertaintyand trust in the working relationship of theschool board and superintendent
When members of the group or organization are consistent with one another, it leads to a more genuine relationship and trust. Without trust, members of the group may exclude those that they distrust or develop resentment. This creates a divide in the relationship and could lead to a greater divide as actions may increase.
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The resulting frustra-tion, which is experienced by the superin-tendent, can be eliminated when a spirit ofteamwork on the part of superintendentand school board exists to focus on studentoutcomes and achievement
The main goal in education is to increase the learning outcomes of our students. When all individuals on the school board and the superintendent focus on the students, rather than themselves and their own personal agendas, only then can they accomplish their goal.
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Functioning as a group re-lates to the cohesiveness of the board.Members must understand that it is thegroup, not individual members, which pos-sess the power.
This statement is probably the most profound statement in this article. Any group or team that works together toward the same vision and mission are extremely powerful. Some of the best sports teams were not those that relied on one specific individual but each person working together to accomplish the same goal, which is to win a championship.
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High expectations bystakeholders place pressure on school dis-tricts to increase student learning at allgrade levels (Goodman & Zimmerman,2000; National Commission of Excellencein Education, 1983).
School districts are being asked to do more and more every year in regards to student achievement, but they are given less funding every year as well. Superintendents and school boards need to create an environment in which they work together to recognize the accomplishments of their schools, teachers, and students.
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Members of school boardsand superintendents must genuinely ad-dress the status of their relationship.
Communication is crucial to the addressing the status of the relationship between members of the school board and superintendent. Both parties need to communicate their goals, issues, and concerns appropriately in order maintain an effective relationship. It is imperative that they communicate effectively in order to achieve their goal, which is improving student learning in the district. If a board and superintendent can achieve effective communication their relationship will strengthen and ultimately strengthen the district.
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John Hoyle (2002) noted that spe-cific challenges emerged by heightenedpublic awareness, as well as demands forexcellence in schools and improved stu-dent performance. Consequently, intensepressure has been brought upon the rela-tionship of the superintendent and theboard of trustees.
The pressure of high demands should only increase the stress level of those in leadership roles with in a school district. School boards and superintendents need to ensure that they are assessing their working relationship and have a well-developed plan to meet these high demands. Growing tensions between the group will only limit their effectiveness in their response to these demands.
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Theschool board-superintendent relationship isvital to increasing student achievement inthe twenty-first century (LaMonte, 2009).
I agree with this statement because the school board and superintendent set the tone for the district, develop policies, and goals aimed at improving student achievement.
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wearerestless.org wearerestless.org
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. I do not have to agree with the point, but I must at least understand why the person I’m talking to feels the way they do.
A very openminded statement
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when boundaries are not acknowledged and opinions are ignored, the discussion either becomes a furious screaming match or becomes really awkward.
This is very important without willing to listen to others and being open minded it can lead to an escalation.
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watermark02.silverchair.com watermark02.silverchair.com
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The revival of French interest in Les Primitifs, pre-Raphaelite painters such as Fra Angelico and Rogier Van der Weyden, gave further credence to the idea ofmonk-artists as pure, as sel essly devoting their artistic or scholarly talents to God. Such ideals appealed toreligious and non-religious alike and contributed to the formation of many nineteenth-century ‘artisticbrotherhoods’ (like the Pre-Raphaelites in England, the Rose+Croix and the Nabis in France), which promotedidealized variations of medieval monastic traditions as an antidote to the corrupt modern world.
corruption of the modern world due to industrialisation?? A desire for beauty in the grotesque?
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This can be seen in the work of John Henry Newman, a leader in the Oxford Movement, whocorresponded with French priests and re ected upon the French situation in the years leading to his verypublic conversion to Catholicism, and in the French-in uenced writing of Gerard Manley Hopkins
link for tractarians
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n France, ‘the eldest daughter of the Church’, medieval religious architecture played a particularly fraught rolein a post-Revolutionary culture in which the Civil Constitution of the Clergy (1790) had made the CatholicChurch subservient to the French Stat
any relevance in Wales???
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Despite a passion for private medieval home decorating in late nineteenth-century France, there was lesspublic building of neo-Gothic architecture in France than in nineteenth-century Britain
as there was in Wales
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an imagined theatrical notion of the medieval, as did HoraceWalpole at Strawberry Hill, Loti constructed the room out of salvaged fragments from medieval churches andspent at least six months studying cultural practices of the year 1470
Bute did a mix of both!
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Much late nineteenth-century literary and artistic medievalism thus descends directly from the Romanticmovement’s fascination with the spectacular aspects of the Middle Ages: exotic historical settings, braveknights, colourful costumes, and love stories, but towards the end of the century curiosity about the MiddleAges was increasingly based on historical document
evident in the hope for accuracy - bute was a scholar and tried for accuracy for lots of things - the churches wanted gothic architecture to restore ecclesiastically correct stuff - pre-raphaelites wanted a purer more realistic art style
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istorical novels written by women and set in the medieval past had ourished in France from theRevolutionary period. Examples include Sophie Cottin’s 1802 Mathilde, about Richard-the-Lionheart’s sisterand her experiences following him on crusade, and Marie-Adèle Barthélemy-Hadot’s 1822 Les Brigands anglaisou la bataille de Hastings
place of women?
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Victor Hugo is a critical gure for the reception of the Middle Ages in France and Britain: he wrote poems,essays, and novels in defence of medieval architecture and participated on the Comité des arts et desmonuments, but perhaps even more importantly he was one of the rst and most vocal French supporters ofmedievalism, of the creative possibilities the Middle Ages could offer contemporaries
Any relevance to hugo in the buildings i'll look at?
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The experience of Morris and Burne-Jones illustrates the remarkable advances made with regard to the publicaccessibility of medieval art and architecture by the 1850
Was this the same in wales? had pre-raphaelite stained-glass enabled people to appreciate this medium?
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here were many French architectsinvolved in French restorations during this period, but Viollet-le-Duc would become the most internationallyvisible gure not only because of his tremendous dynamism as a restorer and organizer of exhibits for World’sFairs, but especially because of the debates surrounding his published theories on restoration, whichculminated in the highly in uential ten-volume Dictionnaire raisonné de l’architecture française du XIe au XVIesiècle (Paris: Bance et Morel, 1851–68), the six-volume Dictionnaire raisonné du mobilier français de l’époquecarolingienne à la Renaissance (Paris: Gründ et Maguet, 1858–70), and the Entretiens sur l’architecture (1863).
Pretty sure that burges was innfluenced by him!
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ugo, for example,described Romanesque style as ‘stagnant’ and ‘oppressive’ in his 1831 novel Notre-Dame de Paris, thusassociating it with ecclesiastical oppression and injustice; he saw its demise as a positive evolution toward theGothic style’s ‘freedom of expression
Is this what the welsh who adopted it saw it as???
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The re ection on the past encouraged by this museum profoundly in uenced visitors from all over Europe;they took the picturesque arrangements of salvaged medieval monuments they saw there as an invitation toimagine life in the Middle Ages
was this the start? iolo morganwg was before this ig
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the French and English travelled back and forth across the EnglishChannel (La Manche
did industrialisation aid travel and communication enabling sharing of ideas and stuff?
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encourages them to become active participants in their communities
I agree when they know and understand what's going on they will be involved.
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equipping students with the tools to navigate the political landscape is essential
I agree with this to an extent depending on the age of the student.
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nmoer.pressbooks.pub nmoer.pressbooks.pub
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The point of an informative essay is not to convince others to take a certain action or stance; that role is expressly reserved for persuasive essays
you are not trying to convince other but inform.
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. The Informative Research Report is a report that relays the results of a central research question in an organized manner through more formal sources
All facts and useful information
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www.youtube.com www.youtube.com
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Science et société à l'heure de la désinformation : État des lieux et perspectives de dialogue
Synthèse
Le dialogue entre la science et la société traverse une période de turbulences sans précédent.
Entre montée du relativisme, prolifération des "fake news" et méfiance envers l'expertise, les fondements mêmes de la vérité scientifique sont questionnés.
Ce document de synthèse, basé sur les échanges entre experts de Nant Université et de l'INRAE, analyse les racines de cette fracture et explore les pistes pour rétablir une communication constructive.
Le constat majeur est celui d'une désorientation informationnelle plutôt que d'une simple défiance : le public, noyé sous une multitude de sources (influenceurs, experts auto-proclamés, lobbys), peine à hiérarchiser les savoirs.
Pour renouer le lien, la science doit sortir de sa posture de surplomb, intégrer la dimension sensible des échanges et revendiquer son rôle de médiateur du jugement critique au sein de la cité.
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1. Diagnostic d'un dialogue altéré : Constats et paradoxes
Le paysage de l'information a subi des transformations radicales, modifiant le rapport des citoyens à la connaissance scientifique.
Un environnement informationnel dérégulé
- Perte du "canal auditif" : La multiplication des producteurs de savoirs (YouTubeurs, réseaux sociaux, think tanks) crée une confusion entre liberté d'opinion et liberté académique.
Comme le souligne Laurent Devim, le savoir est de plus en plus perçu comme un "contenu" dissociable de son contexte de production et de transmission.
- Montée du relativisme et des parasciences : Une étude de la fondation Jean Jaurès (2020) révèle que 40 % des moins de 35 ans croiraient à la sorcellerie.
On observe une érosion de la distinction entre savoir et opinion, ainsi qu'un regain d'intérêt pour l'astrologie ou l'ésotérisme.
- Traces de doute chez les étudiants : Même dans les filières scientifiques, le doute persiste.
Mathieu Bouffard note que si une majorité d'étudiants adhère au consensus climatique, environ 35 % conservent des réserves sur l'origine humaine du changement climatique, malgré l'enseignement reçu au lycée.
Le poids du contexte géopolitique et politique
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Attaques institutionnelles : Les exemples des administrations Trump aux États-Unis ou Milei en Argentine montrent une volonté délibérée de dénaturer, voire de détruire les structures de recherche (climat, sciences sociales) lorsqu'elles contredisent un agenda politique.
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Défiance envers les élites : Le rejet de la science s'inscrit souvent dans une défiance globale envers tout ce qui est perçu comme officiel ou institutionnel.
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2. Mécanismes de la désinformation et enjeux sémantiques
Pour comprendre la crise, il est nécessaire de distinguer les différentes formes de rupture de communication.
Controverse vs Polémique
Le document souligne une distinction conceptuelle capitale :
- La Controverse : C'est le moteur normal de la science.
Il s'agit d'une discussion argumentée entre des personnes s'entendant sur des faits mais divergeant sur leur analyse.
Elle est féconde et nécessaire à la démocratie.
- La Polémique : Elle vise à disqualifier l'autre et à lui ôter toute légitimité.
Elle ne discute pas les faits et s'est multipliée dans l'espace public, étouffant le débat scientifique.
Les stratégies organisées de manipulation
La désinformation n'est pas toujours le fruit de l'ignorance, mais souvent d'actions délibérées :
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Lobbying et financements opaques : L'industrie des énergies fossiles ou des organisations conservatrices financent des réseaux de désinformation climatique.
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Astroturfing : Utilisation de bots et de faux comptes pour créer l'illusion d'une adhésion massive à une théorie marginale.
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Incohérence cognitive : L'adhésion à une fausse information répond souvent à un besoin de cohérence sociale ou émotionnelle plutôt qu'à un raisonnement logique.
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3. La responsabilité et la posture des scientifiques
Les experts s'interrogent sur leur propre part de responsabilité dans cet effritement du dialogue.
Vers une autocritique de la démarche
- L'extractivisme de recherche : Guillaume Cuni critique la pratique consistant à "enquêter sur un terrain, prendre des données et repartir" sans restitution ni implication réelle des sujets d'étude.
- Le mythe du savoir "depuis nulle part" : Mathieu Bouffard rappelle que tout savoir est situé.
Les questions que se posent les chercheurs sont pétris par les valeurs et le contexte de leur époque.
Reconnaître cette subjectivité est un gage de transparence.
- Le rôle ingrat du chercheur : Citant Didier Fassin, Laurent Devim rappelle que les scientifiques sont parfois "payés pour déplaire", car leurs travaux bousculent les pouvoirs en place et les certitudes établies.
Le besoin d'une "critique de science"
S'inspirant de Bruno Latour, les intervenants plaident pour une critique de science analogue à la critique d'art :
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Le public ne doit pas attendre passivement que les faits soient "mûrs".
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Les programmes de recherche doivent être débattus sur d'autres critères que le simple "vrai ou faux" : sont-ils utiles, coûteux, risqués ou tactiques ?
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4. Pistes pour restaurer le dialogue
Le rétablissement d'une discussion constructive repose sur plusieurs piliers pédagogiques et institutionnels.
Intégrer la dimension sensible et émotionnelle
- Le dialogue ne peut pas se limiter à une démonstration mathématique (A + B = C).
Il doit prendre en compte les peurs, les attachements et le "régime du sensible" des citoyens.
- Exemple : En mathématiques, parler de la "beauté d'une équation" est une porte d'entrée émotionnelle vers la science.
Transformer les pratiques de médiation
| Approche | Description | | --- | --- | | Sciences participatives | Impliquer les citoyens dès le protocole de recherche pour construire une relation de confiance durable. | | Médiation de la complexité | Ne pas simplifier à outrance ("vulgariser"), mais faire œuvre de complexité et de nuance, ce que le public apprécie et respecte. | | Alliances stratégiques | Créer des fronts communs entre scientifiques, journalistes d'investigation et juges, tous liés par une quête de vérité. |
Réformer l'institution universitaire
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Éducation aux compétences critiques : Dépasser le simple module de 2 heures pour intégrer une formation durable à l'esprit critique dans tous les cursus.
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Valorisation de l'engagement civique : Faire évoluer l'évaluation des chercheurs pour que leur travail de médiation et leur implication dans la cité soient reconnus au même titre que leurs publications.
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Citations Clés
"Nous sommes payés pour déplaire." — Didier Fassin (cité par Laurent Devim)
"Les scientifiques expliquaient comment ça marche et la société demandait à quoi ça sert." — Bernard Chevasse-Louis (cité par Lucy Gilot)
"Il ne faut pas que ce soit un module de 2 heures... il faut que ce soit fait de façon plus durable et plus construite." — Guillaume Cuni
"Le dialogue n'est pas rompu... il est rompu avec certaines strades de la société ou la dimension politique de la société." — Mathieu Bouffard
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www.youtube.com www.youtube.com
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Synthèse de la Table Ronde : Promotion du Bien-être et Santé Mentale (Journées Nationales PJJ 2025)
Résumé Exécutif
Ce document de synthèse rend compte des échanges de la table ronde intitulée « La promotion du bien-être : agir sur les déterminants sociaux environnementaux et sur les comportements individuels », tenue lors des Journées nationales PJJ 2025.
La santé mentale y est redéfinie non comme l'absence de pathologie, mais comme une dimension universelle et dynamique de la santé, influencée à 60 % par des déterminants collectifs (logement, ressources, environnement social).
L'analyse met en lumière la nécessité de dépasser une vision binaire de la psychiatrie pour adopter une approche globale incluant la promotion du bien-être, le développement des compétences psychosociales (CPS) et le renforcement du lien social.
Des outils concrets, tels que le « Cosmos mental », la « Fresque de la santé mentale » et des mallettes pédagogiques spécifiques à la Protection Judiciaire de la Jeunesse (PJJ), sont présentés comme des leviers essentiels pour l'autonomisation (empowerment) des jeunes et des professionnels.
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I. Cadre Conceptuel de la Santé Mentale
L'intervention de Psycom souligne une confusion sémantique persistante entre santé mentale et psychiatrie. Il est impératif de déconstruire les visions historiques et binaires pour favoriser une compréhension plus juste.
A. Dépasser la vision binaire
- Opposition historique : La vision traditionnelle sépare les individus en deux catégories figées : les « fous » (relevant de la psychiatrie) et les « bien-portants » (relevant du bien-être/développement personnel).
Cette binarité est le socle de la stigmatisation.
- Approche holistique et universelle : Selon l'OMS, la santé mentale concerne l'ensemble de la population.
Elle est dynamique, évolutive et ne se résume pas à un diagnostic médical.
B. La métaphore de la « Boussole de la santé mentale »
Le Psycom utilise cet outil pour illustrer la complexité des états psychiques sur deux axes :
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L'axe médical : Allant de l'absence de trouble au diagnostic de trouble psychique.
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L'axe du ressenti : Allant du bien-être au mal-être.
Cette modélisation permet de comprendre que l'on peut ressentir un mal-être profond sans trouble psychiatrique (ex: deuil), ou à l'inverse, vivre un rétablissement et un bien-être satisfaisant malgré la persistance d'un trouble.
C. Le poids des déterminants collectifs
La santé mentale ne relève pas de la seule responsabilité individuelle.
Environ 60 % des déterminants de la santé sont collectifs :
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Conditions de logement et niveau de ressources.
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Exposition aux discriminations et aux violences (notamment les violences sexuelles et sexistes - VSS).- Contexte politique et environnemental.
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Accès à la culture et à l'activité physique.
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II. Participation des Jeunes et Santé Communautaire
Nightline France promeut une approche basée sur la santé communautaire et l'accompagnement par les pairs (peer-to-peer), visant à impliquer directement les jeunes dans la gestion de leur propre santé.
A. Principes d'action
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Faire avec, plutôt que faire pour : Mêler le savoir expérientiel des jeunes à l'expertise des professionnels.
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Réduction de l'asymétrie relationnelle : Utiliser des volontaires ou des bénévoles pour faciliter la parole et briser les tabous.
B. Outils et ressources numériques
- Le Kit de vie : Outil digital gratuit proposant des fiches pratiques basées sur des concepts de psychologie (gestion des émotions, biais de pensée, relaxation).
Il a déjà touché près d'un million d'utilisateurs.
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Présence sur les réseaux sociaux : Diffusion d'informations fiables via Instagram et TikTok pour rejoindre les jeunes sur leurs espaces de vie numériques.
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Nightline Run : Événements sportifs connectés ou physiques pour souligner le lien entre activité physique et santé mentale.
C. La Fresque de la Santé Mentale
Inspirée de la Fresque du Climat, cet atelier de 3 heures utilise des lots de cartes pour permettre aux participants de s'approprier les concepts de santé mentale, d'identifier les déterminants et de définir des stratégies de protection.
L'évaluation montre une transformation significative des connaissances et de l'intention de prendre soin de soi après l'atelier.
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III. Développement des Compétences Psychosociales (CPS) à la PJJ
La Direction Interrégionale (DIR) Grand Ouest a structuré un programme visant à outiller les professionnels pour travailler les CPS, considérées comme des facteurs de protection majeurs de la santé mentale.
A. Les cinq outils de la DIR Grand Ouest
Ces dispositifs ont été créés avec la participation des jeunes et de partenaires experts en promotion de la santé.
| Outil | Acronyme / Signification | Objectif principal | | --- | --- | --- | | TAC | Tabac Alcool Cannabis | Prévention des conduites addictives. | | TIC | Téléphone Internet Console | Enjeux des pratiques numériques. | | Devine-moi si tu peux | \- | Stratégies de résolution de problèmes. | | Les Clés de l'audience | \- | Préparation aux audiences judiciaires. | | Planète Vasy | \- | Vie affective, sexualité et intimité. |
B. Focus : « Les Clés de l'audience »
Cet outil mobilise trois types de compétences essentielles pour le jeune et sa famille :
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Compétences sociales : Préparation à la prise de parole.
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Compétences cognitives : Compréhension du système judiciaire (maquette du tribunal, rôles des acteurs).
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Compétences émotionnelles : Régulation du stress et anticipation des émotions (les siennes, celles de la famille ou de la victime).
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IV. Défis Professionnels et Stratégies de Déploiement
La mise en œuvre de ces politiques de santé se heurte à des réalités de terrain complexes au sein de l'administration.
A. Le défi du "Mercato" professionnel
Le turn-over important des équipes (contractuels et titulaires) fragilise la continuité des actions.
Plusieurs leviers sont identifiés :
-
Knowledge Management (Gestion des connaissances) : Capitaliser les savoirs via des outils interactifs (vidéos, Padlets) pour éviter de repartir de zéro à chaque changement d'équipe.
-
Portage par les cadres : L'implantation d'un outil doit être une démarche de service soutenue par la direction, et non l'initiative isolée d'un professionnel.
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Formation continue : Nécessité de démultiplier les formations aux CPS et à l'animation d'outils sur l'ensemble du territoire national.
B. L'importance du lien social
Le lien social est un déterminant majeur attaqué par l'isolement.
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Constat : Les études montrent que les jeunes se sentent parfois plus isolés socialement que les personnes de plus de 70 ans.
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Action : Les Semaines d'Information sur la Santé Mentale (SISM) constituent une opportunité annuelle pour les structures PJJ de créer des ponts avec les partenaires locaux (ciné-débats, portes ouvertes).
C. Médiation et Environnement
L'utilisation de médias détournés, comme la médiation équine ou la démarche iCAPS (Intervention centrée sur l'activité physique et la lutte contre la sédentarité), montre des résultats probants.
Ces approches socio-écologiques prennent en compte le jeune dans la globalité de son environnement physique et organisationnel.
--------------------------------------------------------------------------------
Conclusion
La promotion du bien-être à la PJJ repose sur une éducation à la santé mentale dès le plus jeune âge et sur une acculturation des professionnels aux compétences psychosociales.
La réussite de ces dispositifs dépend de la capacité des services à stabiliser les pratiques, à favoriser le travail en binôme (agent PJJ / partenaire de santé) et à maintenir des espaces de dialogue collectif, tant pour les jeunes que pour les éducateurs eux-mêmes.
Synthèse de la Table Ronde : Promotion du Bien-être et Santé Mentale (Journées Nationales PJJ 2025)
Résumé Exécutif
Ce document de synthèse rend compte des échanges de la table ronde intitulée « La promotion du bien-être : agir sur les déterminants sociaux environnementaux et sur les comportements individuels », tenue lors des Journées nationales PJJ 2025.
La santé mentale y est redéfinie non comme l'absence de pathologie, mais comme une dimension universelle et dynamique de la santé, influencée à 60 % par des déterminants collectifs (logement, ressources, environnement social).
L'analyse met en lumière la nécessité de dépasser une vision binaire de la psychiatrie pour adopter une approche globale incluant la promotion du bien-être, le développement des compétences psychosociales (CPS) et le renforcement du lien social.
Des outils concrets, tels que le « Cosmos mental », la « Fresque de la santé mentale » et des mallettes pédagogiques spécifiques à la Protection Judiciaire de la Jeunesse (PJJ), sont présentés comme des leviers essentiels pour l'autonomisation (empowerment) des jeunes et des professionnels.
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I. Cadre Conceptuel de la Santé Mentale
L'intervention de Psycom souligne une confusion sémantique persistante entre santé mentale et psychiatrie. Il est impératif de déconstruire les visions historiques et binaires pour favoriser une compréhension plus juste.
A. Dépasser la vision binaire
- Opposition historique : La vision traditionnelle sépare les individus en deux catégories figées : les « fous » (relevant de la psychiatrie) et les « bien-portants » (relevant du bien-être/développement personnel).
Cette binarité est le socle de la stigmatisation.- Approche holistique et universelle : Selon l'OMS, la santé mentale concerne l'ensemble de la population.
Elle est dynamique, évolutive et ne se résume pas à un diagnostic médical.
B. La métaphore de la « Boussole de la santé mentale »
Le Psycom utilise cet outil pour illustrer la complexité des états psychiques sur deux axes :
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L'axe médical : Allant de l'absence de trouble au diagnostic de trouble psychique.
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L'axe du ressenti : Allant du bien-être au mal-être.
Cette modélisation permet de comprendre que l'on peut ressentir un mal-être profond sans trouble psychiatrique (ex: deuil), ou à l'inverse, vivre un rétablissement et un bien-être satisfaisant malgré la persistance d'un trouble.
C. Le poids des déterminants collectifs
La santé mentale ne relève pas de la seule responsabilité individuelle.
Environ 60 % des déterminants de la santé sont collectifs :
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Conditions de logement et niveau de ressources.
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Exposition aux discriminations et aux violences (notamment les violences sexuelles et sexistes - VSS).
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Contexte politique et environnemental.
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Accès à la culture et à l'activité physique.
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II. Participation des Jeunes et Santé Communautaire
Nightline France promeut une approche basée sur la santé communautaire et l'accompagnement par les pairs (peer-to-peer), visant à impliquer directement les jeunes dans la gestion de leur propre santé.
A. Principes d'action
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Faire avec, plutôt que faire pour : Mêler le savoir expérientiel des jeunes à l'expertise des professionnels.
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Réduction de l'asymétrie relationnelle : Utiliser des volontaires ou des bénévoles pour faciliter la parole et briser les tabous.
B. Outils et ressources numériques
- Le Kit de vie : Outil digital gratuit proposant des fiches pratiques basées sur des concepts de psychologie (gestion des émotions, biais de pensée, relaxation).
Il a déjà touché près d'un million d'utilisateurs.- Présence sur les réseaux sociaux : Diffusion d'informations fiables via Instagram et TikTok pour rejoindre les jeunes sur leurs espaces de vie numériques.
- Nightline Run : Événements sportifs connectés ou physiques pour souligner le lien entre activité physique et santé mentale.
C. La Fresque de la Santé Mentale
Inspirée de la Fresque du Climat, cet atelier de 3 heures utilise des lots de cartes pour permettre aux participants de s'approprier les concepts de santé mentale, d'identifier les déterminants et de définir des stratégies de protection.
L'évaluation montre une transformation significative des connaissances et de l'intention de prendre soin de soi après l'atelier.
--------------------------------------------------------------------------------
III. Développement des Compétences Psychosociales (CPS) à la PJJ
La Direction Interrégionale (DIR) Grand Ouest a structuré un programme visant à outiller les professionnels pour travailler les CPS, considérées comme des facteurs de protection majeurs de la santé mentale.
A. Les cinq outils de la DIR Grand Ouest
Ces dispositifs ont été créés avec la participation des jeunes et de partenaires experts en promotion de la santé.
| Outil | Acronyme / Signification | Objectif principal | | --- | --- | --- | | TAC | Tabac Alcool Cannabis | Prévention des conduites addictives. | | TIC | Téléphone Internet Console | Enjeux des pratiques numériques. | | Devine-moi si tu peux | \- | Stratégies de résolution de problèmes. | | Les Clés de l'audience | \- | Préparation aux audiences judiciaires. | | Planète Vasy | \- | Vie affective, sexualité et intimité. |
B. Focus : « Les Clés de l'audience »
Cet outil mobilise trois types de compétences essentielles pour le jeune et sa famille :
-
Compétences sociales : Préparation à la prise de parole.
-
Compétences cognitives : Compréhension du système judiciaire (maquette du tribunal, rôles des acteurs).
-
Compétences émotionnelles : Régulation du stress et anticipation des émotions (les siennes, celles de la famille ou de la victime).
--------------------------------------------------------------------------------
IV. Défis Professionnels et Stratégies de Déploiement
La mise en œuvre de ces politiques de santé se heurte à des réalités de terrain complexes au sein de l'administration.
A. Le défi du "Mercato" professionnel
Le turn-over important des équipes (contractuels et titulaires) fragilise la continuité des actions.
Plusieurs leviers sont identifiés :
-
Knowledge Management (Gestion des connaissances) : Capitaliser les savoirs via des outils interactifs (vidéos, Padlets) pour éviter de repartir de zéro à chaque changement d'équipe.
-
Portage par les cadres : L'implantation d'un outil doit être une démarche de service soutenue par la direction, et non l'initiative isolée d'un professionnel.
-
Formation continue : Nécessité de démultiplier les formations aux CPS et à l'animation d'outils sur l'ensemble du territoire national.
B. L'importance du lien social
Le lien social est un déterminant majeur attaqué par l'isolement.
- Constat : Les études montrent que les jeunes se sentent parfois plus isolés socialement que les personnes de plus de 70 ans.
- Action : Les Semaines d'Information sur la Santé Mentale (SISM) constituent une opportunité annuelle pour les structures PJJ de créer des ponts avec les partenaires locaux (ciné-débats, portes ouvertes).
C. Médiation et Environnement
L'utilisation de médias détournés, comme la médiation équine ou la démarche iCAPS (Intervention centrée sur l'activité physique et la lutte contre la sédentarité), montre des résultats probants.
Ces approches socio-écologiques prennent en compte le jeune dans la globalité de son environnement physique et organisationnel.
--------------------------------------------------------------------------------
Conclusion
La promotion du bien-être à la PJJ repose sur une éducation à la santé mentale dès le plus jeune âge et sur une acculturation des professionnels aux compétences psychosociales.
La réussite de ces dispositifs dépend de la capacité des services à stabiliser les pratiques, à favoriser le travail en binôme (agent PJJ / partenaire de santé) et à maintenir des espaces de dialogue collectif, tant pour les jeunes que pour les éducateurs eux-mêmes.
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n sum, the phenomenon of medievalism in nineteenth-century Germany cannot be truly understood, if onedoes not keep in mind that Germany was not a cohesive political structure until 1871. And although the MiddleAges signi ed for many a supposed time of national and confessional unity and was certainly inspirational tomany creative artists in nineteenth-century Germany as elsewhere, their main ‘purpose’ was to help create aviable, political, and social entity out of a myriad of disparate kingdoms, duchies, and cities united not only bylanguage but also by common purpose
was there any link to nationalism, formation of a connected people that related to the revival
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As important as the stress on political continuity was alsothe assertion that the Gothic architectural style of the cathedral was uniquely ‘German’.
not the same in wales as it was largely english or french gothic styles imported
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And indeed there was something which would ful ll theseconditions—or so it was hoped: the un nished cathedral at Cologn
was there something reflective of this in Wales???
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To emphasize the unity of past and present the participants at the Wartburg dressedin what they considered to be Germanic costumes, and thus the festival came to symbolize the political,cultural, and religious purity of the Germans.
link to welsh eistedfoddu
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ccording to Herder (Briefe zu Beförderung der Humanität, 1793), language is the meansby which a nation is formed. A native language encompasses the traditions and the ‘genius’ of a people, evenso-called uncultivated peoples. There is nothing more precious, for in the native language is everything thatsigni es a particular people.
relevant to wales and their languge?
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hat was the beginning of Europe; the laying of the cultural, social, religious, and, to acertain extent, political foundations upon which later ages would build
the cultural beginning of europe - great change so wanted to get back to basics of how it all began
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discord and con icts which it would bring about were not far off, events that wouldforever change Europe and shut the door, at least temporarily, on the Middle Ages.
Wales once more was on the brink of a new age, industrialisation picking up pace in the later half of the century, as such, the new elite, as in the norman conquest, consolidated their position in the welsh hierarchy through the building or restoration of gothic architecture, seen most famously throug bute's resotration of Castell Coch.
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WHETHER viewed as the ‘Dark Ages’ or the time of Camelot, the Western European medieval period hascontinued to be an object of fascination well into the modern era.
The whole of this paragraph is quite good at an overall look at why people were drawn to medieval times
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viewer.athenadocs.nl viewer.athenadocs.nl
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Krombach v. Bamberski
P5- Due Notice and Right to be Heard. Audite et alteram partem.
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Micallef v. Malta
P1- Independence, Impartiality, and Qualifications of the Court and its Judges.
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Steel & Morris v. the UK
P3- Procedural Equality of the Parties.
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ad hoc
Framework used= UNCITRAL Arbitration rules.
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handbook.gitlab.com handbook.gitlab.com
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Gitlab Handbook online
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katinamagazine.org katinamagazine.org
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**Reconciling Islamic Faith and Modern Values: Muhammadiyah’s Perspective in Indonesia and Malaysia **
This article analyses Muhammadiyah’s contribution towards progressive Islamic thought in Southeast Asia and its popularity in Indonesia and Malaysia. Utilising the constructivist approach to theory synthesis, and drawing on theories of faith, modernity and Islamic reformation this article considers how Muhammadiyah has attempted to contextualise its version of Islam to correspond with the requirements of modern-day society. Literature should be classically reviewed to investigate the connection between Islamic concepts and modern life, in all aspects of society within a variety of sociocultural settings. The findings indicate that Muhammadiyah’s has succeeded in integrating traditional Islamic norms with modern ones, through the organization’s educational, healthcare and social activities. And do the community and society as a whole a lot of good. Whilst conservative interests and ideological differences from more than just global Muslims have attempted to halt Muhammadiyah in reforming what they perceive to be their goals, it has been able to do so. It also has a strong orientation to social justice, pluralism and working with people of other faiths. It is an example of long-term Islamic reform, one that respects religious rules while dealing with the real and pressing issues of today. The research shows that Muhammadiyah not only helps Muslims seeking solutions for real problems but also serves as a progressive framework concerning the development and modernization of Islam more generally. Muhammadiyah is still very much shaping how Muslims speak to each other today. It provides a conservative but open-minded and forward-looking perspective of Islam. Keywords: Indonesian, Islamic Faith, Malaysian, Modern Values, Muhammadiyah, Perspective.
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en.wikipedia.org en.wikipedia.org
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Wikipedia defines Amanuensis as scribe only, per Roman convention. Vgl [[Robots in the Garden]]
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nl.wikipedia.org nl.wikipedia.org
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Een amanuensis (meervoud: amanuenses) is een assistent op natuurkundig, biologisch en/of scheikundig terrein op een school of in een laboratorium. De term kan ook naar een klerk of secretaris verwijzen. Een amanuensis kan bijvoorbeeld op een middelbare school natuurkundige, scheikundige of biologische proeven voorbereiden, en kan verantwoordelijk zijn voor het onderhoud van de technische hulpmiddelen en instrumenten voor natuurkundig, biologisch en scheikundig onderwijs aan die school. Een dergelijke amanuensis op school wordt ook wel een technisch onderwijsassistent (toa) genoemd.
The Dutch wikipedia page for amanuensis focuses on the role of technical / scientific educational assistant (we had one at school).
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shs.cairn.info shs.cairn.info
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Le modèle transactionnel, intégratif et multifactoriel (TIM) (Bruchon-Schweitzer, Dantzer, 1994) développé en psychologie de la santé, envisage les différents facteurs en jeu dans l’ajustement et les différentes séquences de celui-ci.
Les auteurs mobilisent un cadre théorique reconnu en psychologie de la santé, ce qui renforce la validité de leur approche. Cela montre que l’étude ne repose pas uniquement sur des observations, mais sur un modèle explicatif solide.
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www.youtube.com www.youtube.com
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Document d'Information : Compétences Psychosociales et Apprentissage Social et Émotionnel (SEL) — Perspectives Comparatives et Philosophiques
Résumé Exécutif
Ce document synthétise l'intervention du Dr Yun You (Université normale de l'Étude de la Chine de l'Est) concernant l'apprentissage social et émotionnel (ASE, ou Social Emotional Learning - SEL) dans un contexte mondialisé. L'analyse démontre que bien que le SEL soit présenté comme un cadre universel par des organisations dominantes telles que le CASEL et l'OCDE, il repose fondamentalement sur des ontologies occidentales, centrées sur l'individu.
Les points critiques identifiés sont :
- Hégémonie Occidentale : Les cadres actuels du SEL reflètent les valeurs de la classe moyenne blanche et les notions occidentales de la psychologie, négligeant les perspectives relationnelles et interdépendantes.- Faiblesses Méthodologiques de l'OCDE : L'utilisation de stratégies de justification ambiguës pour affirmer la comparabilité transculturelle, notamment en confondant les modèles de personnalité (Big Five) avec les compétences sociales.- Divergences Ontologiques : Une opposition nette entre le « soi indépendant » (Occident), qui privilégie la rationalisation et l'expression des émotions, et le « soi relationnel » (Asie de l'Est), qui privilégie l'attention au contexte et l'harmonie collective.- Appel à la Pluriversalité : La nécessité de décentrer le modèle américain pour inclure des ressources philosophiques non-occidentales et intégrer une dimension écologique (relations avec le non-humain).
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1. Les Cadres de Référence du SEL et leur Expansion Mondiale
L'apprentissage social et émotionnel s'est structuré principalement autour de deux cadres majeurs qui influencent désormais les politiques éducatives chinoises et mondiales.
Le Cadre du CASEL (États-Unis)
Originaire des années 1990, il se concentre sur cinq compétences clés :
- Conscience de soi.- Gestion de soi.- Conscience sociale.- Compétences relationnelles.- Prise de décision responsable.
L'Étude de l'OCDE sur les Compétences Sociales et Émotionnelles (SSES)
L'OCDE a rejoint cette tendance en adaptant le modèle des « Big Five » de la psychologie de la personnalité à l'éducation, structuré autour de :
- La performance au travail.- La régulation émotionnelle.- La collaboration.- L'ouverture d'esprit.- L'engagement envers les autres.
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2. Analyse Critique de l'Universalité Prétendue
L'analyse du Dr You révèle que l'affirmation selon laquelle ces compétences sont universelles repose sur des stratégies de justification contestables.
Stratégies de Justification de l'OCDE
L'OCDE emploie trois stratégies principales pour valider la comparaison des compétences entre cultures :
- Conflation des modèles : L'organisation utilise des preuves scientifiques liées au modèle de personnalité « Big Five » (développé en psychologie occidentale) pour justifier la validité de son propre modèle de compétences (SSES), bien que les deux soient distincts.- Marginalisation des exceptions : L'OCDE reconnaît l'existence de construits culturels spécifiques (comme en Chine), mais les présente comme des exceptions mineures qui ne remettent pas en cause l'universalité globale de leur yardstick (étalon).- Adaptations superficielles : Les adaptations autorisées pour les évaluations internationales sont limitées à des changements de noms propres, de lieux ou de termes liés au système éducatif, sans toucher aux fondements épistémologiques.
Problématiques de Traduction et de Sémantique
La traduction des concepts SEL vers le chinois illustre des décalages profonds :
- Assertivité (Assertiveness) : Traduit par Guan, ce terme implique une détermination ferme pour le bien de la société. Dans la définition de l'OCDE (exprimer ses besoins personnels), l'assertivité est perçue négativement en Chine, car la culture valorise l'humilité.- Fierté (Proud) : Dans certaines traductions pour les enquêtes internationales, le terme utilisé en chinois porte une connotation négative de vanité ou d'arrogance, ce qui biaise les résultats de mesure.
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3. Divergences Ontologiques entre l'Occident et l'Asie de l'Est
Le cœur de la problématique réside dans la définition même du « soi » et de l'émotion.
| Concept | Perspective Occidentale (Indépendante) | Perspective Est-Asiatique (Relationnelle) | | --- | --- | --- | | Le Soi | Egocentrique, autonome, séparé des autres. "Soi unique" basé sur des traits internes. | Interdépendant, constitué par les relations. "Non-soi" ou soi transformateur. | | L'Émotion | Attribut interne, psychologique. Doit être verbalisée et exprimée. | Phénomène émergeant entre les personnes. Axé sur l'attention et la réactivité. | | Rapport à la Raison | Hiérarchie : la rationalité doit contrôler/réguler l'émotion. | Pas de dualisme. Émotion et raison sont intégrées (Xin : cœur-esprit). | | Objectif | Régulation de soi et autonomie. | Harmonie relationnelle et immersion collective. |
Le Concept de « Ren » et le Soi Relationnel
En philosophie confucéenne, le caractère Ren (humanité/humanisme) est composé de « personne » et de « deux ». Cela signifie qu'une personne n'existe qu'à travers sa relation à l'autre. En japonais, l'individu est également défini par « l'entre-deux ». Il n'y a pas de "soi" statique à trouver, mais une identité qui se forme et se transforme continuellement au gré des interactions.
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4. Pratiques Scolaires : Observations et Contrastes
L'adoption de curriculums américains en Chine révèle des contradictions pratiques majeures.
Observations en École Maternelle à Shanghai
- Gestion de la Colère : L'exercice enseigné (poser les mains sur l'abdomen, dire « Je suis en colère », respirer profondément) vise à isoler l'enfant pour qu'il se régule seul.
- Critique : Pour les enseignants chinois, cette séparation est problématique. La solution devrait être d'aider l'enfant à ressentir la déconnexion avec le groupe et à reconstruire le lien émotionnel, plutôt que de s'isoler.- Identification des Expressions Faciales : L'enseignement se réduit souvent à un exercice cognitif de cause à effet (ex: « Je suis triste parce que ma mère ne m'a pas acheté de jouet »). L'émotion réelle est survolée au profit d'un étiquetage rationnel.
Réactions Culturelles Types
- Exemple de la file d'attente : Face à une erreur de commande de café, un Américain tendra à réclamer son droit (soi indépendant), tandis qu'un Chinois ou un Japonais acceptera souvent l'erreur pour ne pas retarder les autres (priorité au flux social).- Exemple de la vaccination COVID-19 : Là où un cadre occidental insiste sur le droit individuel à décider rationnellement pour son corps, les étudiants chinois interrogés pensent d'abord à l'impact de leur décision sur les autres.
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5. Conclusions et Perspectives : Vers un SEL Décolonial et Écologique
L'analyse conclut sur la nécessité de dépasser le "monologue" de la raison moderne occidentale.
La Pluriversalité
Inspirée par la théorie décoloniale, cette approche propose de :
- Repositionner le modèle occidental comme une source locale et non universelle.- Créer un espace égalitaire pour les ressources intellectuelles non-occidentales.- Éviter de considérer les étudiants non-occidentaux comme étant en « déficit » simplement parce qu'ils ne correspondent pas aux normes d'individualisme libéral.
L'Apprentissage Socio-Écologique-Émotionnel
Le document propose d'étendre le SEL au-delà des relations humaines :
- Décentrer l'humain : Intégrer la relation avec le non-humain (nature, animaux), comme illustré par le "Rêve du papillon" de Zhuangzi (Tchouang-tseu), où la frontière entre le soi et l'autre (animal) s'efface.- Responsivité Écologique : Développer la capacité à ressentir l'interconnectivité globale, ce qui est crucial face aux crises sociales et environnementales actuelles.
Note sur la Recherche Française
Il est noté qu'en France, une tendance similaire à l'individualisation est observée : la pensée critique, initialement axée sur les biais et influences sociales, est parfois réorientée vers une "autocritique" individuelle, renforçant ainsi le focus sur le soi au détriment du collectif.
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his was due in part to the encouragement givenby competitions at eisteddfodau and literary societies, which offered prizes for poems and prose works onmedieval heroes and events such as Llywelyn the Last (d. 1282) or Henry Tudor’s victory at Bosworth, bothsubjects at the Llangollen eisteddfod of 1858
Impact of broader medievalism in this? did the eistedfodu encourage them
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For an excellent overview, see Martin Crampin, ʻArtistic Engagements with Medieval Decorative Arts in Wales: Recording,Interpretation and Inventionʼ (Ph.D. thesis, University of Wales, 2016), 44–60
SLAYYYY please read this!!!
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ut on a much more smaller scale and only from the 1890s
NOPE - we see gothic revival buildings long before this, with the restorations of castell coch and llnadaff cathedral alongside manner smaller churhces yk?
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elebration of the medieval Welsh past served, not as a justi cation for political self-determination, but rather as a vindication of Wales’s honourable place in a union with England or Great Britain(even if that might involve a measure of home rule
honourable place - so they needed gothic architecture yk?
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The Catholicism of medieval Wales could also causediscomfort among both Anglican and Nonconformist writers
interesting for tractarians?
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Likewise, albeit on a much smaller scale, attempts to revive Roman Catholicism in Walesclaimed early Welsh saints and other aspects of the medieval Welsh Christian heritage
Welsh saints?
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In Wales, a version of this had been developed by sixteenth-century Protestant churchmen, who argued that the Reformation had restored the early British or WelshChurch, an idea that continued to be promoted by Anglicans in the Victorian period
Would this fit with the tractarians and introduction of the gothic? How the nonconformists eventually weilded to the style as it was 'ecclesiastically accurate'?
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William Rees’s Lives of the Cambro-British Saints (1853
Saints
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s Rice Rees declared in 1836: ‘So numerous are the Welsh saints, that their history is in a manner theecclesiastical history of their time’
Interesting quote for pre-raphaelite glass
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which built on ideas elaborated in the early modern period (with medieval antecedents,especially in the Irish case), was the portrayal of the two countries’ early ecclesiastical history as an age ofsaints
engagement of the era of saints? Could this link to the pre-raphaelite love of saint stained-glass windows? Especially as there's a lot of obscure local saints within the windows
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urthermore, Edward Williams (Iolo Morganwg; 1747–1826) had promoted primitivistideas by arguing that the Welsh bards
Evidence of engagement with broader medieval past
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Yet the ensuing subjection to Englandwas made palatable, rst, by the accession of the partly Welsh Henry VII to the English throne in 1485 and,second, by Henry VIII’s Acts of Union (1536–43), which not only gave the Welsh the same legal rights as theEnglish but providentially opened the way for the Protestant Reformation.
Welsh looked to their past with pride of welshness and less discrimination than Ireland
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he closest Wales came to the latter cities in the early and mid-Victorian period was Swansea, with its RoyalInstitution of South Wales,
Wales lacked the insitutions that even wales did, Pryce alluding this lack of metropolis and leading to a reduction in gothic revival and general interest in medievalism
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Damning verdicts onthe Welsh language and Nonconformist religion in reports on education in Wales, popularly known as the ‘BlueBooks’ (1847), helped to mobilize a politically committed Nonconformity, aimed at ending Anglican dominancethrough the disestablishment in Wales of the Church of England: moves for greater political self-determinationwere limited to calls towards the end of the century for Welsh home rule by the ultimately abortive Cymru Fyddor Young Wales movement within the Liberal Party.910111213p. 21814151
Significance of the 'blue books' 1847, which saw nonconformity strengthened and seeking legitimacy while attempts were made to crush anglicanism --> did this lead to a greater strengthening of anglicanism/tractarianism/gothic revival architecture to combat this increased nonconformity and innflux of english people into the thignie
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Huw Pryce, J. E. Lloyd and the Creation of Welsh History: Renewing a Nationʼs Past (Cardi : University of Wales Press, 2011),85, 87–91
Reading?
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wo main phases of cultural endeavour have also been identi ed in Wales, bothof which included a signi cant engagement with the Middle Ages. The early Victorian period witnessed thecontinuation by patriotic Anglicans of efforts, begun in the second decade of the nineteenth century, to reviveWelsh culture through Cambrian societies and provincial eisteddfodau as well as the formation of the WelshManuscript Society (1837) and Cambrian Archaeological Association (1847). However, in the second half of thecentury, as part of a wider shift in Welsh society, Nonconformists became more prominent in the eisteddfodmovement and other cultural spheres; moreover, a self-conscious sense of national revival, focused above all oneducation, became increasingly palpable from the 1870s and further stimulated interest in the nation’s earlyand medieval origin
Interesting, this could link to how initial gothic revival was by anglicans, but towards the end of the period, we see nonconformists starting to have their own chapels in the gothic style rather than the more bland decoration that was common
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Welsh medievalism is a relatively underexplored eld’
Good quote to show how it isn't looked at much
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benchmarking AI against programming eval: discoverability, interpretation, predictability
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chem.libretexts.org chem.libretexts.org
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Entropy (S) is a state function whose value increases with an increase in the number of available microstates.
Microstate: One exact way a particle can arrange. More microstates means more ways particles can be arranged and therfore more entropy
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www.mcgill.ca www.mcgill.ca
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Correspondence concerning this article should be addressed to Iza Ray Korsmit (iza.korsmit@mail.mcgill.ca).
reference to Montreal the city or any institution or author based there
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The experimental protocol was certified for ethical compliance by the McGill University Research Ethics Board II.
reference to Montreal the city or any institution or author based there
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IRK was supported by funding from the Prins Bernhard Cultuurfonds (The Netherlands). This project was also funded by a Canadian Social Sciences and Humanities Research Council Insight Grant (435-2021-0224), a Social Sciences and Humanities Research Council Partnership Grant (895-2018-1023), and a Canada Research Chair (950-231872) to SMc.
reference to Montreal the city or any institution or author based there
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Part of this research was presented at the Society for Music Perception and Cognition Conference, Portland, Oregon (2022). The authors would like to thank Bennett K. Smith for programming the experimental interface and assisting with the experiment execution on Prolific, and Philippe Macnab-Seguin for creating the chromatic scales for the second experiment.
reference to Montreal the city or any institution or author based there
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Iza Ray Korsmit, Marcel Montrey, Alix Yok Tin Wong-Min, & Stephen McAdams McGill University, Montreal, Canada
reference to Montreal the city or any institution or author based there
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Grimaud and Eerola (2022) compared instrument ensembles of strings, woodwinds, and brass in a study where participants either rated the emotions they perceived or manipulated musical parameters to produce a certain emotion. They found that strings were associated with increased anger and fear, woodwinds with decreased anger and fear, and brass with decreased fear, in the cases of both emotion perception and production. For the other emotions (joy, sadness, calmness, power, surprise), however, results were less consistent between perception and production, indicating that the emotion-instrument association may also depend on context of the task.
makes an explicit connection between a music theory concept and congition
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following the constructionist idea that an individual's personality and background will influence the affect they perceive or feel, we considered several sources of individual differences as moderating factors in the effects of instrument family, pitch height, and affect locus.
makes an explicit connection between a music theory concept and congition
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This research follows a constructionist approach to musical affect (Cespedes-Guevara & Eerola, 2018). That is, although we are interested in the "bottom-up" influence of certain musical features on musical affect, we believe these cannot be adequately evaluated without considering the "top-down" effects of context and individual differences that are present when affects are constructed. The perception or induction of affect does not merely arise in response to a stimulus but is also formed in relation to the individual and the context.
makes an explicit connection between a music theory concept and congition
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the context of a task (like perception, production, or induction) may change the effect of musical features.
makes an explicit connection between a music theory concept and congition
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Furthermore, as the method of reporting on perceived and induced affect may influence the construction of an affect (e.g., facilitating categorical perception), we also compare two different affect representations.
makes an explicit connection between a music theory concept and congition
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This research follows a constructionist approach to musical affect (Cespedes-Guevara & Eerola, 2018). That is, although we are interested in the \'bottom-up\' influence of certain musical features on musical affect, we believe these cannot be adequately evaluated without considering the \'top-down\' effects of context and individual differences that are present when affects are constructed. The perception or induction of affect does not merely arise in response to a stimulus but is also formed in relation to the individual and the context.
makes an explicit connection between a music theory concept and congition
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accessmedicine.mhmedical.com accessmedicine.mhmedical.com
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Aortic dissection typically presents acutely with sudden, severe tearing chest or back pain, often described as lancinating in quality. [5-6] Approximately 50% of patients with thoracic aortic aneurysm may progress to dissection without timely intervention. [5] In contrast, thoracic aortic aneurysm is usually asymptomatic and discovered incidentally during physical examination or imaging for other indications. [5]
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Additional Risk Factors and Mortality Data
Preoperative cardiac evaluation is critical, as coronary artery disease significantly impacts outcomes. Patients with unstable CAD, left main stenosis, or 3-vessel disease generally warrant revascularization prior to or concomitant with thoracic aortic procedures. [2]
Preoperative renal dysfunction is the most important predictor of acute renal failure after thoracic aortic operations. Preoperative hydration and avoidance of hypotension, low cardiac output, and hypovolemia in the perioperative period may reduce this complication. [2]
Chronic pulmonary disease and smoking history are important predictors of postoperative respiratory complications. Pulmonary function tests and arterial blood gas analyses help risk-stratify these patients. Smoking cessation is advisable preoperatively
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Absolute size thresholds for degenerative aneurysms: [1][3][5]
Ascending aorta/aortic root: ≥5.5 cm
Descending thoracic aorta: ≥6.0 cm (or 5.5 cm if favorable anatomy for TEVAR)
Thoracoabdominal aorta: ≥6.0 cm
Lower thresholds apply for: [3]
Marfan syndrome or genetic conditions: 4.0-5.0 cm depending on condition
Bicuspid aortic valve: 5.0-5.5 cm
Rapid growth: >0.5 cm/year
Concomitant cardiac surgery: >4.5 cm if undergoing aortic valve surgery
Immediate surgical evaluation: [5]
Any symptomatic aneurysm regardless of size (chest/back pain, dysphagia, hoarseness, hemoptysis)
Acute complications (dissection, rupture, malperfusion)
Post-Repair Surveillance
After TEVAR: CT at 1 month, 12 months, then annually if stable. [1]
After open repair: CT or MRI within 1 year, then every 5 years if no residual aortopathy. Annual imaging if residual disease or abnormal findings.
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Selection
Initial Assessment: Transthoracic echocardiography (TTE) is recommended at diagnosis to assess aortic valve anatomy, valve function, and thoracic aortic diameters. CT or MRI is reasonable for comprehensive anatomic assessment. [1]
Surveillance Imaging: The choice depends on aneurysm location: [2]
Aortic root/proximal ascending aorta: TTE can be used if measurements correlate well with CT/MRI
Mid-ascending, arch, or descending thoracic aorta: CT or MRI is recommended
MRI is preferred for long-term surveillance to avoid cumulative radiation exposure from serial CT scans [1][3]
Surveillance Intervals
Size-Based Recommendations: [2-4]
<4.0 cm: Every 2-3 years if stable
4.0-4.4 cm: Every 2 years
4.5-4.9 cm: Annually
5.0-5.4 cm: Every 6-12 months (consider optimization for repair)
≥5.5 cm: Surgical evaluation indicated
Initial surveillance: Obtain follow-up imaging at 6-12 months after diagnosis to establish the growth rate. If stable, adjust interval based on size. [1]
Growth rate considerations: Descending thoracic aneurysms grow faster than ascending aneurysms (mean 2.76 mm/year vs 1 mm/year overall). Growth accelerates exponentially above 4.5 cm diameter. [3-4]
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Earlier intervention is reasonable when high-risk features are present, including rapid growth (≥0.5 cm/year), symptomatic aneurysm, saccular morphology, or penetrating atherosclerotic ulcers
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Any patient with chest or back pain with a known or suspected thoracic aorta aneurysm must be brought to the hospital and undergo urgent imaging studies to rule out the aneurysm as a cause of the pain
elective surgical repair is suggested at 5.5 cm in patients without underlying connective tissue disorders, with earlier intervention at 4.5-5.0 cm in patients with connective tissue disorders or bicuspid aortic valve
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Ascending aortic aneurysms larger than 4.5 cm should be referred to a cardiac surgeon for observation and assessment and considered for repair at 5.5 cm.
Descending thoracic aortic aneurysm should be referred to a vascular specialist when they reach 5 cm for observation and assessment and considered for repair at 5.5 cm
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With the exception of endovascular repair for discrete saccular aneurysms of the descending thoracic aorta, the morbidity and mortality of thoracic aneurysm repair are higher than for infrarenal AAA repair. Paraplegia remains a devastating complication
Generally, degenerative aneurysms of the thoracic aorta will enlarge (on average 0.1 cm/year) and require repair to prevent death from rupture. Endovascular repair of saccular aneurysms, particularly those distal to the left subclavian artery and the descending thoracic aorta, have good results
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Open surgery is usually required, carrying substantial risk of morbidity (including stroke, diffuse neurologic injury, and intellectual impairment) because interruption of arch blood flow is required
Descending thoracic aneurysms measuring 5.5 cm or larger should be considered for repair, since the 5-year survival is 54% in untreated patients. Aneurysms of the descending thoracic aorta are treated routinely by endovascular grafting.
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Most thoracic aortic aneurysms are due to atherosclerosis; syphilis is a rare cause
Ehlers-Danlos and Marfan syndromes also are rare causes. Less than 10% of aortic aneurysms occur in the thoracic aorta
Tags
- Cardiac catheterization and echocardiography may be required to describe the relationship of the coronary vessels to an aneurysm of the ascending aorta
- TEVAR requires adequate anatomy for safe deployment. Unfavorable anatomy that may preclude endovascular repair includes inadequate proximal or distal landing zones, severe tortuosity, inadequate iliac access vessels, and extensive thoracoabdominal involvement requiring visceral vessel revascularization
- CT angiography is the imaging modality of choice for differentiating these conditions in the emergency setting, with very high sensitivity and specificity for acute aortic syndromes
- Surveillance imaging frequency for thoracic aortic aneurysms depends on aneurysm size, growth rate, and patient-specific risk factors. The 2022 ACC/AHA guidelines recommend initial follow-up imaging at 6-12 months to establish growth rate, then every 6-24 months based on diameter if stable
- Recent evidence suggests that inflammatory biomarkers may aid differentiation. The neutrophil-to-lymphocyte ratio (NLR) shows high diagnostic accuracy for distinguishing dissection from controls (AUC 0.933), while the fibrinogen-to-d-dimer ratio best differentiates dissection from aneurysm (AUC 0.898, sensitivity 77%, specificity 84%). [10] D-dimer levels below 500 ng/mL make acute aortic syndrome unlikely in low-risk patients
- Growth rate considerations: Descending thoracic aneurysms grow faster than ascending aneurysms (mean 2.76 mm/year vs 1 mm/year overall). Growth accelerates exponentially above 4.5 cm diameter
- Type A dissection is almost always repaired given the risk of extension and rupture, with published evidence showing improved outcomes compared with conservative management. [1] For type B dissections, complicated cases are considered for repair, while uncomplicated acute type B aortic dissection is usually managed with antihypertensives and surveillance, with in-hospital mortality between 1-10%. [1] However, patients with uncomplicated acute type B dissection and high-risk features (aortic diameter >4.4 cm, false lumen diameter >2.2 cm, or age >60 years) carry increased mortality risk and are increasingly considered for thoracic endovascular aortic repair (TEVAR
Annotators
URL
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bookshelf.vitalsource.com bookshelf.vitalsource.com
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Franklin D. Roosevelt’s “New Deal”
I think this is interesting and I would like to read into it and see what exactly his plan was.
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By its actions toward China during World War I, Japan had signaled that it intended to be a major player among the imperialist powers in Asia
How did it signal this?
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U.S. imports crashed by 70 percent between 1929 and 1933
This is crazy to me that it could crash this much. It seems nearly impossible to come back from this
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saalck.pressbooks.pub saalck.pressbooks.pub
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Don’t procrastinate. Good research takes time. Procrastinating makes it likely you’ll run out of time to complete your assignment before you need to turn it in. Plan your research well in advance, and make sure you have enough time to get everything done.
This is something I struggle with very often, if I cannot find exactly what I am looking for I will get demotivated and waste time. This is something I am trying to improve on
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saalck.pressbooks.pub saalck.pressbooks.pub
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Remember, the purpose of research is to make an original argument, and not to just pull together big blocks of quotes.
This is often something I find myself struggling with I will quote too much of a part of a text then have a hard time trying to get across the point im trying to make.
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substack.com substack.com
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Five ways to train your intuitionFive things that seem to help.Listen to your body. Your heartbeat, your gut, the physical signals. Wall Street traders who could feel their own heartbeat did better in fast trading situations.Explore experiences. Not just collect them. Notice them. The richer the pattern, the better your gut can work with it.Find your rule of thumb. Intuition is information reduction. One good heuristic, vaguely right rather than precisely wrong, often beats careful deliberation.Broaden your lens. Look at the same concept from different domains, different people, different angles. You start seeing it in places you didn’t notice before.Gain feedback. Without it, your lens never changes. You just keep seeing what you always saw.
Five suggested ways to train intuition. - listen to body - noticing wrt experiences - find rule of thumb, equated here to heuristic, absence of chunking. - broaden lens, which seems a deliberate act more, - gain feedback (tangible experiences)
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And all around it: the gardens. The gardens are the spaces to stand still, to listen to your intuition, to park an idea and look at it two weeks later. Were those ideas I had really genius? Or does it look different now?
garden surrounds it, reads like a zooming out add-on
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You start in the library, where you collect information and enhance it a little with your own perspective and feelings. Then in the observatory, my personal favorite, you connect your ideas and look at concepts from different angles, making them round. On the action side, there’s the strategy chamber, where you think about your projects and how they connect to the knowledge you’ve collected, or where the gaps are. Then there are the work chambers. When I’m in there, I need to stay in there. I need to finish the task I started and I cannot go back to the drawing table, because there’s always more to research and always more things that I find interesting.
library (zooming in understanding), observatory (zooming out understanding), strategy chamber (zooming out, action), work chambers (zooming in, action)
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Brain Palace Blueprint. It has two angles: understanding versus action, and zooming in versus zooming out. These are the different chambers that I do my work in, and where I can train my perception.
[[Marieke van Vliet p]] brain palace described in 2 axes, understanding versus action, zooming in vs zooming out. She works/trains perception in those 4 resulting chambers. For me zooming in/out I train/do simultaneously [[Macroscope als persoonlijke superpower 20230906204634]]
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Your lens on the world is shaped by everything you’ve done, the person who you are, the persons that you talk to. When you use that lens, by registering your experiences consciously, writing them down, making pictures, making art, talking about it, you gain feedback on what this lens is doing for you.
I like the framing here of making as reflective.
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you cannot train your intuition, but you can listen to it better. I don’t know if that’s entirely true. But I do think you need the silence, the peace of mind, to stand still for a while, to be able to be intuitive
If intuition includes entrained experience, that I'm w Marieke on this. [[Chunking 20210312215715]] for instance seems to be akin to the tacit awareness above, and what makes [[Experts zien anders door chunking 20210418104041]]. Intuition listening as mindful act?
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be vaguely right instead of precisely wrong.
ballpark. But this works for specific groups of questions/decisions and not others
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One thing that keeps coming back in everything I’ve read: intuition is like information reduction, basically. We have it for a reason: we need to function in this world. And having this one rule of thumb is helping you make fast decisions, and it’s usually almost as accurate, or even more accurate, than if we’re trying to rationally come up with the answer.
intuition as reduction(ism). Intuitively I disagree, much of my own experience of intuition is emergent not reduction. A sensed pattern that jumps out intuitively, often in opposition to reductionism (as (over)simplification). More like a probability wave collapsing?
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Cognitive surrenderA paper that came out this year asked: if you’re working with AI a lot, and you’re using it as a machine to answer all of your questions, what happens with System 1 and System 2?
Cognitive surrender: what happens to System 1 and System 2 if you offload to AI to get any answers? (Is this diff from other cognitive tools, like writing and Plato's rejection of it?)
The paper is https://doi.org/10.31234/osf.io/yk25n_v1 and it posits AI offloading as System 3. That is an interesting perspective. Thinking—Fast, Slow, and Artificial: How AI is Reshaping Human Reasoning and the Rise of Cognitive Surrender by Shaw and Nave, 2026. Thinking—Fast, Slow, and Artificial: How AI is Reshaping Human Reasoning and the Rise of Cognitive Surrender in Zotero
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Jonathan Haidt takes it even further. His paper is called “The Emotional Dog and Its Rational Tail.” If you look at a dog, you think the tail is making a movement. But is the tail actually making the movement, or is the dog wiggling and is the tail just going along? He says we essentially only have System 1. We make our moral choices from our guts, and then we just use System 2 to defend the thing we already decided. There’s been discussion about whether that’s entirely true. There’s no right or wrong, I guess, because we don’t really know exactly what intuition is. But I think it’s a very nice perspective on how our intuition might be more important than we often think it is.
The Emtional Dog and Its Rational Tail by Jonathan Haidt 2001 https://protevi.com/john/Morality/HaidtEmotionalDog.pdf which is said to see System 2 of Kahneman as just there to rationalise System 1 in hindsight, it's all System 1. The tail wiggles bc of the dog's movement.
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Most of you are probably familiar with Thinking, Fast and Slow by Daniel Kahneman. System 1 is your gut feeling, your intuition. Very fast, but also makes mistakes. System 2 is the rational system where you weigh your options and see what’s best. It’s usually explained as: this one is fast but makes mistakes, and then there’s the thinking. We put a lot of weight on that. We are thinking animals, that’s what differs us from the animals.
[[Thinking Fast and Slow by Daniel Kahneman]]
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By doing that, by looking at one concept from different angles, suddenly the map of content doesn’t stay flat anymore. It becomes kind of round. You’re able to look at it from different perspectives, different experiences, different domains.
Vgl [[Filosofische stromingen als gereedschap 20030212105451]] as ways of exploring the same questions w different methods based on different perspectives
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But you can also look at a concept from different domains: what’s happening in the brain, for example, or how are you experiencing it yourself?
phenomenology meant?
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There’s also something called interoception: feeling the feeling of your own body.
Interoception, feeling your body. build up to embodied K?
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This is my take, after reading a lot about it: if you act repeatedly on tacit knowledge and you get feedback while doing it, that tacit knowledge becomes intuition.
position: tacit knowledge w feedback loops, becomes intuition
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Visual knowledge works the same way. Close your eyes and think of Marilyn Monroe and Einstein. You can picture their faces, you know what they look like. But if you have to describe them to another person, suddenly that becomes very hard. That’s also knowledge that lives in this tacit field.
Not all can. And most can do so incomplete, which is not the same as tacit K. Vgl making a drawing of a bike.
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In between sits what Michael Polanyi called tacit knowledge. Think of playing the piano. You’ve practiced a piece so many times that your fingers just go.
[[The Tacit Dimension by Michael Polanyi]] practical skills build on tacit awareness, as in the e.g. of playing piano, but is tied not being able to explain how you do it, making it tacit K. Polanyi's claim is that any meaning can be based on tacit awareness, and thus hard to express.
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Our senses take in about 80,000 bits of information per second. We can only consciously process about 50 bits. So there is a lot more unconscious knowledge than there is conscious knowledge.
source? stimuli <> K and that's a very big diff: 4 orders of magnitude.
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One word that comes back often is immediate: intuition is this thing that you immediately feel rather than think, rather than rationally explain
intuition as immediate (vlg pattern sensing)
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there’s no hard definition. I’ve been talking about this topic more and more over the past few months, and I noticed that people think very differently about this word. And I find that fascinating
no def of intuition, but a intuitive sense of understanding of the term.
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https://web.archive.org/web/20260328101008/https://substack.com/home/post/p-192306253
[[Marieke van Vliet p]] on intuition in pkm, from her PKM Summit 2026 session
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saalck.pressbooks.pub saalck.pressbooks.pub
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Instead, research is a process where scholars build on older work while sharing their new ideas. When you cite others’ research, you’re doing the same thing
This is a very interesting concept I have never thought of it this way but it describes citing very well and clearly and helps understand why it’s important
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bookshelf.vitalsource.com bookshelf.vitalsource.com
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Sonia Nieto (2017), in her paper titled On Becoming Sociocultural Mediators, emphasizes the importance of educators taking steps to learn about their students and their communities in respectful ways that build trust and relationships. She explains that sociocultural mediators “not only introduce students to other perspectives and experiences, but also that they encourage students to carry who they are along with them” (p. 10). Hammond (2015) urges educators to expose themselves to cultural experiences similar to those of their students in order to “experience alternative ways of doing and being” (p. 62). Consider the following steps that you might take (adapted from Nieto, 2017, and Hammond, 2015): Explore the history of students’ home countries and cultures.Visit students’ families in their homes or communities.Conduct family interviews.Develop family and community surveys.Write letters to students sharing about yourself and ask students to write you back. The questions in 2d might be a good starting place for the type of information you could share with students.Watch movies or television series that can help you step into another culture and that portray that culture in a positive and accurate light. Reflect on patterns of both verbal and nonverbal communication.
I always liked the idea of a teacher taking steps to understand the culture of their students, especially those of different ethnic background. I think another way a teacher could expose themselves to a different cultural experience is by attending a community event that has different culture food stalls and art/performances. Or the teacher could also look into their own ancestry because most people would be surprised by what they may find in their own ancestry, and then exploring their own ancestral culture could give the teacher another perspective into a students cultlure that may share similar ancestry.
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www.learningforjustice.org www.learningforjustice.org
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As children enter the classroom ona Monday morning, their teacher,Mr. Gomez, overhears a conversationbetween two students.“What did you do during theweekend?” John asks Stephanie.“On Saturday, I got my hair done! Igot to sit there for hours,” Stephaniereplies.“Why does it take hours to get yourhair done?”“I have a special way to take care ofmy hair! Plus, I get to spend time withother women in my neighborhood, likemy mom and my auntie.”Mr. Gomez makes a mental note toselect a read aloud text that affirms thediversity of hair types for a whole classconversation
This shows how teachers can use the conversations they hear in class to develop their lessons on important cultural topics. He sees that there is a need to educate students because they are not aware about certain topics like different hair types.
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jrfk-202603-interpreterpoole.gihyo-python-monthly.pages.dev jrfk-202603-interpreterpoole.gihyo-python-monthly.pages.dev
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CPUバウンドな処理とデータ転送の2つの観点から
3つの観点
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www.nysed.gov www.nysed.gov
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As illustrated in fgure 4, text complexity in the Standards is defned in grade bands: grades 2–3, 4–5, 6–8, 9–10, and11–CCR.5 Students in the frst year(s) of a given band are expected by the end of the year to read and comprehendprofciently within the band, with scafolding as needed at the high end of the range. Students in the last year of aband are expected by the end of the year to read and comprehend independently and profciently within the band
Scaffolding is dependent on a student's grade level. They are expected to eventually not need the scaffolds and work independently. The complexity demands focuses on a gradual release of responsibility. Students need to be challenged along with getting support from scaffolds when needed.
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women in particular
First of all, I think that this is an important and carefully written article that reflects on many points that are important for (historical) data-driven research. I have added a few comments, feel free to ignore or use them as you see fit. Regarding the title: I understand your point. However, for me it was not necessarily clear from the title what this article would be about. Maybe it could still be more precise (something like this: Towards Critical Data Feminism and Beyond: ...). The title as it is really sounds a bit like Data Feminism is lacking.
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These figures exemplify the gender data gap within historical authority records and its implications for digital historical research.
As a literary scholar, I suggest adding information on letter writing as a gendered acitivity - letters were an accepted genre for women in 18th and 19th century literature, much more than other genres. If possible, it would be good to show that much of the non-quantitative research which actually made all this research now possible was also done by women, often in the 1980es who started looking for what is missing from the canon (Brinker-Gabler, Barbara Becker Cantarino). What I always realise is that there have been many attempts before now to make female writing more visible.
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visualizing uncertainty or absences in data
this is a great point, thank you for raising it!
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In such data work, Data Feminism can serve as a methodology that complements what is known in the Humanities as source criticism.
is data feminism on the same epistemological level as source criticism? Or does it serve as a theoretical frame for ethical concerns in source criticism? Or both? It might be helpful to clarify the status here a bit more.
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jarango.com jarango.com
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Takeaways This list isn’t comprehensive. I’m still experimenting and would love to learn from your experiments as well.
I don't feel convinced by specfically the naming of these roles it seems, and also don't per se find them very amanuensis like. The amanuensis / assistant frame is a useful one as such (not just for AI, but also for thinking up new [[Personal Software]] for [[Mijn personal tools list]].
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9. Reflector This final role is different. Whereas the others took as the object of inquiry a particular work — e.g., a novel or a movie — this last one takes as the object your knowledge garden itself. That is, you point the LLM to a series of notes to analyze patterns over time and suggest improvements. Example: I fed all 52 weekly posts from my humanities crash course to Claude Code, and asked it to identify the various roles in which I used AI for learning throughout the year. Its answers — with some curation from me — are the roles you just read. Suggested prompt: Here are my notes from [X weeks/months] of reading on [TOPIC]. What patterns do you notice in what I pay attention to? What do I seem to find most interesting, and what do I seem to avoid or underweight?
Role 9 Reflector, give it a bunch of your own notes to analyze patterns. Not sure it differs much of the Connector/Analyst roles other than the object of inquiry being your own notes. I thought of doing this for my blog in one of the earlier roles just now.
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8. Mapper This one’s a bit more esoteric. Some people — me included — are primarily visual: diagrams and drawings aid our understanding. Concept maps can be especially helpful. I’ve built an Agent Skill to allow LLMs like Claude draw concept maps. (Download it from Github.) Example: I used this mapping skill to generate a concept map of Virginia Woolf’s To the Lighthouse. It’s not especially insightful, but more of a proof point of using LLMs in a more visual modality. Suggested prompt: (Note: install my LLMapper Skill before issuing this prompt) Generate a concept map for [WORK] centered on the question: “How does the novel’s treatment of [THEME] illuminate [BROADER QUESTION]?”
Role 8 Mapper. Interesting role, though I wonder if the friction in making concept maps is actually the work to be done here by yourself. Getting a mapping exercise ready (elements that likely need to be on the map, feeding it my [[Systems Convening by Etienne and Beverly Wenger-Trayner]] mapping elements library) I think would be useful, and apply my Excalidraw template to it e.g. More amanuensis like too, I think.
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7. Analyst This role will also help you appreciate a work from a different perspective. It’s easy: you ask for the LLM to apply a specific critical lens to a reading. Common lenses include Freudian, Marxist, feminist, Girardian, etc. Example: The same week I read Freud, my son and I watched Predator, the 1980s sci fi film starring Arnold Schwarzenegger. For fun, I asked ChatGPT to analyze the film through a Freudian lens. The result was both enlightening and hilarious. Suggested prompt: Apply a [Marxist / feminist / postcolonial / Jungian] reading to [WORK]. What does this lens reveal that a neutral summary would miss?
role 7 analyst. The description is not analysis in the data/argument sense, but interpretative more like. Vgl [[Filosofische stromingen als gereedschap 20030212105451]] taking a different perspectives on a question to bring thinking further.
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6. Adversary Here’s a fun role: asking for an LLM to push back on your position or steelman the opposing point of view. The idea is to expand your understanding by bringing your assumptions to the surface and challenging them. Example: After watching Modern Times, I asked ChatGPT to correct my understanding of the movie as a work of Marxist propaganda. The LLM convinced me that the film is in fact more of a humanist statement than a political one. As a result of this interaction, I changed my mind on Chaplin’s work. Suggested prompt: Here are my notes on [TOPIC]. Please help me see it through the lens of someone who might be sympathetic to [OPPOSING POSITION] without fully realizing it. What could I improve? Where is my argument weakest? [paste notes]
Role 6 Adversary. To challenge assumptions, better understand opposing views. This is a very interesting role. Having a debater, not as performance, but to deepen knowledge
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5. Recommender This is a useful role for deepening your understanding of a subject: asking for related works that reflect similar themes. It’s also a use case where I noticed considerable improvements in LLM performance over 2025. Example: Early in 2025, I read Confucius’s Analects. Perplexity was ahead in web-backed interactions at the time, so I asked it for a list of classic Chinese movies that reflected Confucian values. It responded with five suggestions, some of which it hallucinated. But one of them, Spring in a Small Town, was a bona fide classic — and I likely wouldn’t have learned of it without an LLM. (Later in the year, other chatbots gained this ability and hallucinations dropped across the board.) Suggested prompt: I just finished [WORK]. Recommend three films that explore similar themes or ideas. Prioritize films with strong critical reputations — I’d rather have one great recommendation than five mediocre ones.
Role 5 recommender, described as recommending works to deepen one's understanding. The example to me is more about finding more superficial things to see content in a different shape again (here films, podcasts before), a broadening. Perhaps to get a more emotional tie in with a concept, bringing it into scope of one's perception of beauty, next to K as such?
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4. Orienter This role is something of an inversion of the validator. Instead of asking for feedback on your notes after reading a text, here you ask the AI for guidance before reading. You’re looking for framing, historical context, high level outlines, etc. — ideally, without spoilers. Example: Before reading Nietzsche’s Beyond Good and Evil and Tolstoy’s The Death of Ivan Illych, I uploaded both books to NotebookLM, which created a podcast for me that explained their thematic contexts. Listening to this podcast in my daily walk helped me better understand the readings. Suggested prompt: I’m about to read [WORK] for the first time. Give me enough context to make sense of it — historical background, key arguments, things to watch for — but don’t spoil the experience of discovering it myself.
Role 4 Orientor, asking about works' meaning upfront as prep for one's own reading. As inversion of the validator in role 2. The example is about giving something a different form for consumption (comparison of works as podcast). NotebookLM used.
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3. Connector Here’s yet another role you can easily do via chat: identifying thematic, philosophical, or narrative parallels between works. Note I wrote “works” — it’s fun and illuminating to ask for connections across media, genre, time, etc. Example: I watched Francis Ford Coppola’s The Conversation on the same week I read Oedipus Rex. For fun, I asked ChatGPT for possible parallels between the two works. Its reply was enlightening: it pointed out how the protagonists of both stories undertook an obsessive investigation that uncovered terrible knowledge. Suggested prompt: I’ve been reading [WORK A] and [WORK B]. What philosophical or thematic threads connect them? I’m looking for non-obvious resonances, not surface similarities.
Role 3 connector, also chat based. Connector seems a generic term (and in general, wrt [[Netwerkleren Connectivism 20100421081941]] a own brain effort), but the example is more about syntopic readng vgl [[Gebruik AI om podcasts syntopisch samen te vatten 20260306123338]]
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2. Validator Another basic role for AI is validating your understanding. To do this, you ask it to review your notes for errors or gaps, do basic fact checking, or critique your reasoning. Again, you can do this via the chat interface, but I also experimented with passing my notes in Obsidian using the Copilot plugin and in Emacs using gptel. Example: After reading The Epic of Gilgamesh, I wrote a note in Obsidian summarizing its plot. When I asked ChatGPT to critique my summary, it pointed out that I’d given the central character a redemption arc that isn’t present in the text. I’m so accustomed to the standard hero’s journey, that I projected it onto the book — and an LLM helped me correct this ‘hallucination.’ Suggested prompt: Here are my notes on [WORK]. What important ideas did I miss or underemphasize? Don’t rewrite my notes — just flag the gaps.
Role 2 validator of one's understanding, also seen as basic. Might be a good complement to e.g. turning some of my notes into [[Anki]] card decks or combine in another way w spaced repetition. [[Spaced repetition 20201012201559]] [[Connecting my PKM to Anki]]
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1. Tutor The simplest role for AI is as a tutor. You ask it to explain a difficult concept, clarify a confusing passage, translate jargon, etc. I mostly did this via the standard chat UI (although I created a ChatGPT project to preserve context for the course.) Example: While reading Freud’s The Interpretation of Dreams, I came across three unfamiliar German terms: es, ich, and über-ich. ChatGPT helpfully explained these are more commonly known as id, ego, and superego — three terms I already understood. Suggested prompt: I just read [PASSAGE]. I understand [X] but I’m confused about [Y]. Can you explain [Y] in plain terms, without assuming I have background in [FIELD]?
Role 1 as Tutor, simplest role. Ask a chatbot for clarification. I think this skips a bit of exploration (wikipedia as jumping off point e.g.), but it is also much more contextual and specific. Includes translation of concepts. You could run this locally I think, and as Jorge states, create a bit of persistent context for it.
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It was a messy process. That’s what you do in a garden! And the outcome wasn’t an enthusiastic endorsement of AI. Instead, I landed at a map of roles and modalities for how AI can help at different points in the spectrum. Let’s look at nine of these roles.
there are more than 9 it seems. Perhaps check his blog over the year to see what else. Says process was messy, bc yes garden, and implies mixed results.
Quick glance at the 9 roles I don't see all of them as fitting the amanuensis metaphor imo
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Robots in the garden
Arango tried it out on major texts (reminiscent of the original version of [[How to Read a Book The Ultimate Guide by Mortimer Adler]], not the 2nd edition. ) Over a year he came to define 9 roles for the robots in his garden.
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I consider amanuensis to be the ideal role for AIs in your knowledge garden.
Can relate. I think this metaphor implies a lot of agentic use too
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Some early modern scholars employed live-in secretaries to do various tasks for them: researching, indexing, archiving, retrieving, organizing, translating, summarizing, and running errands. While not as famous as their employers, these people were often seen more as collaborators than anonymous servants. They were called amanuenses
Not sure why going back so far is needed to make the metaphor work? Research assistants, PAs cover similar territory. Or is the key diff the 'live-in' bit. Making it more a continuous relationship and collaboration, less transactional and joblike?
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I get most value around the middle of the spectrum. There’s a historical precedent here.
The middle of the spectrum Arango dubs the amanuensis.
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When thinking about your relationship with AI in general, it helps to consider a spectrum. On one end, you reject the technology completely: you don’t want it anywhere near your notes. On the other end, the AI completely replaces you. Neither extreme is desirable, so most approaches fall somewhere on the spectrum.
This is akin to [[Monstertheorie 20030725114320]] spectrum (kiil the monster, adapt the monster, adapt cultural categories, embrace the monster) It is sort of logical that most of us will fall in the middle 2 groups, adapting both the tech and ourselves.
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AI — which is being explicitly framed as a prosthetic mind
another metaphor, AI as the second brain, the prosthetic mind. Not sure I've noticed this framing. More like again the productivity angle, do this complicated thing in an hour, not weeks. And again outsourcing of cognition too. It's mostly not even seen as automation, but autonomous handwaving magic.
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if the point is creating a place for your first brain to work better, that raises an increasingly pressing question: what role should AI
core question of the talk: if your PKM is a support for your brain, what role for AI.
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A garden provides solace and recreation — the opposite of the anxiety that overhangs systems built as productivity hacks. My PKM system provides solace and recreation. So I call it my “knowledge garden,” riffing on the popular digital garden metaphor and Andy Matuschak’s evergreen notes, among others.
A garden provides recreation. Recognisable as a trait my notes have. My title Garden of the Forking Paths for conceptual notes collection points the same way
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I approach my knowledge garden with Field Notes’s tagline in mind: “I’m not writing it down to remember it later, I’m writing it down to remember it now.” I don’t keep a PKM to remember things later, but because writing, structuring, and connecting ideas is how I think. That the words are there for recall later is a bonus, not the main attraction. Clearer thinking is the “gold,” the notes merely record it happened.
Not fully agree with this. Yes, writing is the work/thinking (although it can also happen without it), and yes notes provide the trails of it (but is never the reporting of it) But recall is also a main attraction, just not in the exact same way, as resource for remixing and mash-ups in new thinking processes. Whenever I open a few random notes, new thoughts to note come to mind.
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Finally, for many gardeners, the fruit is only part of their garden’s value. Gardening is pleasurable per se. It’s not something they do just because they want to eat. After tall, it’s cheaper and easier to go to the supermarket. Instead, they garden because they find it fulfilling.
Garden yields are one resulting value, the gardening itself another
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Also, a garden’s structure can’t be rigidly top-down. While some structure is needed, the place’s form emerges over time as it meets real-world needs. Thinking about PKM as a productivity hack leads to overemphasizing upfront structures and workflows at the expense of the more patient approach required by organic processes.
this goes back to [[Warning, Tacit Assumptions May Derail PKM Conversations]] garden metaphor implies emergent structure, patience, organic processes, as well as a bit of planning, productivity implies top-down initialising.
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There are different kinds of gardens for different purposes. Some are for pleasure, while others are for growing food. Some are industrial; others artisanal. What they all have in common: things grow there. And it doesn’t happen overnight, but after much toil in the soil. For a garden to fulfill its purpose — whatever it might be — it must be stewarded over a long time.
Garden metaphor implies work / maintenance for things to grow
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more fruitful metaphor for PKMs is that of a garden. Many of us already talk about our PKM systems as “places” where we do focused work
garden metaphor as place we do work.
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Metaphors We Live By, Lakoff and Johnson explain that metaphors don’t just reveal how we talk about things; they also reveal and inform how we think about things, deep down
Key message of 1980 [[Metaphors We Live By by George Lakoff Mark Johnson]] https://en.wikipedia.org/wiki/Metaphors_We_Live_By
Metaphors matter not just bc it shapes how the talk about things, but also how we think about them.
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That said, I think the “second brain” metaphor has three problems: It implies delegating cognition. The promised outcome is a prosthetic mind. That is, the system will relieve you of thinking and (especially!) long-term recall. (Westenberg: “I believed I was solving a problem of forgetting.”) It sets expectations PKMs can’t meet. This isn’t a promise current PKMs — even with AI — can deliver. The system won’t “extract the gold,” at least not for a long time and after a lot of work on your part. These are bad expectations to begin with. Even if PKMs could do this, you shouldn’t want this. If you want to think better, your goal shouldn’t be to delegate your thinking: It should be enabling your first brain to work better.
Arango has 3 issues with second brain metaphor: 1) implies delegation of thinking to it, 2) oversells pkm as delivering 'gold' (vgl Luhmann's 'septic tank' in contrast) 3) even if PKM could do it, they're not desirable traits. Iow PKM is primarily a tool to support your own brain, not outsourcing.
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But I also believe mindset influences the value you get from these systems. And unfortunately, the most common framing for PKMs sets the wrong mindset. It’s the metaphor in the title of Westenberg’s post: second brain.
Arango argues that disappointment in pkm is in part caused by faulty metaphors, such as second brain.
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[[Jorge Arango p]] talk at PKM Summit 2026 robots in the garden, a perspective on PKM and the use of gen AI in it
Tags
- ai-validator
- techvssocial
- pkm
- ai_tutor
- ai
- pkmsummit26
- anki
- space_as_personal_tool
- agenticai
- change
- ai_orientor
- ai_analyst
- amanuensis
- ai_connector
- monstertheory
- notebooklm
- ai_reflector
- rest
- ai_mapper
- garden
- ai_recommender
- productivity
- secondbrain
- ai_adversary
- metaphors
- genai
- pkmsummit
- recreation
- places
- rewards
Annotators
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Chronological Structure
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End with a Strong Statement or Quote
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search.brave.com search.brave.com
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viewer.athenadocs.nl viewer.athenadocs.nl
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disagrees with arbitration or mediation
Arbitration and mediation = only if parties agree.
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blikopnederland.rekenkamer.nl blikopnederland.rekenkamer.nl
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ARK dashboard on government goals and results.
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www.rekenkamer.nl www.rekenkamer.nl
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Algemene Rekenkamer, Dutch audit authority, launched dashboard tracking government goals and results
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asiatimes.com asiatimes.com
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Report saying drones shut down a US continental AFB several times over. Not seen elsewhere.
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yoloai.dev yoloai.dev
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list of scenario's in which AI agents will a) work against you b) be used against you at scale.
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socialsci.libretexts.org socialsci.libretexts.org
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, had nevertheless learned something, and Tolman called this latent learning. Latent learning refers to learning that is not reinforced and not demonstrated until there is motivation to do so. Tolman argued that the rats had formed a “cognitive map” of the maze but did not demonstrate this knowledge until they received reinforcement.
Köhler: insigth learning: trial and error period- contemplation- flash of insight Tolman: Latent learning: forming cognitive map-but not demostrating it unless there is a reinforcement
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support.google.com support.google.com
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💻/asus/🧊/me/📓/2026/03/25/:archive-pageles+google+document+setup
!4 - pageless document page setup - google docs
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next step link to personal IndyWikiOad page that would
share to immediate 2 hop neighbourhood as an outline
toDo - associate, bi-link indy0WikiPad page with hypothesis annotation
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pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov
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38305
DOI: 10.64898/2026.02.13.705775
Resource: RRID:BDSC_38305
Curator: @maulamb
SciCrunch record: RRID:BDSC_38305
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4442
DOI: 10.64898/2026.02.13.705775
Resource: RRID:BDSC_4442
Curator: @maulamb
SciCrunch record: RRID:BDSC_4442
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80579
DOI: 10.64898/2026.02.13.705775
Resource: RRID:BDSC_80579
Curator: @maulamb
SciCrunch record: RRID:BDSC_80579
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58178
DOI: 10.64898/2026.02.13.705775
Resource: RRID:BDSC_58178
Curator: @maulamb
SciCrunch record: RRID:BDSC_58178
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pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov
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23E10DBD
DOI: 10.64898/2026.01.28.702037
Resource: Bloomington Drosophila Stock Center (RRID:SCR_006457)
Curator: @maulamb
SciCrunch record: RRID:SCR_006457
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84C10AD
DOI: 10.64898/2026.01.28.702037
Resource: Bloomington Drosophila Stock Center (RRID:SCR_006457)
Curator: @maulamb
SciCrunch record: RRID:SCR_006457
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