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www.kingarthurbaking.com www.kingarthurbaking.com
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viewer.athenadocs.nl viewer.athenadocs.nl
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Reinforcer revaluaon:
Eating chocolate when sad
When you’re sad, chocolate gives emotional comfort → positive reinforcer.
But after overeating once and feeling sick
Chocolate now becomes associated with discomfort or regret.
Emotional value is re-evaluated downward.
Result
When sad again, chocolate is no longer reinforcing → you avoid it.
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Exncon:
klais kai klais kai klais kai epeidh den sou dinei kanenas shmasia stamatas na klais
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journals.openedition.org journals.openedition.org
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L’étude The World Unplugged a demandé à un millier d’étudiants provenant d’une douzaine d’universités des cinq continents, de faire l’expérience de 24h de déconnexion médiatique (Moeller et al., 2012). Les résultats ont été univoques : une nette majorité d’étudiants a admis l’échec pur et simple de leurs efforts de déconnection. Beaucoup d’entre eux se sont alors auto-déclarés « addicts » aux médias et technologies de communication numérique.
Argument pour : les résultats de cette étude, pourtant mondiale, ont indiqué que la majorité des étudiants n'ont pas réussi à déconnecter, ne serait-ce que 24h, et se sont même considérés comme dépendants. Ceci évoque un comportement proche d’un processus addictif (désir incontrôlable, auto-déclaration d’addiction).
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Les examens cérébraux, réalisés par IRM, de personnes développant des symptômes de dépendance montrent que les gros consommateurs d’Internet développent des processus neurobiologiques commun avec les toxicomanes et avec les personnes souffrant de dépendances pathologiques reconnues, comme celle liée aux jeux.
Argument pour : si les examens d'imagerie montrent des signes communs entre les personnes dépendantes d'internet et les toxicomanes, il y a donc une notion d'addiction.
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Cependant, de telles pratiques ne constituent pas une réelle dépendance au sens pathologique car elles ne sont pas de nature compulsive.
Argument contre : dans l'addiction, on note une conduite compulsive, mais ici, l’usage excessif est expliqué par la compensation de besoins sociaux.
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Cependant, les internautes qui les fréquentent intensivement ont davantage tendance à effectuer des comparaisons sociales dont les résultats sont en leur défaveur (Lee, 2014). Ils sont aussi enclins à penser que les autres sont plus heureux et ont une vie bien plus agréable que la leur, ce qui leur donne un sentiment d’injustice (Chou, Edge, 2012). Ce biais conduit au déclenchement de certains processus psychopathologiques, comme des ruminations mentales
Argument contre : le texte montre que les effets négatifs d'une fréquentation intense d'internet (dépression, anxiété) sont liés à des comparaisons sociales et à des ruminations, des pensées négatives, mais pas à une dépendance.
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le désir d’utiliser les médias (consulter ses e-mails, surfer sur le Web, aller sur les RSN, regarder la télévision) est celui pour lequel notre capacité de résister serait la plus faible. Non seulement le désir d’utiliser les médias serait plus fort et plus fréquent dans une journée que, par exemple, le désir de tabac, mais il serait, en outre, plus difficile à contrôler que les désirs de manger ou d’avoir des activités sexuelles
Argument pour : La difficulté à résister à un usage numérique fait état d'impulsions généralement associées aux addictions comportementales.
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L’addiction à Internet ne figure pas dans la dernière version du Manuel diagnostique et statistique des troubles mentaux (DSM 5 ; APA, 2015) manuel de référence internationale pour la plupart des psychiatres et psychologues. À l’excès, ces habitudes sont étiquetées « comportements excessifs », mais ne sont pas définies comme de véritables troubles mentaux en raison, actuellement, de l’insuffisance de données dans la littérature (DSM 5 ; APA, 2015, p. 571).
Argument contre : l'addiction à internet est plutôt vue comme une pratique excessive que comme un véritable trouble mental. En tout cas, elle n'est pas reconnue par le DSM 5, on ne cite pas ici par exemple de critères cliniques.
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uta.pressbooks.pub uta.pressbooks.pub
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improving quality
This is a great thought in theory, but if a resource is paid, it can more easily afford the research and feedback prior to having it published, resulting in higher accuracy from the get-go. If anyone can post education content, would this lower the level of quality in available material?
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This is usually accompanied by a push for instructors to create open resources as well.
Is there any benefit of OER on those who rely on education content curation as a source of income?
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journals.openedition.org journals.openedition.org
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Nous mettrons plus précisément en évidence les nombreux facteurs indiquant que les thérapies basées sur Internet constituent, cent ans après la naissance de la discipline, un défi profond et durable à la psychothérapie.
Argument pour : à travers la notion de défi indiquée, internet peut-il donc influencer les comportements des individus ?
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La brièveté des contacts avec ce dernier répond alors à un objectif important, expliqué précédemment : pour pouvoir augmenter l’accessibilité d’un traitement, il faut qu’un même professionnel puisse s’occuper de plus de patients.
Argument contre : internet permet donc d'optimiser les ressources, en permettant à davantage de patient d'avoir accès à un professionnel.
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La thérapie, ou plus précisément le changement thérapeutique, n’est plus assurée par un thérapeute mais par un programme de self-help, et le rôle de thérapeute n’est que de faciliter le suivi du programme.
Argument pour : les usages numériques ne pourraient-ils alors pas engendrer une fragilité possible, créant un terrain propice à des comportements inappropriés ?
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L’objectif principal de cette deuxième démarche consiste à augmenter l’accessibilité de la psychothérapie, c’est-à-dire réduire les obstacles que peuvent rencontrer les patients lorsqu’ils souhaitent faire appel à un dispositif de soin. Cette question constitue un défi majeur pour de très nombreux systèmes de soins nationaux (Richards, Lovell & McEvoy, 2003). La seule manière pour une personne d’avoir accès à une thérapie traditionnelle est souvent de recourir à un thérapeute exerçant dans le secteur privé. Cela n’est cependant possible que pour des individus disposant de ressources économiques relativement importantes. Or, l’accessibilité s’améliore avec les programmes de self-help, dans la mesure où ces derniers rendent la thérapie moins dépendante de la disponibilité des thérapeutes : en diminuant le temps que consacre chaque thérapeute à chaque patient, un plus grand nombre de patients peuvent accéder à un traitement (Andersson, 2009).
Argument contre : cette position contredit l’idée que l'usage d'internet est nécessairement dangereux ou addictif : plusieurs arguments sont développés ici (accessibilité, disponibilité, possibilités financières …)
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depuis environ dix ans, Internet est également envisagé comme un espace où peuvent se pratiquer la psychothérapie et le traitement psychologiqu
Argument contre : ici internet peut être envisagé comme un outil de soin, pas seulement un espace de risque.
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www.academie-medecine.fr www.academie-medecine.fr
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Considérant que nous ne disposons pas des données nécessaires à une évaluation scientifique validée
Argument contre : on ne peut pas conclure avec certitude que l’addiction à Internet existe.
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Comme tous les autres jeux d’argent, ils exposent au risque d’abus et de dépendance. Les dommages sont financiers (dépenses disproportionnées) et psychologiques (temps passé excessif, abandon d’autres intérêts ou activités)
Argument pour : une addiction numérique est donc reconnue pour certaines activités en ligne, le texte parle bien de dommages psychologiques.
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Le terme de pratique excessive (et a fortiori d’addiction) fait intervenir la notion de retentissement durable sur la vie du sujet : perturbations du sommeil, troubles du comportement alimentaire (surpoids, grignotage), absentéisme et/ou échec scolaire, retrait social, diminution des autres activités (familiales, sportives et culturelles).
Argument pour : même si on parle ici d'addiction "a fortiori", les critères de dépendance décrits y ressemblent fortement.
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Il n’y a pas de consensus scientifique sur l’existence de réelles addictions aux jeux vidéo. En l’absence d’études précisant leurs critères, il est préférable d’utiliser le terme de pratiques excessives
Argument contre : la notion d’addiction numérique reste controversée.
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L’accès à ces jeux suscite des craintes du fait du risque de pratique excessive. Certains utilisent même le terme d’addiction, définie comme la perte de contrôle et la poursuite du comportement malgré ses conséquences négatives
Argument pour : le vocabulaire de l’addiction est ici utilisé pour les activités numériques.
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www.gutenberg.org www.gutenberg.org
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I began to have a feeling of defiance, of scornful solidarity between Gatsby and me against them all.
This sentence shows how fully Nick aligns himself with Gatsby in death, even more than in life. He feels a moral loyalty that the rest of Gatsby’s world refuses to offer. It also marks Nick’s final separation from the careless society he has been observing.
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“I feel far away from her,
This sentence shows Gatsby’s growing fear that his dream cannot survive real contact with Daisy. He realizes that she cannot see the world he has built around her. It also exposes the emotional distance that his fantasy tried to hide.
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he revalued everything in his house according to the measure of response it drew from her well-loved eyes.
This sentence shows how deeply Gatsby bases his self-worth on Daisy’s approval. His possessions stop being symbols of success and become tools for winning her reaction. It also reveals how unstable his dream is, because it depends entirely on her gaze.
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www.youtube.com www.youtube.com
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Écologie : Complexité, Paradoxes et Holisme — Synthèse de la Leçon Inaugurale de Franck Courchamp
Résumé Exécutif
Cette note de synthèse résume la leçon inaugurale de Franck Courchamp, titulaire de la chaire annuelle "Biodiversité et écosystèmes" au Collège de France.
La présentation articule l'étude de l'écologie autour de trois concepts fondamentaux : la complexité, les paradoxes et le holisme.
Franck Courchamp, directeur de recherche au CNRS et scientifique de renommée mondiale, démontre que la biodiversité est un système d'une richesse et d'une interconnexion extraordinaires, dont la compréhension ne peut être que partielle sans une approche globale.
Les points clés sont les suivants :
• La Biodiversité est une réalité multidimensionnelle et largement méconnue.
Définie à trois niveaux (spécifique, génétique, écosystémique), elle représente une richesse quantitative (potentiellement jusqu'à 10 milliards d'espèces de procaryotes) et qualitative (valeur utilitaire et intrinsèque) immense.
Cependant, la science n'a décrit qu'une infime fraction de cette diversité (2,3 millions d'espèces eucaryotes), alors même qu'un million d'espèces sont menacées d'extinction.
• La complexité est la caractéristique fondamentale des écosystèmes.
Le nombre vertigineux d'espèces (des dizaines de milliers dans une surface équivalente à une salle de conférence en forêt amazonienne) et la multitude d'interactions directes et indirectes entre elles et avec leur environnement créent des systèmes dynamiques et auto-organisés d'une complexité qui dépasse souvent l'intuition.
• De cette complexité naissent des paradoxes écologiques. De nombreux phénomènes observés en écologie sont contre-intuitifs.
Par exemple, l'ajout d'engrais peut appauvrir la diversité végétale, la prévention des incendies peut engendrer des méga-feux, et la réintroduction de prédateurs comme le loup peut paradoxalement rendre les routes plus sûres en modifiant le comportement de leurs proies.
• L'approche holistique est indispensable pour comprendre et agir.
Seule une vision globale de l'écosystème, intégrant toutes ses composantes et interactions, permet de déchiffrer ces paradoxes et d'éviter des interventions de conservation aux conséquences inverses de celles escomptées.
L'exemple de la réintroduction des loups à Yellowstone, qui a modifié jusqu'au cours des rivières, illustre parfaitement la puissance des effets en cascade qu'une approche holistique peut révéler.
La conférence conclut que ces trois concepts — complexité, paradoxes, holisme — sont des outils intellectuels essentiels pour naviguer dans le champ de l'écologie.
Ils formeront le fil conducteur des cours à venir, qui se concentreront sur la biologie des invasions, en adoptant une perspective résolument interdisciplinaire.
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Introduction : Contexte et Présentation de Franck Courchamp
La leçon inaugurale a été prononcée dans le cadre de la cinquième édition de la chaire annuelle "Biodiversité et écosystèmes" du Collège de France, une initiative soutenue par la Fondation Jean-François de Clermont-Tonnerre.
Cette chaire vise à promouvoir la recherche et à éclairer le débat public sur les enjeux du vivant.
Le titulaire de la chaire, Franck Courchamp, est une figure de premier plan dans le domaine de l'écologie. Ses qualifications incluent :
• Positions académiques : Directeur de recherche première classe au CNRS, il dirige une équipe à l'Université Paris-Saclay et est titulaire de la chaire AXA "Biologie des invasions".
• Reconnaissance internationale : Auteur de plus de 200 publications, il est l'un des scientifiques les plus cités au monde dans son domaine et contribue aux travaux de panels intergouvernementaux majeurs comme le GIEC et l'IPBES.
• Distinctions : Il a reçu de nombreuses récompenses, dont la médaille d'argent du CNRS (2011), a été nommé à l'Académie européenne des sciences (2014) et fait chevalier de l'Ordre national du Mérite (2021).
• Vulgarisation : Reconnu pour son talent de communicant, il a participé à des documentaires (notamment la série Une espèce à part sur Arte), et a publié des ouvrages grand public tels que L'Écologie pour les nuls et la bande dessinée La Guerre des fourmis.
Thème I : Définition et Importance de la Biodiversité
Les Trois Niveaux de la Biodiversité
La biodiversité, contraction de "diversité biologique", est classiquement analysée selon trois échelles interdépendantes :
1. La biodiversité spécifique : Le nombre d'espèces présentes dans un espace donné (ex. : 160 000 à 180 000 espèces de papillons dans le monde). C'est le niveau le plus couramment étudié.
2. La biodiversité génétique : La diversité au sein d'une même espèce (ex. : les 340 races de chiens). Une faible diversité génétique, comme chez le guépard, rend une espèce très vulnérable.
3. La biodiversité écosystémique : La variété des écosystèmes dans un paysage (ex. : un paysage avec forêt, lac et prairie a une plus grande diversité écosystémique qu'un récif corallien, même si ce dernier a une très grande diversité spécifique).
L'Étendue de la Biodiversité : Connue et Inconnue
L'ampleur de la biodiversité sur Terre reste largement sous-estimée.
• Espèces décrites : La science a formellement décrit 2,3 millions d'espèces eucaryotes (animaux, plantes, champignons, protistes).
• Espèces inconnues : Les estimations suggèrent que la grande majorité des espèces reste à découvrir. Le tableau suivant, évoqué dans la conférence, illustre ce déficit de connaissance :
Groupe Taxonomique
Pourcentage d'Espèces Inconnues (estimation)
Mammifères
Près de 10 %
Poissons
Près de 90 %
Insectes
Près de 90 %
Algues
Près de 90 %
Champignons
Plus de 90 %
Franck Courchamp souligne : "Nous vivons, sans le savoir, dans un monde de champignons et d'insectes."
De plus, les eucaryotes ne sont qu'une infime partie du vivant ; les procaryotes (bactéries et archées) pourraient représenter jusqu'à 10 milliards d'espèces.
La Double Valeur de la Biodiversité
La biodiversité est importante pour l'humanité de deux manières distinctes :
• La valeur utilitaire : Elle fournit des "biens" et des "services" essentiels.
◦ Biens : Alimentation (seulement 12 espèces végétales fournissent 75% de la nourriture mondiale), matériaux (bois, coton, laine), et médicaments (deux tiers des molécules pharmaceutiques proviennent directement des plantes).
◦ Services : Pollinisation (près de 80% de nos cultures), purification de l'eau et de l'air, fertilisation des sols et biodégradation.
• La valeur intrinsèque : Chaque espèce, écosystème ou individu possède une valeur propre, indépendamment de son utilité pour l'être humain.
Une Richesse Menacée
Cette richesse est en péril. Le rapport de l'IPBES de 2019 a établi qu'un million d'espèces animales et végétales sont menacées d'extinction au cours des prochaines décennies, avec une accélération notable du rythme des extinctions récentes.
Thème II : L'Écologie, Science des Interactions du Vivant
L'écologie est la discipline scientifique qui étudie les interactions entre les organismes et leur environnement. Elle est intrinsèquement liée à la science de l'évolution. Comme le formule Franck Courchamp : "L'écologie observe la danse des espèces dans leur environnement [...]. L'évolution raconte l'histoire de cette danse."
Des Systèmes Simples aux Réseaux Complexes
L'écologie analyse des systèmes à différentes échelles, des individus à la biosphère. L'étude de la dynamique des populations offre une porte d'entrée.
L'exemple classique des cycles prédateur-proie entre le lynx et le lièvre arctique, documenté grâce aux registres de la Compagnie de la Baie d'Hudson, montre comment des modèles mathématiques simples (comme le modèle de Lotka-Volterra) peuvent décrire des dynamiques complexes.
Cependant, la réalité est celle de réseaux trophiques où chaque espèce interagit avec de nombreuses autres, créant des systèmes d'une complexité immense, auxquels s'ajoutent les interactions non-vivantes (cycles biogéochimiques du carbone, de l'azote, etc.).
Thème III : Les Concepts Clés pour Appréhender l'Écologie
Franck Courchamp propose une grille de lecture de l'écologie fondée sur trois concepts interdépendants.
La Complexité : Le Fondement de l'Écologie
La biodiversité est un système caractérisé par une richesse, une dynamicité et un nombre d'interactions extraordinairement élevés.
Un exercice de pensée illustre ce point : sur une surface équivalente à celle de la salle de conférence, une forêt amazonienne peut abriter entre 10 000 et 20 000 espèces différentes, dont 5 000 à 10 000 espèces d'insectes.
L'ensemble des interactions directes et indirectes entre ces milliers d'acteurs forme un système dynamique, auto-organisé (autopoïétique) et multiscalaire.
Les Paradoxes : Les Conséquences Contre-Intuitives de la Complexité
De cette complexité émergent des résultats qui défient l'intuition. Ces paradoxes sont omniprésents en écologie.
• Paradoxes généraux :
◦ Écologie des communautés : L'ajout d'engrais peut "tuer" les plantes en favorisant quelques espèces dominantes au détriment de la diversité globale, rendant l'écosystème moins stable.
◦ Écologie forestière : La suppression systématique des feux de faible intensité mène à l'accumulation de combustible et à des "méga-feux" dévastateurs.
◦ Biologie de la conservation : Le retour des loups dans certaines régions des États-Unis a réduit de près d'un quart les accidents de voiture impliquant des cerfs, non pas en diminuant leur population, mais en modifiant leur comportement (création d'un "paysage de la peur").
• Paradoxes issus des recherches de Franck Courchamp :
◦ Épidémiologie : Les chats infectés par le VIF (sida du chat) vivent plus longtemps, car le virus se transmet lors de combats entre les individus les plus dominants et les plus robustes.
◦ Effet Allee : Pour certaines espèces sociales (suricates, lycaons), c'est l'incapacité à coopérer en dessous d'un certain seuil d'effectif qui cause l'extinction, et non la compétition.
◦ Paradoxe de la rareté : La rareté d'une espèce augmente sa valeur sur le marché (chasse, collection), ce qui intensifie son exploitation et accélère sa disparition dans une boucle de rétroaction positive.
◦ Espèces charismatiques : Elles sont à la fois les plus aimées, les plus menacées, et leur omniprésence culturelle nous fait croire à tort qu'elles sont communes, ce qui freine les efforts de conservation.
L'Holisme : La Nécessité d'une Approche Globale
La clé pour comprendre ces paradoxes et agir efficacement est l'adoption d'une approche holistique, qui considère l'écosystème dans son ensemble.
• Pour Comprendre : L'Exemple des Loups à Yellowstone La réintroduction du loup, un prédateur apical, a déclenché une cascade d'effets dans tout l'écosystème :
1. Contrôle des élans : Diminution de la pression de broutage sur la végétation.
2. Régénération de la végétation : Les saules et les peupliers ont pu repousser.
3. Retour des castors : Avec plus de bois, les populations de castors ont explosé, créant des barrages.
4. Modification des rivières : Les barrages ont modifié l'hydrologie et la morphologie des cours d'eau, créant des habitats pour d'autres espèces (poissons, amphibiens, oiseaux). Cet exemple montre qu'une seule action peut avoir des répercussions profondes et inattendues sur l'ensemble du système.
• Pour Agir : Biologie de la Conservation Une vision non-holistique peut mener à l'échec. La surprotection des éléphants dans certaines réserves, sans tenir compte du reste de l'écosystème, a conduit à la dégradation de la végétation et a nui à d'autres herbivores.
De même, l'interdiction totale du commerce de l'ivoire, bien qu'intentionnée, a créé un marché noir qui a pu intensifier le braconnage dans certaines zones.
Conclusion et Perspectives
La complexité, les paradoxes et le holisme ne sont pas de simples concepts académiques, mais des outils essentiels pour déchiffrer le fonctionnement du vivant et orienter l'action humaine.
Ces principes formeront la structure des cours à venir de Franck Courchamp, qui se concentreront sur la biologie des invasions.
Chaque cours sera enrichi par un séminaire mené par un spécialiste d'une autre discipline (économie, philosophie, épidémiologie, etc.), soulignant la nécessité d'une approche interdisciplinaire pour relever les défis environnementaux actuels.
La leçon se termine sur une citation de Carl Sagan, rappelant que la nature recèle encore d'innombrables merveilles à découvrir : "Quelque part, quelque chose d'incroyable attend d'être connu."
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pressbooks.pub pressbooks.pub
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Specific words and images make your writing clearer, more precise, and often more interesting. Whenever possible, avoid overly general words in your writing; instead, try to replace general language with particular nouns, verbs, and modifiers that convey details and that bring yours words to life. Add words that provide color, texture, sound, and even smell to your writing.
This makes me realize that using specific words could make such a big difference.Adding small details like color or sound can suddenly make writing feel more alive.
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onceuponablog44.wordpress.com onceuponablog44.wordpress.com
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fled
fuggire
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its own accord
di sua spontanea volontà
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swift
rapidi
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sent for
convocare, mandare a chiamare
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sprinkled
spruzzare, schizzare
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maiden
fanciulla
[https://dictionary.cambridge.org/dictionary/english-italian/maiden]
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calabash
zucca a fiasco (che, una volta svuotata e lasciata asciugare, indurisce e può essere utilizzata come contenitore)
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quiet
zittire
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sorcerer
stregone
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break into
sforzare l'ingresso, irrompere in casa
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staff
bastone
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rescue
salvare
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vines
vite
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ferns
felce
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tangled
aggrovigliate
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roughly
aspramente
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dwarf
gnomo
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Ka wai ola a Kāne
La parola kānaka maoli per indicare l'acqua è wai, mentre quella hawaiana per indicare la ricchezza è waiwai, a indicare che l'acqua è fonte di benessere e ricchezza
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restore
ripristinare
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www.nytimes.com www.nytimes.com
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too many mainstream Protestant churches offered only shallow theology and “far-left” ideology
This is partly correct. But it is also deeply fused with eh revival of modernist vs fundamentalist debates in the 1970s, which was NOT an organic development.
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But critics say that top church leaders rarely condemn even the most noxious rhetoric from high-profile Orthodox Christians.
Correct; the bishops want the numbers and the money.
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Rod Dreher warned recently that “antisemitism is spreading like a virus among religious conservatives of the Zoomer generation,”
Says the discreditable Putin worship. Here, I'm more inclined to consider the possibility of easily manipulated stooge.
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Matthew Heimbach, who organized the notorious Unite the Right rally in Charlottesville, Va., in 2017, had been excommunicated from the Antiochian Orthodox church but joined another branch.
In other words, he's ROCOR now. I did not know that he was behind the Unite the Right rally.
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Father Trenham’s congregation in Riverside, Calif., has more than 1,000 active parishioners, and 241 in the process of converting. “Five years ago I had 75, which I thought was a lot,” he said in an interview this fall. “The trajectory is increasing.”
So he bloated his parish on the back of MAGA, just like other online influencers.
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In a more recent video reflection on the prominent white nationalist Nick Fuentes’s appearance on Mr. Carlson’s show, Father Trenham claimed he didn’t know much about Mr. Fuentes and went on to praise the men’s conversation about the scourge of pornography.
That's horsecrap; there is no way that he travels his circles without knowing. The only possibility would be stupidity and willful ignorance, and Brad has never been either.
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The Rev. Josiah Trenham, one of the most well-known American priests, appeared on Tucker Carlson’s show shortly after the assassination of the right-wing activist Charlie Kirk to discuss Christian mourning traditions
Damn. Didn't know this.
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The online influencers that many young men credit with introducing them to Orthodoxy speak directly about politics and culture in a way that parish priests more often avoid. They tend to share an unbending social conservatism, with a particular interest in the “traditional family” and what they describe as the threats of feminism, homosexuality and transgender identities. They are also generally opposed to the state of Israel.
And here is both the heart of the matter, and the evidence that they are representing the Kremlin, with its long and deep history of anti-semitism.
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In North Carolina, All Saints is exploring the possibility of opening a school, as well as adding a second priest and a new location. This fall, the parish had a record 165 catechumens, people in the typically yearlong process of formally joining the Orthodox Church.
Heading the St. Elias path, which is not normal.
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Some Orthodox parishes now have their own schools, long a rarity in a tradition with such small numbers. The pan-Orthodox Saint Constantine School has more than 500 students at its flagship school in Houston, which opened in 2015. The network opened a new campus in Pittsburgh last year, and another in Dallas this fall
This is hardly a normal school.
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Father Winn, 38, converted in the early 2010s. He has a seemingly endless energy for meeting with people curious about the church. His wife, Destinie, runs a popular Orthodox parenting account on Instagram when she is not home-schooling their four — soon to be five — children, or hosting groups from the church on their big back porch overlooking a patch of woods in nearby Cary.
Antiochian parish.
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Orthodox churches were significantly more likely than others to ignore the coronavirus pandemic and continue to hold in-person services.
And there is the special sauce. A bunch went full apocalyptic and threw in with Trumpism. Note the utter failure of the NYT to address jurisdictional differences. Antiochian and GOARCH were instructed to comply with authorities. So the OCA and ROCOR are falsely claiming to represent all churches here.
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The Orthodox Church stands as the hope of those who wish to be normal, to be healthy, true and beautiful
In American binary, this suggests a very dark view of non-Orthodox.
-
Many converts say they appreciate the notion that Orthodox theology and practices have remained the same since the birth of Christianity
And this is completely ahistorical bullcrap. The kerygma has not changed, but the theological expression of it most certainly has. Changes in practice are even more obvious to find.
-
not just conservative morally, but that take the unseen world seriously
A very strange combination by Damick, whom I always had doubts about anyway.
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Some argue that the common denominator in churches attracting young people is not their style of worship but their treatment of the supernatural. Father Damick, the priest in Pennsylvania, pointed out that charismatic Christianity, whose theology includes an openness to faith healing and “spiritual warfare,” has also resisted trends of religious decline
Some validity to this, I think.
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In the Catholic church, a significant minority of young people prefer the pre-Vatican II Traditional Latin Mass, and attend parishes where women wear veils to mass.Image
Yes, because both groups are being manipulated by the same political operatives, going back to Weyrich and perhaps beyond. The whole point was to transform churches into reliable "conservative" voting block.
-
collapsed in scandal
So, young, ignorant, and misinformed, they think Orthodoxy is the perfect vessel.
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“Young men are struggling to find jobs, they’re struggling to get into schools, and they’re really being told by society, ‘We don’t really need you.’”
Here is the anti ERA relic turned to MAGA-leaning trope online.
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There’s no war for us to die in — well, there are wars for us to die in, just not ones that are honorable
WTF! The bar of masculinity is to go die as a slave to some elite's agenda to preserve his own legacy?
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24 percent of adult adherents younger than 30
That's a significant unbalancing.
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More than 60 percent of them are men, compared with 46 percent of evangelicals, according to the Pew Research Center
This statistic shows clearly the pseudo-monastic warping of American piety. The fact that women are repulsed should give us cause to reflect. Instead, we just berate feminism. And even the feminism claim is hardly credible in the face of our rank hypocrisy in matters of sexual abuse.
-
Some recent surveys suggest that young adult men are defying that trend.
This is not fully new; see above on Billy Sunday. And such men distort things badly.
-
The church also maintains a strict and complicated schedule of fasting.
Yes, but actual practice is far broader than Orthobros claim.
-
an hourslong affair at which attendees typically stand the entire time, rather than sitting in the pews or kneeling
Confusing ROCOR for the whole tradition much?
-
Many of the young Americans new to the pews have been introduced to Orthodoxy by hard-edge influencers on YouTube and other social media platforms. Critics call the enthusiastic young converts “Orthobros.”
First fully correct sentence of the piece.
-
representing about 1 percent of the population
Half that. Less if one consults Krindatch.
-
converts say Orthodoxy offers them hard truths and affirms their masculinity
Gross.
-
They are drawn to what they describe as a more demanding, even difficult, practice of Christianity
Like the Billy Sunday "muscular Christianity" toxin.
-
especially among conservative young men
An abuse of the word "conservative". These are fundamentalist radicals, politicized by Kremlin propagandists.
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Метод McKinsey: как решить любую проблему?
Метод McKinsey: как решить любую проблему?
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chat.deepseek.com chat.deepseek.comDeepSeek8
-
Coherent
相干 連貫
-
divided
分裂的
-
Dilemma
困境
-
lingua
語言
-
disinclined
不願意的
-
hesitant
猶豫不決
-
Consensus
共識
-
Inevitable
不可避免的
-
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github.com github.com
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personally archive @gyuri https://bafybeicid7zd2l56yipy5nxra2qttovqqjh46x3cqu4qsmlhfevsku5lcq.ipfs.dweb.link?filename=Release%20v0.47.0%20%C2%B7%20ipfs_ipfs-desktop%20%C2%B7%20GitHub%20(30_11_2025%2012%EF%BC%9A29%EF%BC%9A13).html
and annotated it with https://hypothes.is
and the self-hosted archved page snarfed with single File has been instantly available!
A real Milestone
-
You and 7 others reacted
-
especially helpful if you're self-hosting a lot of files on a regular home internet connection.
self-hosting is now practical!
-
Announces content at a steady pace
instead of bursts that could slow down your internet
-
Before, this would silently break your node's connectivity, forcing you to restart IPFS Desktop manually.
anther great advance.
Congratulation
🙏🙏🙏🙏🙏🙏 🎈🎈🎈🎈🎈🎈
-
Your Node Stays Reachable After Router Restarts
-
share a link right after the upload finishes and it will just work.
I did notice this.
Just in the nick of time
Well worth the nearly decade long wait!
This is a total Game Changer
-
⚡ Share Files Instantly
Previously, after adding files to IPFS Dsktop, it could take 30+ seconds before friends could find and download them. Now, when you add files or folders, they become discoverable on the network almost immediately (typically under a second).
-
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manuals.plus manuals.plus
-
- Sita, Tin Tin's cat
- Comforting Winter nights
- Ice cream served from the van
- Elephants waddling at an early age
- Noddy being the most insane preschool character who ever lived
- Cuddling a My Little Pony plush
- Enchantimals dolls
-
- Bath toys
- Bubble bath mixtures scented like vanilla and strawberries
- Comforting cashmere blankets
-
- Umbrellas coloured pink
- Kings of the jungle
-
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Local file Local file
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Accordingto an understanding of violence based on social systemstheory, the concept is neither physically nor structurallypredetermined. Instead, it focusses on the communication ofinevitability when attributing to action.
In other words, violence as imposition.
-
The result of this mechanic is one which allows players tofeel as if their selections have narrative and ingameconsequences, while subtly rewarding them for makingdecisions which lead to positive outcomes for characters.We defined ‘positive’ here as cessation of engagement withthe slave trade or awareness of their own culpability
So, two routes that lead to the same ethical outcome. The way may be different, but the takeaway message remains, I dig it!
-
Domsch suggests that for game choices to feel as if theypossess meaning, they must rely on three guiding principles:they must feel meaningful 1) by being difficult to achieve;2) by making their relevance ambiguous; and 3) by notproviding full gameplay information to the player, and onlysometimes providing full gameplay information. By presentingchoices with incomplete information, the player cannot applya mechanistic decision-making process to get the idealoutcome, and thus the choice feels more meaningful. Thisforces the player to rely on the game’s narrative structureand its broader fiction.
Scarcity, Novelty, and Unpredictableness to build a dramatic arc with ups and downs.
-
-
www.media.mit.edu www.media.mit.edu
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for - human speechome project - Deb Roy - MIT
-
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onceuponablog44.wordpress.com onceuponablog44.wordpress.com
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fool
ingannare
-
vex
annoiato, infastidito
-
deh
in creolo giamaicano, il luogo (su cui siede)
-
sit down upon
su cui siede
-
came down
scendere
-
Cho
nel creolo giamaicano, termine utilizzato per rappresentare frustrazione o scocciatura nei confronti di qualcuno o qualcosa.
-
Hog
maiale
-
mawning
nel creolo Giamaicano è "morning"
-
Bredder
vedere Br'er
-
Br’er
abbreviazione di brother, fratello
-
yam-hills
La coltivazione dell'igname in Giamaica utilizza il metodo dello “stick” (bastone), con materiale di piantagione chiamato “yam heads” (teste di igname) sepolto in singoli cumuli di terra chiamati “yam hills” (collinette di igname).
-
dig
scavare
-
drop down dead
morire improvvisamente
-
road-side
ciglio della strada
-
-
www.lelivrescolaire.fr www.lelivrescolaire.fr
-
d'ailleurs
du reste
-
par ailleurs
d'autre part
-
de surcroît
en outre, en plus
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
Einstein and the Manhattan Project. URL: https://www.amnh.org/exhibitions/einstein/peace-and-war/the-manhattan-project (visited on 2023-12-10).
This source explains Einstein’s connection to the Manhattan Project, and I was surprised that even though Einstein is one of the most famous scientists, he wasn’t directly involved in building the atomic bomb. The article mentions that his letter to President Roosevelt helped start the project, but later he regretted how his work was used for war. I think this detail shows how science can be used in ways the creator never intended, which makes me think about responsibility in technology today as well.
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
How have your views on social media changed (or been reinforced)?
My view on social media has changed in a few ways. I used to think of it mainly as a place to communicate, post photos, and stay updated on what friends are doing. Now I recognize how powerful it actually is not just for social life, but for shaping opinions, spreading trends, and even influencing politics. Learning more about algorithms and how content spreads made me more aware of how easily misinformation or other harmful behavior can grow online. But at the same time, it also makes my belief stronger that social media can be positive when used thoughtfully. It can bring people together, share information quickly, and give voices to groups that are often ignored. So now I see social media as something that has huge impact both good and bad, depending on how we use it.
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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Merriam-Webster. Definition of SOCIALISM. December 2023. URL: https://www.merriam-webster.com/dictionary/socialism (visited on 2023-12-10).
When I looked up socialism in Merriam Webster, I noticed how clearly it explained the idea of shared ownership and public control of resources. It helped me understand that socialism isn’t just about government involvement, it’s about distributing power and resources more equally. This definition made me think about how different the system feels compared to capitalism, where individual ownership and profit are the main focus.
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Lev Grossman. Exclusive: Inside Facebook’s Plan to Wire the World. Time, December 2014. URL: https://time.com/facebook-world-plan/ (visited on 2023-12-10).
This article goes over Mark Zuckerberg and Facebook's mission to get more people on Earth connected via the internet. This article begins with a description of Mark Zuckerberg's personality and history.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
In what ways do you see capitalism, socialism, and other funding models show up in the country you are from or are living in?
In the US, I definitely notice capitalism the most things like private healthcare, competition between companies, and people needing to pay for basic services show how profit drives a lot of decisions. But I also see elements of socialism in public schools, libraries, and government funded programs that aim to support everyone, not just those who can pay. (afford) It feels like the two systems overlap, and sometimes they work together, but other times they clash when access and fairness become issues.
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website-translation.language-tools.ec.europa.eu website-translation.language-tools.ec.europa.eu
-
Web-T is a EC created plug-in for various CMSs to translate. site into all official EU languages. Installed it, not yet activated.
Plugin can be downloaded here, in the WP pluging platform or from github repo. floss
-
-
-
concrètes
réelles
-
réellement
concrètement
-
-
lecorcevive.be lecorcevive.be
-
le système évolue
le système est conçu pour évoluer
-
Quels sont les avantages principaux de WALL_ter ?
à retravailler
-
En quoi WALL_ter est-il écologique ?
à retravailler
-
sur demande
retiré
-
avec un simple tournevis
et un simple tournevis peut déjà suffir en fonction des modifications à apporter.
-
e via ce lien
faire correspondre le lien a une rubrique du formulaire par exemple 'SAV'
-
Réponse sous 48h garantie.
Nous vous répondons dans les plus brefs délais
-
Vous créer votre configuration ou nous vous y aidons
Vous concevez votre configuration en choisissant vos éléments dans le catalogue OU Nous vous accompagnons pour créer ensemble votre configuration idéale
-
Un processus simple en 4 étapes clés
pas nécessaire je pense
-
sans professionel ni compétences techniques requises
pas besoin d'être un pro, WALL_ter est à la portée de tous
-
Un
« WALL_ter est »
-
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es.wikipedia.org es.wikipedia.org
-
Gracias a diferentes equipos de fanes Xenogears se vio traducido al español después de varios años con más fidelidad a la versión japonesa, por supuesto, al ser solo por y para fanes, este no vio su salida en las tiendas. A través de la página web de los últimos autores se pueden descargar los parches para modificar los backups de los juegos originales y traducir incluso las cinemáticas de este.
New to me!
-
-
www.linkedin.com www.linkedin.com
-
UNESCO have adopted the world’s first global ethical framework for neurotechnology
for - UNESCO neurotechnology framework
-
-
go.gale.com go.gale.com
-
it would seem to have little place at key stages 1 and 2.
polices pushed even when inapporopiate is instituational control
-
Chris Woodhead, SCAA's chief executive, used ALBSU (The Adult Literacy and Basic Skills Unit) statistics and anecdotal evidence from employers and parents to argue that it was the English teachers and the advisory group who were out of touch.
officials use date to justify for pushing standard english
-
languages are defined through use and their rules are socially constructed and maintained
confirms that language standards are made by society
-
They tend to say what spoken standard English is not
normal dialects are different from standard english and shows power benefits of english
-
standard English is English spoken according to the correct rules of grammar but that argument is circular since correctness is only defined by standard English.
correctness is socially defined
-
they were then shocked by the changes made to the published proposals. The outcome was a unanimous letter of complaint
advisory group got overuled which shows how the system is power controlling
-
the requirements appeared to be totally opposed to their colleagues' respect for accent and dialect
teachers like dialects while institutions do not, this is the power struggle
-
The demand for an emphasis on these aspects of talking and reading emanated from the DfE and Ofsted
Governemnt pushes standard english which shows norms are politcal
-
-
openurl.ebsco.com openurl.ebsco.com
-
affirm identity and resistlinguistic subordination.
Highlights how dialects like AAVE are meaningful and empowering — contradicting the idea that only Standard English is “correct.”
-
Without targeted preparation that cultivateslinguistic awareness and critical consciousness, educatorsrisk reinforcing the very inequities they seek to dismantle.
This proves that enforcing Standard English without training causes teachers to reinforce inequality.
-
deficit-basedframings of AAVE contribute to systemic underestimation ofBlack students’ literacy capabilities
Shows exactly how Standard English expectations lower opportunities for dialect-speaking students.
-
This unfamiliarity has tangible, harmful effects.
Connects to my RQ because it shows how non-standard dialect speakers are punished academically due to Standard English bias.
-
Without this awareness, teachers maymisinterpret linguistic differences as deficits, contributing tobiased perceptions of students’ academic abilities.
Shows how Standard English norms push teachers to view dialect speakers as “less capable.”
-
many edu-cators enter classrooms without the critical linguistic aware-ness needed to affirm AAVE as a legitimate, rule-governedvariety of English.
The article says teachers lack training in dialects like AAVE. This supports my RQ because it shows why Standard English expectations harm students who use non-standard dialects — teachers misjudge them.
-
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openurl.ebsco.com openurl.ebsco.com
-
this perspective rejects deficit lenses that focus on what bi/multilingual children supposedly do not know (i.e., their "lack" of English knowledge). Instead, each person is viewed as part of a language community, with ties to the full wealth of collective language knowledge.
This directly supports the idea that multilingual and non-standard dialect speakers are not “lacking,” but rich in language resources.
-
"The community translanguaging framework can counterwork the separatist and hierarchical language paradigm and offers new ways to create classroom space... in which all the possible spatial/ecological repertoires are drawn upon
This is a key theory quote I can use to argue against Standard English-only rules.
-
students' language learning interactions constructed value judgments or a hierarchical view towards different named languages, and towards speakers of those languages.
This supports my claim that language policies and practices make some languages (like Standard English) seem more valuable than others.
-
languages other than English were at times positioned as a novel addition to an English text.
This shows how non-English languages are sometimes treated as decoration instead of normal school language.
-
"because I can, okay, it's my language, I talk Spanish, why can't I talk in Spanish then!"
This line shows resistance to English-only expectations and how language policing can make multilingual students defend their right to use their own language.
-
English was the default language of school instruction and assessment—teachers typically used English to teach, and students typically used English to engage in classroom learning activities
This explains how English is treated as the normal school language, which is exactly what my RQ questions.
-
she speaks English, sadly, because I want to be English and Spanish
This shows how kids tie language to identity and belonging, and how they see English and Spanish as part of who they want to be.
-
'm gonna ask my mom to write the word on there, and then my teacher's gonna read it, and then she's gonna learn them, and then she can, she'll teach us all them.
This shows a student turning her home language (Tagalog) into classroom knowledge, challenging the idea that only Standard English belongs in school.
-
I'm the only person in my family who doesn't know like that much Spanish at all, so um my padrino [godfather] is from Mexico and he, and they like when I learn more words so I write this book for my padrino
This is a powerful example of a student using language to connect with family and identity, which is something Standard English-only rules can interfere with.
-
While instruction and assessment in Mrs. Díaz's classroom and school typically took place in English (following school and district policy), Mrs. Díaz intentionally worked to create a classroom culture that valued multilingualism.
This shows how one teacher pushed back against Standard English-only policy and welcomed students’ languages.
-
The study took place in Mrs. Díaz's second‐grade classroom, located in a mid‐sized urban city in the Midwestern U.S. The school was a Catholic one and received Title I funds to support their large population of students from low‐income backgrounds. Students reported the following language practices: fourteen spoke Spanish or some Spanish at home, seven spoke primarily English at home, one spoke some Korean at home, one spoke French at home, and one spoke some Tagalog at home
This shows the classroom is truly multilingual, not just English-speaking students.
-
Data were drawn from a larger, year‐long, qualitative study in which I used ethnographic (Heath and Street [21]) and practitioner research (Cochran‐Smith and Lytle [ 7 ]) methods to explore the writing practices of second‐grade students in a multilingual, English‐medium classroom.
This shows the study is serious and long-term. It helps me show my source is credible.
-
This is important for understanding how English‐medium classrooms, where most multilingual students attend school, might be transformed into community translanguaging spaces that more equitably support the language and literacy practices of multilingual learners.
This is directly about changing English-only classrooms into more equitable multilingual spaces, which is exactly what my RQ is about.
-
members of a translanguaging space "generate new identities, values, and practices"
This shows that language practices shape identity and values in the classroom, which connects to how Standard English rules affect who students feel they can be.
-
Translanguaging spaces are social contexts created for and by translanguaging, where multilingual speakers employ the full range of their linguistic performances
This defines translanguaging spaces. It helps me explain what a classroom looks like when students can use all their languages.
-
Research exploring translanguaging pedagogy in these classrooms has identified teacher practices that support student translanguaging, such as: incorporating multilingual literature as mentor texts (Zapata [49]), modeling translanguaging (Rowe [40]), inviting students to speak and write in languages other than English (Machado and Hartman [30]) and to share their transnational (Machado and Hartman [31]) and transcultural experiences (Flynn [14]), discussing cross‐language connections such as cognates or transliteration (Daniel et al. [ 9 ]), and using digital tools to support these cross‐language connections
This lists concrete ways teachers can support multilingual students instead of enforcing only Standard English.
-
Specifically, translanguaging stances carry a social justice orientation (García et al. [15]) as they explicitly center and value the multiple language resources of bi/multilingual learners, in contrast to mainstream, white English‐only perspectives and practices.
This sentence connects translanguaging to social justice and calls out “white English-only” perspectives. It supports my argument that Standard English requirements are tied to power and race.
-
Translanguaging pedagogy centers on instructional practices that support students' flexible use of all their language resources to make meaning in the classroom.
This defines translanguaging pedagogy. It’s important for my RQ because it describes a teaching approach that does not force only Standard English.
-
monoglossic policies and ideologies prioritize English language resources as the "appropriate" language of school
This line clearly describes how English is treated as the only proper school language. It matches my RQ about how Standard English requirements shape student experiences.
-
community language repertoire (Orellana [35]) that comprises the group's collective knowledge of multiple named languages as well as material resources, to make meaning.
This explains that the class has a shared pool of languages and tools. It helps me argue that classrooms are naturally multilingual, even if policies push Standard English.
-
community translanguaging, which theorizes meaning‐making as a collaborative act amongst people in a community space and their collective semiotic resources
This defines community translanguaging. I can use this concept to show how students share language resources instead of just being judged by Standard English.
-
mandates for monoglossic instruction were locally challenged by the teacher's support for translingual composing in the writing workshop.
This shows that the teacher is pushing back against English-only rules by inviting students to use multiple languages in their writing. This is an example of how schools could change Standard English-only practices.
-
hierarchical ideologies around race influence what language use is deemed "appropriate" in a space, with white, middle‐class English language use positioned as the standard in many U.S. classrooms
This is super important: it directly connects race and language. It supports my argument that Standard American English is not neutral but tied to whiteness and power.
-
This theoretical link between language resources and named languages is essential for understanding how the deployment of certain language resources are valued or devalued in certain spaces
This explains how some ways of speaking are valued and others are devalued at school. It helps me talk about how Standard English is treated as better than other varieties.
-
This research shows that multilingual students learn better and have more positive school experiences when they can use all their language resources, as opposed to restricting language use to only the dominant language
This is a key claim: students do better when they can use all their languages. I can use this as evidence that strict Standard English rules harm multilingual students’ experiences.
-
An important role of translanguaging research has been to challenge monoglossic views of language, normalizing the flexible use of multiple named languages by individual speakers
This explains how translanguaging challenges the idea that only one kind of English is correct. This is important for showing why Standard English dominance is a problem.
-
research is needed exploring how teachers and students can disrupt English‐only norms and welcome translingual language and literacy practices
This line argues that English-only norms should be challenged. It supports my position that schools should not just enforce Standard English but allow multiple language practices.
-
Most multilingual learners in the U.S., like those in this study, attend English‐medium schools where policy dictates that instruction and assessment take place only in English
This shows that English-only policy is normal in U.S. schools. It directly connects to my RQ about how requiring Standard English affects multilingual and non-standard-dialect-speaking students.
-
the classroom language repertoire in this space was complex, constantly negotiated, and influenced both by students' histories with language resources as well as macro‐level discourses and ideologies about language(s).
This sentence explains that language use in the classroom isn’t simple. It’s shaped by students’ backgrounds and bigger social beliefs about which languages are valued, which connects directly to my RQ about Standard English requirements.
-
Rowe (referring to Tina's writing about her mother) Does your mom speak English or Spanish? Tina She speaks English, sadly, because I want to be English and Spanish. Rowe Yeah, well you have lots of friends here that probably could teach you some Spanish words. Maria I can help her! I only know a little bit though. Tina I need someone who knows all the Spanish, so I can become my own Spanish person.
This conversation shows how students think about language and identity. Tina wants to be “English and Spanish,” which shows how kids feel about belonging and which languages count. This is great evidence for how language expectations affect students emotionally.
-
Keywords: multilingual; translanguaging; translingual; writing
These are the main concepts of the article. They are important vocabulary for my project about Standard English and multilingual/non-standard dialect speakers.
-
Implications for theory and pedagogy are discussed, arguing that a focus on community translanguaging offers a more nuanced view of classroom language learning.
The author argues that looking at community translanguaging gives a better understanding of how language learning actually works in classrooms instead of just focusing on Standard English.
-
Data were drawn from a year‐long, qualitative study employing ethnographic and practitioner research methods
This shows the study is year-long and qualitative, which makes the findings more detailed and trustworthy for my research paper.
-
The research question addressed is: How did students construct and employ a community language repertoire during writing interactions in a multilingual, English‐medium classroom?
This is the author’s research question. It relates to my RQ because it looks at how multilingual students actually use language in a school that is officially English-only.
-
Using a community translanguaging lens, this paper focuses on the collective translanguaging practices of second‐grade students who come from multilingual language backgrounds but were attending a school where English was the mandated language of instruction.
The author explains the main focus of the study: multilingual kids in a school where English is required. This connects to my research question because it shows the tension between students’ languages and the Standard English rule.
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
White Man's Burden. URL: https://tvtropes.org/pmwiki/pmwiki.php/Main/WhiteMansBurden (visited on 2023-12-10).
This article describes the often-used trope of the "White Man's Burden" in media. This talks about the trope in which a person of color is taken in by a white individual or family and "saved." This perpetuates problematic stereotypes that people of color need help from white people and are unable to help themselves.
-
-
mp.weixin.qq.com mp.weixin.qq.com
-
参与行可在CIPS日场开始前半小时发起注资请求，而预注资请求是在夜场开始前一小时发起，如注资或预注资未成功的，则无法开展跨境支付业务。
日场注资和夜场预注资提前量要求不一样。
-
夜场之所以采用的报文与日场不同，是因为大额17点15分到20点30分处于不能对外营业时间段，发送延时结算报文可先冻结参与者的预注资资金，等大额20点30分开放后直接转入其在CIPS 的账户。
大额支付系统17点15分到20点30分处于不能对外营业时间段。
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现有跨境支付存在渠道分散、结算效率低、成本较高、透明度不足等问题。各国跨境支付系统（SWIFT、CHIPS、SEPA）技术标准、运营时间、接口、数据格式不统一，导致跨境支付链路冗长，处理环节复杂；传统跨境支付依赖电报式报文传输，平均处理时间需1~3天；代理行费用叠加导致产生高额手续费，并且交易路径不透明，难以追踪支付状态。应对金融制裁风险，美国频繁使用 SWIFT 系统制裁相关国家，将金融基础设施武器化，使金融贸易体系面临金融霸权威胁。
建设CIPS系统的背景
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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What different values would be embedded and what would that look like?
Americans are often criticized for their individualistic mindsets, so in different cultures, there might be more community-based social media sites.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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What decisions felt the hardest? What felt the easiest?
It was difficult to decide if some of the posts were harmful/dangerous or encouraged fun or funny content. Oftentimes, the results of these decisions created backlash from the users as they found them to lenient or too strict.
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search.credoreference.com search.credoreference.com
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English folktales are still comparatively neglected
Why are the neglected?(Harris).
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The tradition that the fairies were driven out of England by the sound of church bells was used by Rudyard Kipling in Puck of Pook’s Hill (1906).
Interesting, I never knew that great knowledge to learn (Harris).
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Hunt sub-divided West Country fairies into Small People, Spriggans, Piskies, Knockers and Brownies. Most English fairies were either mischievous or malevolent.
Why did they separate people? what made them mischievous? (Harris).
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England was particularly rich in humorous stories. Many of these mock the stupidity of the inhabitants of particular villages, such as Austwick in Yorkshire and Gotham in Nottinghamshire.
Some of the places where English stories are common (Harris).
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Some of the folktales told in English were international stories
What places were most common? (Harris).
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Versions of English folktales were also collected among people of British descent in America and Australia.
cool knowledge- expand (Harris).
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From the late 18th century, translations of foreign fairy tales became as popular as native stories.
History (Harris)
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www.red-doors.com www.red-doors.com
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This is true even as we grow older. Girls who heard their mothers voice either in person or by phone had a 30% decrease in cortisol and increased oxytocin after doing a stressful task.
power of mom's voice
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