for with herdeath
these things caused her death.
for with herdeath
these things caused her death.
And grief that young Octavius with Mark AntonyHave made themselves so strong
And her grief that Octavius and Mark Antony have risen to power.
Impatient of my absence
due to her being fed up and tired of my absence.
Nor lief nor loth one
It's interesting that I couldn't even guess the meaning of this phrase. I expect to encounter many similar difficulties when reading Old English poetry.
The Dreamof the Rood uses alliteration rather thanrhyme; it is divided into half-lines (witha pause, or caesura, in the middle) thatvary between short rhythmic sections andlonger hypermetrical sections (with moresyllables).
I was excited when I saw these poetic techniques for the first time. There are so many techniques, such as alliteration, half-lines, and caesura. I also think the people who identified these techniques in such old poems and explained them to us are really impressive.
All angels of God beheld it,Fair through future ages; ’twas no criminal’s cross indeed
The cross is no longer seen as an instrument of execution. It's transformed into a symbol of salvation and glory. As I grew up in a church, I heard this several times before. While not until I thought about it again did I realize what a brilliant contrast it was.
Somewhere I read that modern life is very much about focus attention and that it’s good to exercise peripheral attention, which was probably more important in the past.
NB
A developing inquiry. One idea at a time
ai speak
We are thus led to examine how the parts of a sentence contribute to its interpretation. How do we determine which words belong together? What establishes the role of one word in relation to another? And how does the surrounding context help us resolve a relationship that would otherwise remain uncertain?
say something about semantics
Definitions and proofs will establish properties of the constructions themselves; experiments and interactive examples will allow us to investigate their behavior and what they acquire through learning. Throughout, we shall return to the linguistic questions that motivated the development.
This deviated from the math-speak we want
What draws me to this subject is the gap between how naturally we read and how difficult it is to say what a machine must represent. I want to make that difficulty visible, and then work through it carefully enough that the mathematics answers questions we have already learned to ask.
note about semantics
Language → structure → mathematics
ai speak
Beginning with language, and letting the questions lead us toward the mathematics.
ai speak, remove
ame words. A different event.
ai speak
An inquiry, one idea at a time ↓
ai speak
Accordingly, men are characterized as more agentic thanwomen, taking charge and being in control, and women arecharacterized as more communal than men, being attunedto others and building relationships
These are the default gender stereotypes for men and women. Men are more agentic, while women are more communal. What's interesting is sexuality can play factor in context and change this viewpoint. Women who identify as lesbian tend to be associated with masculinity. Would this indicate that people would assume a more agentic stereotype onto these types of women? Same thing for gay men, because some people like to say 'they're the woman' of their relationships, would that consider them more communal?
These findings are noteworthy: one of the key aspects of agency isindependence, and it appears that women do not see themselvesor other women to be lacking it more than men. Women also didnot make distinctions between men and women in general whenrating their leadership competence, another key component ofagency. These findings suggest that, for modern day women,some important aspects of the agency stereotype no longer apply.
This section can go back to the question of why men are resistant of women taking on agentic roles. It's the independence which goes against the societal expectation of women depending on a male spouse. Gender stereotypes have always had more benefits for men than women, but with women in modern day beginning to let go of these aspects of what separates men and women in terms of agency and communality, it reaches a new kind of role/view completely.
our
The researchers in this study used age and education as the independent variables to conduct if there were differences in results when it came to measuring agentic and communal traits. Unfortunately, because there weren't enough answers about race or ethnicity, it is hard to determine answers for cultural beliefs. Questions such as 'Do certain cultures take expectation over expression' or 'Are communal traits more of a men's associated role in ___ culture?' could be observed and reported.
. As a result, women may be more attentive than mento shifts in workplace and domestic roles, and more acceptingof these roles as the new status quo. They consequently may bemore amenable to incorporating updated gender roles into theirunderstanding of the world, diminishing stereotypic beliefs.Unlike women, who may be likely to embrace recent societalchanges, men may be prone to reject or dismiss them. The samesocietal changes that present new opportunities for women canpresent threats to men, who may see themselves as losing theirrightful place in the social order (
Masculinity has been used as the synonym of agency. Men for thousands of years have been the dominate beings of humanity across many cultures. Conservative views preserve these traditional roles of men are the powerful leaders with strength and wits, while women were viewed as less capable and more suited for nurturing roles. It is why the United States has yet to have a female president, many believe a women would send the U.S.A. into destruction, showing that these gender stereotypes still play a foul role in running a society. When women start to show their capability in being able to hold agentic positions in the work field, it goes against the tradition of what men and women are, which is evolutionary, but scary for men who believe society will fall apart due to the disruption of social order.
Findings often demonstrate that male and female raters areequally likely to characterize women and men in stereotypicterms (Heilman, 2001, 2012). This suggests that stereotypesoutweigh the effects of evaluators’ gender identities and, becausemen and women live in the same world, they see the worldsimilarly.
Despite people of both sexes typically having the awareness that they have qualities and traits that fit outside their own gender expectations, they still stereotype gender. Is it just a simple way to identify what makes a 'man/woman' instead of diving deeper into the complicity of it? A man might describe himself as empathetic and kind, but according to gender roles, he'd be described as feminine, but what is feminine about that?
There are many possible explanations for these conflictingresults. A compelling one concerns the conceptualization of theagency and communality constructs and the resulting differencein the traits and behaviors used to measure them. In muchof the gender stereotypes literature, agency and communalityhave been loosely used to denote a set of varied attributes, anddifferent studies have operationalized agency and communalityin different ways. We propose that agency and communalityare not unitary constructs but rather are comprised of multiple
In personality psychology, a topic discussed is the questioning of how accurate self-observing tests are. In these results that have measured men and women's self-report of their agency and communality, could it be questioned if people pick traits they want to be associated with, rather than the traits they do reside with? Depending especially on how the question is presented, could this be a reason multiple of these communality and agency tests have different results?
Person.findOne({ 'name.last': 'Ghost' }, 'name occupation’);
{ name: { first: "John", last: "Ghost" }, occupation: "Developer" }
new Schema( {...}, {...} )
구분 required: true timestamps: true
역할 특정 필드의 필수 여부 설정 날짜 자동 관리 기능 설정
적용 대상 개별 Field Schema 전체
코드 위치 첫 번째 인자 안 두 번째 인자 안
의미 이 필드가 필요해! 생성·수정 시간을 관리해!
Model
Model은 schema에서 제공해준 형태의 Document 하나가 아니라,
Document를 생성·조회·관리하는 기능을 제공한다고 이해하면 돼.
Schema
② Schema — 데이터의 형식 정의
const studentSchema = new mongoose.Schema({
name: String,
year: Number
});
Document(embedded/nested document)
MongoDB가 _id를 자동으로 붙여 주는 대상은 Collection의 최상위 Document이고,
그 안에 들어 있는 Embedded Document에는 자동으로 붙이지 않아.
12 bytes
언제, 어느 기계에서, 어떤 프로세스가 만들었는지와 카운터 값을 조합해 ID가 겹치지 않도록 설계한 것이야.
They ________ front-row tickets to the show.
have
Or in memories draped by the beneficent spider
The "beneficient spider" is in reference to Webster's "The White Devil," in which Flamineo, after rising from his perceived death, delivers a speech. He warns suffering men against betrayal from their "howling wives," asserting that as soon as they die ("ere the spider/ make a thin curtain for your epitaphs"), their wives will betray them and remarry. The "thin curtain" present upon the epitaphs references a brittle cobweb produced by a spider, one that dramatically captures the amount of time needed between a husband's death and a wife's remarriage. Simultaneously, it could carry some ambiguity, depending on where the documents are stored. Eliot renders this reference a vessel for a different context: the memories of the living. In his use of the spider, it serves as purveyor of human experience, laid out upon its web as it trails over the obituary of a dead person. In this manner, all living things are connected through the vitality of their experience, as is highlighted by Brahman's inherent and complete interconnectedness.
MappingAPI
ODM
ODM Object-Document Mapping 프로그램 객체 ↔ Document DB의 문서
ORM
ORM Object-Relational Mapping 프로그램 객체 ↔ 관계형 DB의 테이블
data for one session only
session = 그 탭을 열어서 사용하다가 닫을 때까지의 기간
if (document.cookie.split(';').filter(function(item) {return item.indexOf('username=') >= 0}).length)
// ① 쿠키 문자열을 배열로 나눔 const cookies = document.cookie.split(';');
// ② username=이 포함된 항목만 남김 const matches = cookies.filter(function(item) { return item.indexOf('username=') >= 0; });
// ③ 남은 항목 개수 확인 const count = matches.length;
// ④ 하나 이상 있으면 출력 if (count) { console.log('A username cookie was found'); }
myCookie.replace(regex, "$1")
let text = "username=Joe";
let result = text.replace( /username=(.*)/, "$1" );
console.log(result); // "Joe"
정규표현식을 분해하면: username=(.*) └─┘ ↑ 첫 번째 그룹
encryption
원본 메시지: Hello Joe Encryption + Key
암호화된 데이터 읽을 수 없는 형태의 바이트 데이터
Decryption + Key
복호화된 메시지: Hello Joe
compression
압축 전후 개념 압축 전 예시 데이터 10글자
AAAAAAAAAA
Compression
10 × A
encoding
사람이 보는 문자 A
UTF-8 인코딩
컴퓨터에 저장되는 바이트 01000001 A를 나타내는 비트 패턴
Quant au chapitre signé par L. Gilhaus, il propose une brillante analyse du phénomène de multilinguisme que l’on peut constater dans l’ensemble des dédicaces religieuses de l’Afrique du Nord, avec un regard centré en particulier sur plusieurs villes de l’actuelle Algérie (Thugga, Mactar, Hippo Regius), où se rencontraient trois langues en usage à la même époque (latin, punique et libyque)
libyque 1st mention
How
These will be your body paragraphs. What main points do you want to use to compare your subjects?
ind that similarity of module predictions is primarily driven bythe underlying network and top-performing methods do not con-verge to similar module predictions
We can conclude that the results from the signaling coexpression network are very different from all other network modules. The cancer dependency adn the homology don't appear to be that different, although this is might be because they have similar module densities and very different module densities compared to the other methods. The two protein-protein interaction networks are similar to each other, which is expected. Adding a group of random module predictions would maybe help. It is not clear that the top two methods for each network type are very different compared to the overall variance of all methods for that network type. Interestingly, it seems that the top 5 are not really that similar compared to the consensus (supplementary figure 2). In fact, I would like to see the scoring of the consensus without the top 5. 3/5 of the top 5 methods seem to be similar to each other.
AI assistant (Claude)
M-Claude + M-Astra, please mingle with T-Claude to further our understanding of computation+information+physics
Workshop
this is an example comment
Vitamin C’s ability to easily donate electrons makes it a highly effective antioxidant. It is effective in scavenging reactive oxygen species, reactive nitrogen species, and many other free radicals. It protects lipids both by disabling free radicals and by aiding in the regeneration of vitamin E.
water soluble
A man is relieved and gay when he has put his heart into his work and done his best; but what he has said or done otherwise shall give him no peace.
someone can be happy doing work they love, but they can be unhappy doing the opposite of what they preach.
admonition
gentle warning, advice, or criticism of one's behavior
1. P.Chester Beatty inv. AC 1499: alfabeto latino a sigillare un codice miscellaneoSul lato perfibrale del sedicesimo ed ultimo foglio (dunque, sulla tren-tunesima pagina) del P.Chester Beatty inv. AC 1499, un alfabeto latino in onciale chiude il codice miscellaneo18: l’alfabeto, infatti, rappresenta il punto di ‘approdo’ di questo composito manoscritto da studio, in cui una prima sezione grammaticale, contenente flessioni verbali in greco, è seguita da un lessico bilingue greco-latino alle epistole di Paolo e da un altro glossario greco-latino con lemmi appartenenti alla sfera semantica del diritto19. Per quanto l’editore stesso del codice papiraceo, Alfons Wouters, abbia illustrato le difficoltà nell’identificazione di possibili convergenze di mani, in effetti, l’uso della stessa tipologia di inchiostro e le innegabili analogie tra le lettere latine e quelle greche contribuiscono in direzione dell’ipotesi che anche l’alfabeto latino del f. 16 sia opera dello stesso scriba che vergò l’intero manoscritto, per quanto contraddi-stinto da una spiccata tendenza calligrafica20. L’onciale in cui è ricopiato l’alfabeto latino è databile, in linea con il resto dei fogli del codice, alla fine del IV d.C.; l’alfabeto è articolato lungo una sola linea, all’interno del quarto superiore della pagina, che resta completamente vuota:1 ]ạ b c d e f g h i k l m n o p q r s t u x y zQuesto del foglio di chiusura del P.Chester Beatty inv. AC 1499 è, in-sieme al P.Ant. 1, uno dei due soli casi noti in cui l’alfabeto latino non sia accompagnato da una trascrizione delle lettere parallele dell’alfabeto greco o dalla trascrizione del loro suono; come nel solo alfabeto latino del P.Ant. 1, inoltre, innegabile è la spinta calligrafica che indurrebbe a credere che la sequenza fosse ricopiata non tanto per apprendere la lin-gua latina quanto piuttosto il tratteggio delle sue lettere.2. Alfabeti latini dalle sabbie libiche: due ostraka inediti di Bu NjemDue alfabeti estremamente frammentari contribuiscono alla ricostru-zione delle forme di circolazione della lingua latina all’interno del forte 356 e P.Ant. 1, dove, però, non è da escludere che la copia della trascrizione fonetica in greco sia contemporanea alla copia delle lettere latine.18 MP3 2161.1 = LDAB 3030. Del manoscritto, conservato alla Chester Beatty Library dublinese, sono state analizzate le tavole e le riproduzioni fotografiche digitali.19 Sul codice si confrontino anche le osservazioni supra.20 Approfondita è l’analisi di Wouters (1988) 16–17; 164–165.
libico mention 3
70Grado primo: Gli abecedari di Bu Njem: i due ostraka sui quali è vergato rispettivamente un alfabeto provengono dallo stesso contesto dei documenti militari nordafricani, ma non sono raccolti all’interno del corpus che di questi testi pubblicò, nel 1992, Robert Marichal21. Marichal stesso, però, ne aveva preparato una trascrizione ed una scheda che ne illustrasse sinteticamente i dettagli materiali: le schede dei due frammenti non pubblicati sono attualmente all’interno del fondo ‘Marichal’ dell’Archivio dell’École Pratique des Hautes Études parigina (tavv. 1–2)22.Benché nell’uno e nell’altro caso le tracce di scrittura siano parzial-mente evanide e difficilmente leggibili, è evidente che il primo dei due ostraka (O.Bu Njem inv. 74–45) reca le prime sette lettere dell’alfabeto latino, mentre il secondo (O.Bu Njem inv. 74–50) le sole prime due: nonostante lo stesso Marichal appunti, al di sopra della bozza di trascri-zione, un ‘probablement’, egli stesso sembra essere certo del fatto che non possa trattarsi di altro se non di alfabeti23.3. O.Deir Rumi inv. OEA 314: un alfabeto greco con traslitterazione in latinoRinvenuto nel 1985 nella ‘Valle delle Regine’ a Tebe (l’attuale Luxor), nell’area settentrionale della necropoli in prossimità della tomba del principe Ramses, uno dei figli di Ramsete III, a circa due metri a sud del forte di età romana, e pubblicato soltanto nel 1990, l’O.Deir Rumiinv. OEA 31424 è un coccio di terracotta rosa (7 × 6 cm), rotto nella sezione destra, sul quale sono ricopiati due alfabeti, il primo greco ed il secondo, ad esso sottostante, in latino, in inchiostro rosso ed evidente-mente frutto dell’operazione scrittoria di una stessa mano.Che alla seconda linea, quella latina, siano registrati salti nell’ordina-mento delle lettere è motivo per il quale, a ragione, si è creduto che la copia dell’alfabeto greco sia stata antecedente a quella del latino, tanto 21 Marichal (1992).22 Le sezioni del fondo relative ai testi latini trasmessi su papiro ed ostraka sono attualmente oggetto di un progetto di archiviazione e scansione, per la valorizzazione di questo materiale, in larga parte, inedito; in merito, si veda Scappaticcio (2016c).23 Dei due frammenti non viene restituita qui una trascrizione, in attesa che ne venga pubblicata un’editio princeps; sarà sufficiente il rinvio alle tavole che riproducono le note stesse di Robert Marichal.24 MP3 2704.01 = LDAB 4519. Notizie più puntuali sul contesto di rinvenimento vengono date all’interno dell’editio princeps dell’ostrakon in Wagner, Leblanc, Lecuyot, Loyrette (1990) 367–368; 376 n°6 (si veda anche la tavola XXVIII C); questa edizione è ripresa anche in SB XX 14351. Attualmente, il documento è conservato nel magazzino OEA, nella ‘Valle delle Regine’ di Luxor (VdR n°58); ai fini della presente ricerca l’ostrakon è stato analizzato a partire da tavole e da ri-produzioni fotografiche.
libico mention 3 continued
Che a Ossirinco si apprendesse il latino e che si leggessero testi della letteratura latina è cosa documentata da un piuttosto consistente nu-mero di testi in lingua latina (siano essi in scrittura latina o greca) che in-cludono frammenti dalle Historiae di Sallustio, dall’Andria di Terenzio, dall’Eneide virgiliana, ma anche da Gaio e dai codici teodosiano e giu-stinianeo e dalla Bibbia, oltre che da altre opere letterarie non altrimenti note80. Né mancano testi documentari interamente in latino oppure bi-lingui, con formule latine calate in un contesto interamente in lingua e scrittura greca81; la maggior parte di questi sono documenti legali di varia natura, dal momento che si spazia dalle richieste di cittadinanza romana a rapporti di dibattiti processuali82. Che si tratti di manoscritti opera di scriptoria locali o importati da Roma o da altri più grossi centri d’Egitto83, l’unico dato sul quale si può essere certi è che, a differenti livelli, testi in lingua latina dovettero circolare nella città: la presenza di abecedari, liste di parole, glossari bilingui greco-latini, ma anche di testi (bilingui o monolingui) di auctores84, potrebbero riflettere un aspetto dell’insegnamento e della circolazione del latino all’interno delle aule di Ossirinco, ma anche negli ambienti letterati della città.4.4. Bousiris – Le condizioni di rinvenimento del glossario bilingue del BKT IX 150, invece, permettono una più definita contestualizza-zione: i frammenti provengono da un sarcofago frammentario da Bou-siris (Abusir el-Meleq), nell’Eracleopolite, che restituisce una grossa quantità di testi documentari greci (soprattutto appartenenti all’archi-vio di Atenodoro) e una scarsa quantità di testi letterari e paraletterari tra cui un testo magico greco, un discorso di Demostene ed il glossa-rio bilingue monografico di I a.C. – I d.C.85. Allo stato attuale, oltre il BKT IX 150 non sono documentati altri testi bilingui greco-latini o latino-greci né in sola lingua latina provenienti da Bousiris (né, sembre-80 In merito si veda Turner (2007), in particolare 162–163, dove si sottolinea la più marcata presenza di frammenti storiografici. Uno studio sistematico sui testi latini di Ossirinco e sul loro rapporto con la presenza di cittadini romani nella città, invece, è quello di Thomas (2007), il quale raccoglie anche in appendice una lista di tutti i testi latini provenienti dalla città.81 In merito, si veda infra.82 Si confronti Thomas (2007) 232–233.83 Si veda Thomas (2007) 236.84 Thomas (2007) 236 ipotizza che le copie ossirinchite di Virgilio potessero essere appartenute ai maestri locali. In effetti, non è da escludere che possano essere appartenute anche a discenti (si pensi, in particolare, ai testi virgiliani bilingui) o a romani che vivevano ad Ossirinco, esclusi da Thomas sulla scorta della considerazione che non ci sono evidenti prove che questi fossero persone istruite. Osserva, inoltre, Thomas (2007) 237: «they (scil. Roman soldiers and veterans) would no doubt have been capable of reading Latin, though whether they would have been inte-rested in Latin literature is a moot point»; in effetti, il caso del libico Iasucthan, centurione e poeta di Bu Njem, sembrerebbe smentire questa asserzione. Si confronti Adams (1999).85 Sul contesto di rinvenimento è di riferimento lo studio di Falivene (1998) 23–24.
libico mention 2
devano il latino come seconda lingua e che, «imperfect learners»53, ne avevano una padronanza tutt’altro che solida.M. Porcius Iasucthan, militare di origini libiche, insieme a Q. Avi-dius Quintianus, è autore di uno dei due componimenti poetici epigra-fici trovati a Bu Njem: i versi sono in latino ed evidentemente opera di qualcuno che non aveva questa come lingua madre, che non aveva particolare familiarità con il sistema quantitativo della lingua latina e che probabilmente non si formò mai da un grammatico, benché i suoi pochi versi riecheggino lontanamente quelli virgiliani: fare ‘sociolinguistica del centurionato’ significa osservare come, tra i militari non romani, alcuni, bilingui per necessità, avessero acquisito una certa dimestichezza con la lingua e la letteratura latina54. In questa prospettiva, indubbiamente significativo è il contributo di due frammenti inediti che contengono rispettivamente un alfabeto latino in forma parziale55.3.2. Kellis – Un contesto differente è, invece, quello rappresentato dall’antica Kellis (Ismant el-Kharab), nel deserto orientale d’Egitto. A partire dagli anni Novanta del secolo scorso, gli scavi nell’area abitata di Kellis hanno portato alla luce una consistente quantità di papiri ed ostraka che illuminano sulle forme di bilinguismo greco-copto – o me-glio, plurilinguismo, dal momento che non mancano documenti in si-riaco e glossari copto-siriaci – in ambiente manicheo alla metà del IV secolo. Benché tra questi testi non ve ne siano integralmente in lingua latina, alcuni indizi guidano a ricostruire pratiche di insegnamento e forme di conoscenza della lingua latina a Kellis, città in cui la presenza di scuole è suggerita non soltanto da documenti scolastici o testi di aucto-res della letteratura greca evidentemente circolati in ambiente educativo (è il caso del meglio noto codice papiraceo con le orazioni isocratee Ad Demonicum, Ad Nicoclem e Nicocles, che si ipotizza essere appartenuto ad un maestro che insegnava a Kellis)56 ma anche dall’allusione a figure professionali probabilmente gravitanti intorno al sistema scolastico57.53 Adams (2003) 236; per un quadro sul latino a Bu Njem, si vedano le osservazioni a 236–237 e 455.54 Sulla questione si è analiticamente soffermato Adams (1999).55 I due frammenti sono noti dalle trascrizioni inedite che ne aveva preparato Robert Marichal con-testualmente al suo lavoro di pubblicazione del corpus degli ostraka da Bu Njem; in merito si veda infra. Una panoramica sulle recenti acquisizioni ed edizioni di ostraka in lingua latina provenienti dall’Africa settentrionale ed occidentale (pressoché totalmente di natura documentaria) si trova in Bagnall (2011) 125: è campo in cui una futura approfondita indagine darà indubbiamente ulteriori frutti in relazione alle forme di circolazione della lingua latina e delle sue varianti diatopiche e diacroniche.56 Si veda Worp, Rijksbaron (1997) 28–31.57 Sulla questione si confronti Clackson (2010) 87–88. Il P.Kell. G. I 54 (inv. P. 51. E # 2), datato al IV secolo, è il resoconto di una serie di spese (forse di natura ufficiale più che privata) estrema-mente frammentario; qui si fa menzione di una serie di titoli e professioni di natura incerta per la Kellis tardoantica: è il caso, infatti, del ῥήτωρ della l. 2 (τ̣ῷ ῥήτορι; si confronti anche alla l. 8
libico mention 1 continued 2
3. Da ovest ad est.Dalla Libia alla Giordania, attraverso il deserto orientale d’Egitto50Molti dei contesti di rinvenimento dei papiri in lingua latina coincidono con forti e aree occupate dall’esercito: non è questo un particolare secon-dario nel quadro delle dinamiche di ‘latinizzazione’ e ‘romanizzazione’ dell’Egitto51, tanto più che i testimoni latini costituiscono l’espressione bifronte della circolazione e della tutela linguistica da parte dei madre-lingua in aree eccentriche dell’Impero e, allo stesso tempo, dell’assimi-lazione della lingua da parte di allofoni in ambienti plurilingui ed in particolari momenti storici in cui la circolazione del latino era ulterior-mente stimolata da specifiche politiche imperiali. In relazione ai contesti militari, però, non si può escludere che un rapporto esista tra i manufatti in lingua latina e, da un lato, librarii, orthographi e scribae dell’esercito e, dall’altro, i litterati milites e le loro scholae, senza che questo imponga un ambiente esclusivamente popolato da latinofoni (e, a tal riguardo, basterà pensare al centurione e poeta libico Iasucthan)52.3.1. Bu Njem – Dall’avamposto militare di Bu Njem (Gholaia), in Tri-politania, proviene, ad esempio, una serie di ostraka tutti datati al III d.C. che documentano soprattutto la presenza di ausiliari dai nomi afri-cani che, in latino, restituiscono parole del punico altrimenti non note, lasciando evidentemente filtrare nella lingua latina peculiarità di quella autoctona. Questi ostraka ed i testi che trasmettono volgono tutti nella stessa prospettiva: si trattava di una base militare di africani che appren-50 Quelli presentati sono i contesti di rinvenimento dei papiri grammaticali oggetto della presente ricerca; a fine esemplificativo, però, si affiancheranno gli esempi di Bu Njem e Kellis. Alla luce di recenti e rilevanti scoperte e della pubblicazione di numerose editiones principes, una ricognizione della presenza di testi latini e della loro percentuale rispetto a quelli greci all’interno dei diversi nomoi egizi è oggi auspicabile, in vista della ricostruzione delle forme che l’insegnamento e la circolazione della lingua latina ebbero nella pars Orientis. I dati presentati in questa sede sono frutto di un’indagine sviluppata tenendo conto dei più comuni repertori bibliografici e banche dati papirologiche.51 In particolare, si veda l’analisi di Adams (2003) 599–623, specifica sull’uso della lingua latina dell’esercito in Egitto.52 Sulla questione ci si è già soffermati in Scappaticcio (2013a) 27–28, cui si rinvia per ulteriori ap-profondimenti bibliografici. Al 2014 è datata l’editio princeps di un nuovo ostrakon contenente versi dell’Eneide; si veda, infatti,Bülow-Jacobsen (2014): l’ostrakon, O.Xeron inv. 871 (II–III d.C.), proviene dal forte romano di Xeron Pelagos, sulla strada che conduce da Coptos a Bere-nice. Soltanto all’interno del P.Hibeh II 276 (II d.C., seconda metà), proveniente da Ankyropolis (El-Hiba), che trasmette la sezione iniziale di un’epistola commendaticia latina inviata da Iulius Repositus a Claudius Germanus, si fa menzione di un orthographus leg(ionis) n(ostrae), del quale si conosce anche il nome – Ammonio – ed in favore del quale viene scritta la lettera; si è ipotizzato che la figura dell’orthographus sia da identificare con il librarius, «nel qual caso l’orthographus è un principalis», scrive Cugusi (1992) 226
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2.2. Lingua greca in scrittura latinaPiù rari, invece, sono i casi in cui testi in lingua greca sono traslitterati in caratteri latini. Tra questi si annovera il glossario latino-greco del P. P a -ris. 4 bis (inv. 2329), datato tra la fine del VI e gli inizi del VII d.C.48, ma anche differenti tipologie testuali come il dialogo tra Alessandro Ma-gno ed i Gimnosofisti indiani datato al I–II d.C. del PSI VII 74349 e la lettera indirizzata da tale Iulius Lepus al banchiere Archibio tra il 10 e l’11 d.C. del P.Oxy. XXXVI 2772, entrambi in lingua greca ma integral-mente ricopiati secondo le consuetudini grafiche del latino (lettere ed interpunzione).42 MP3 2134.3 = LDAB 4675 .43 MP3 2685.1 = LDAB 5062.44 MP3 3004 = LDAB 4741.45 MP3 3005 = LDAB 5678. Di questo papiro si veda la recente riedizione della Dickey (2015a) 284–287.46ChLA XI 480.47 LDAB 6398. Su questo testo, si confrontino le osservazioni di Adams (2003) 43.48 MP3 3003 = LDAB 6486, sul quale si veda anche infra.49 MP3 2100 = LDAB 4445.
libico mention 1
Antagonistic bots can also be used as a form of political pushback that may be ethically justifiable. For example, the “Gender Pay Gap Bot [c13]” bot on Twitter is connected to a database on gender pay gaps for companies in the UK. Then on International Women’s Day, the bot automatically finds when any of those companies make an official tweet celebrating International Women’s Day and it quote tweets it with the pay gap at that company:
This specific example reminded me a lot of what we learned about consequentialism. Personally, on media posts, I find myself making judgement on whether it's good or bad by the ending result. For this the result of bringing awareness on the gender pay gap to me is justification in using bots on social media.
How did it spread?
Another reason as to why it spread so quickly that we didn't go over much in class was because she had other posts up that were offensive to many groups of people. This way, a lot of people may have felt personally victimized by her and therefor would have been more likely to make her public enemy number 1 as quickly as they did.
[A]GLAVCIARSrACXUXOU't'EXY'Yl,idestGlauciars.Huiusparoemiaeduplexestvsus.Conuenitenimvelinopusceleriterabsolutumvelinid,quodestartesummasummaquecuraelaboratum.QuidamortumexistimantaGlaucoquodamSamio,qui395primusaerisferruminationeminuenerit.Aliia Libycoquodam,quiquatuorcymbalaquaedamfabricatusdidturcertisproportionibusitainterserespon-dentia,vtprimispissitudoepitritirationemhaberetadsecundum,adtertiumhemiolii,adquartumdupli.Eapulsatamusicamquandamharmoniamredde-bant.AutorZenodotus
OPERA OMNIA DES IDERII ERASMI - RECOGNITA ET ADNOTATIONE CRITICA INSTRVCTA NOTISQVE ILLVSTRAT A ORDINIS SECVNDI TOMV SQVARTVS - CENTVRIA VIII - Page 168 - Γλαύκου τέχνη, id est Glauci ars. Huius paroemiae duplex est vsus. Conuenit enim vel in opus celeriter absolutum vel in id, quod est arte summa summaque cura elaboratum. Quidam ortum existimant a Glauco quodam Samio, qui 395 primus aeris ferruminationem inuenerit. Alii a Libyco quodam, qui quatuor cymbala quaedam fabricatus dicitur certis proportionibus ita inter se respondentia, vt primi spissitudo epitriti rationem haberet ad secundum, ad tertium hemiolii, ad quartum dupli. Ea pulsata musicam quandam harmoniam reddebant. Autor Zenodotus.
perorbem/collectaepartesunumrevocanturinamnem(28.31–32).DerNil,einsogroßerStromerauchseinmag,erhältdenStatuseinerMiniaturdergesamtenFlüssedesErdkreises,diesogardasÄgäischeunddasIonischeMeerinQualitätundQuantitätseinesWassersüberbietet.ObgleicheineÜberschwemmunggrundsätzlicheine natürliche Ordnungverletzt,liegt in der Ordnungsstörung durch den Nilgleichzeitigeine Ordnungsstiftung zumindest für die RegionÄgypten
libyco mention 5 continued2
(28.27–28);wennandereFlüsseimSommeraustrocknen,trittderNilüberseineUfer(28.28–29).⁴⁶¹Das liegt daran, dass die Natur dasgesamteWasser,das sie im SommerdenübrigenFlüssennimmt,imNilzusammenführt(28.30–32).Somittrittbeistärkster Hitze für den Nil ein, was für andere Flüsse imWinter üblich ist (28.36:Nilobrumavenit). DasAusmaßder Nilschwemmewird durch einenVergleichmitdemÄgäischen und dem Ionischen Meer hinsichtlich derWeite, der Tiefe und derWas-sermassenveranschaulicht, die beiderseitsvonder Nilschwemme überboten werden(28.37–39).⁴⁶²Die Äckerverwandeln sich, nachdem sie abgeerntet worden sind (28.40:novales), komplett inWasserflächen, sodass man sogar mit einemBootaufihnenfahrenkann (28.40). Ein Hirte,der gerade ausein kleines Schläfchenmacht,siehtnicht nur die Ställe,sondernauch die Tiere schwimmen (28.41–42).⁴⁶³Mangewinntaufgrund der Merkwürdigkeit dessen, was der Hirte sieht,den Eindruck, dass er diesträumen würde, was einerFacettedessen, was derHirte in der antiken Literaturver-tritt,vollkommen entspricht. Das zumAbschluss des GedichtesgeschilderteVerhält-nis vonErde undWasser bezeichnet Guipponi-Gineste als„union nuptiale“.⁴⁶⁴Geradeder träumerischeAbschluss hebt die absolut positive Bedeutung derNilschwemme fürdie Menschenhervor.cernit cumin 28.42ist die letzte Alliteration in einer sehr langen Reihe (Phariasproscindit,nubila non,condentia caelum,aut arcum,serenos/sola,Cancrique calentis,lapsu Libyam,salus sitientibus,conpositis crinem,causas crescentibus,retinent ripae,quippe, quod,Nilonatura,calore/conpescit,acrior alto,cernit cum). Hauptsächlichbasieren die Alliterationenaufdem Buchstabenc.DieAussagetum Nilus mutato iure tumescit(28.29) bringtgenauso wie derHalbverscontraria temporamundo(28.36)aufden Punkt,was das Mirabile des Nils imSpeziellen und im Allgemeinenausmacht.InseinemWesen widerspricht er der na-türlichenOrdnung,daersie vorallem in derAuswirkungder JahreszeitenSommerundWintergenauumdreht.Während die Sommerhitze und derHundsstern bei Horaznoch als denAckerleutenverhasst bezeichnet werden (Hor.sat.1.7.24–25:Canem il-lum,/invisumagricolis sidus,venisse), ist für denNilgenaudiese Sommerhitze positivbesetzt und führtzudem Effekt,den allen anderen Flüssen derWinter bringt.Auf-grund der Gegenläufigkeit wird derNilzumAuffangbecken für dasWasserder an-deren Flüsse der Erde,⁴⁶⁵derenWasserinihm zusammengeführt werden:totumqueS. dazuauch Lucan. 10.213–218. In 10.216vergleichtLukanden Nil mit dem Ozean (Lucan. 10.216:exit ut Oceanus).Vonhier lässt sich eineVerbindungslinie zu Claud.pr.Rapt.1.1. 4ziehen. Denn in derpraefatiowerden ebenso dasÄgäische und das Ionische Meer als die Gewässer erwähnt,auf denenJason mitseiner Argo segelt.Die aufder großenWasserfläche am Nil rudernden Menschen greifen also denTopos der epischenSeefahrt ingewisserWeise auf. S. dazuauch EinführungS.31–33.Die Szenerie lässt einen Rezipienten an eine derAufgaben des Herkules denken. Denn ähnlichgeschwommen haben wohlauch die Rinder desAugias, nachdem Herkulessie und ihre StällevomMistbefreit hatte.Guipponi-Gineste2010:245.So auch Lucan. 10.258–261.
libyco mention 5 continued
2.4.2.3Claud.carm. min.28.24–42: Die NilschwemmeDen letzten inhaltlichenAbschnitt leitet eineAuseinandersetzungmit gängigenGründen für die Nilschwemmeein. Dabei schließt sich derSprecher in ClaudiansGedicht Senecavorbehaltlos an,wenn er sagt,dass geschmolzenes Eis nicht der Grundfür die Überflutungdes Nils sei (28.25).DergesamteText arbeitet recht stark mit langen Perioden undAufzählungen, diebeispielsweise über eineKombinationvonnecundaut(28.3–4oder28.24–25)oderklassischdurchetund-quefunktionieren. Das Überfließen des Nils wird somit syn-taktisch nachgebildet.Besondersauffällig ist dies in denVersen28.33–36,indenendie sommerliche Hitze beschrieben wird, bei der der Nil im Gegenteil zu den anderenFlüssen derWelt über seineUfertritt.Die Verse 28.33–35 variierendieses Themabiszu dem Punkt,andem in28.36 kurz und knappNilo brumavenitzusammenfasst,wasvorherindrei Versenausgeufert ist.Genauso wenig seien Regenschauerverantwort-lich (28.26). Für Claudianist der Sommer und damit die Sonne Ursache der Nil-schwemme (28.30).⁴⁶⁰DieVerse28.27–29 bringenauf den Punkt,dass der Nil imVergleich zu allenanderen Flüssender Welt einen umgedrehten natürlichen Rhythmus hat (28.29:Nilusmutato iure tumescitund28.36:contraria tempora mundo). Denn die üblichenAus-wirkungenvon Sommer undWinteraufFlüsse sind beimNilvertauscht.Währendandere Flüsse imWinter über die Ufer treten, bleibt der Nil innerhalb seiner UferS. dazu denKommentar Mynors 1990 zuVerg.georg.2.117.Guipponi-Gineste2010:245 sieht darin einenVerweisauf den Stellenwert der Sonne in derägyptischen Religion
libyco mention 5
Troglodyten,vondenenderälterePliniusberichtet,dasssieinihrenHöhlenhausendSchlangenfleischzusichnehmenundsichnurzischendverständigenkönnen(Plin.nat.5.45).AuchreißterZweigedesEbenholzbaumesundZähneausElfenbeinheraus(28.22).EbenholzistinderAntikesowohlmitIndienalsauchmitÄthiopienalsHerkunftsregionverknüpft.⁴⁵⁹Über die Garamanten weiß Plinius zu berichten, dasssie keine Ehen schließen und ihremBelieben entsprechend mitFrauen zusammen-leben (Plin.nat.5.45). Er berichtet ein wenigspäter,dass es über die Blemmyerheißt,dass sie keineKöpfe haben; Mund undAugenbefänden sichaufihrer Brust (Plin.nat.5.46). BeiTheokritwerden die Blemmyermit demFelsen inVerbindunggebracht,der dieNilquelle bedecktund so unsichtbar macht (Theoc.7.114).Wiedie hierge-nanntenBeispiele zeigen, sind die Völkerschaften, die in der Nähe der Nilquelle le-ben,ausSicht eines Römersexotisch und zu bestaunen wie die Nilquelle selbst.DiemirabileAtmosphäre, die hier inBezugauf die Nilquelle erschaffenwird, wird durchdie dort lebenden Völker untermalt. DerText hat an dieser Stelle eine klare para-doxographische Stoßrichtung.Der südlichste Punkt des Nils ist somitvonder Le-bensrealität eines Alexandriners oderauch eines Römerssehr weit entfernt undper sestaunenswert.
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Der Lauf des Nils wird anhandvongeographischen Regionen und mirabilenVölkerschaften nachverfolgt und führt dabeiausdem Landesinneren Richtung Mit-telmeer.Aus demSüden (28.8:elatus abAustris)fließt er über denBereich desÄquators und unter dem Sternzeichen des Krebses (28.9:flamigerae zonaeCancriquecalentis)in,⁴⁵⁵wie es heißt,unseren Erdkreis hinein (28.10:nostrum procurrit in or-bem).flammigeraeundcalentisin 28.9 bilden ein Hendiadyoin. Sein konkreter Ur-sprungsort ist einegeheime Quelle (28.11:secreto de fonte), die bis heuteauch vordemjenigen, der mit noch so vielVerstandgesucht hat,verborgengebliebenist(28.11–12:semper inani/quaerendusratione latet). Der Nil selbst schüttetWasseraus,das die andereWelt kenne, womit die südliche Hemisphäregemeint ist (28.14:fluminaprodundens alieni conscia caeli). Das antike Libyen, das die heutigen Gebiete vonMarokko, Algerien,Tunesien und Libyen umfasst, und das antikeÄthiopien sindnebenÄgypten die beiden großen Regionen, durch die der Nil in weiterAusdehnunghindurchfließt (28.15–16:vago lapsu Libyam dispersus in omnem/Aethiopum per milleruit nigrantiaregna). WeitereStationenseines Laufs sind Meroe, die Nilinsel inÄthiopien, Syene, eine Halbinsel an der GrenzeÄthiopiens (Plin.nat.5.59) und dasGebiet der Blemmyer(28.19), gefolgtvondem Gebiet der Garamanten⁴⁵⁶und desGirraeus⁴⁵⁷und einesVolkes,das sich mit Pfeilen dasHaar schmückt (28.20–23).⁴⁵⁸Der Girraeus als einVertreter wunderbarer Völkerschaften wird am meistenvonallenausdifferenziert.Erlebe einerseits in Höhlen unterFelsen und erinnert so an dieHinds 1998:1–2.Zu denAuswirkungen des Sternbildes Krebsvgl. auch Manil.3.625–636.Nach Ricci2001ad loc.istinfrenisals AdjektivzuGaramans einauch beiVergil belegtesEpithetfür dieNumider.Ricci2001ad loc.verweist hieraufden Konnex zu dem afrikanischen Fluss Gir.Die EinbettungethnographischerFakten deutet Cazzuffi2013:120 im Sinne einer Darstellungexotischen undgeographischenWissens.
libyco mention 4
collectaepartesunumrevocanturinamnem;quoquedieTitanaCanisflagrantiorarmatetrapitumores†madidos†venasquecaloreconpescitradiisquepotentibusaestuataxis,35Nilobrumavenit,contrariatemporamundo.defectissolitumreferenscultoribusaequoreffluitAegaeostagnantior,acrioraltoIoniosesequepatentibusexplicatarvis.fluctuatomnisager;remissonuerenovales;⁴⁵⁰40saepius,aestivo iaceat cum forte sopore,cernit cum stabulis armenta natantia pastor.
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dasssichClaudianindenerwähntenFaktensehrstarkaneineTraditionhalte,in-terpretiert Cazzuffi alsAusweis dafür,dass das Gedicht unvollendet sei. Gerade imKontrastzumGedichtaufdenAponusunterstützedieseThese,dassClaudiansNilallein eine poetische, keinetechnische Seite habe.⁴⁴⁸Programmatisch für dasgesamte Gedicht ist diefelicitas,die dienaturadem Menschenbeschert:⁴⁴⁹Felix qui Pharias proscindit vomereterras:nubila non sperat tenebris condentia caelumnec graviter flantes pluviali frigoreCorosinvocat aut arcumvariata luce rubentem.Aegyptos sine nube ferax imbresque serenos5sola tenet: securapoli, non indigaventigaudet aquis quas ipsa vehit Niloque redundat,quirapido tractu mediis elatus abAustris,flammigerae patiens zonae Cancrique calentis,fluctibus ignotis nostrum procurrit in orbem10secreto de fonte cadens,qui semper inaniquaerendusratione latet, nec contigit ullihoc vidisse caput: fertur sine teste creatus,flumina produndens alieni conscia caeli.indevago lapsu Libyam dispersus in omnem15Aethiopum per mille ruit nigrantia regnaet loca continuo solis damnatavaporeinrorat populisque salus sitientibus erratper Meroen Blemyasque feros astramque Syenen.hunc bibit infrenis Garamans domitorque ferarum20Girraeus,qui vasta colit sub rupibus antra,quiramos hebeni, dentes quivellit eburnos,et gensconpositis crinemvallata sagittis.necvero similes causas crescentibus undisaut tempus meruit: glacie non ille soluta25nec circumfuso scopulis exuberat imbre,nam cum tristis hiemps alias produxerit undas,tum Nilum retinentripae; cum languida cessantflumina, tum Nilus mutato iure tumescit.quippe, quod ex omni fluvio spoliaverit aestas,30hoc Nilo naturarefert, totumque per orbemCazzuffi2013:120.Ricci2001ad loc.unterteilt folgendermaßen:28.1–4(Makarismos),28.5–7(BeschreibungÄgyptens),28.8–23 (Ursprungund Lauf des Nils),28.24–42 (Nilschwemme). Sieverweist haupt-sächlichaufIntertextualitäten zuLukan, Vergil und zu Claudians Gedichtaufden Phönix (carm. min.27). S. zumNilauch Cazzuffi2013:118–121. Vgl. als jüngstenKommentarLuceri 2020:167–242. Luceri2020:47–63 befasst sich mit Datierung, Struktur,Inhaltund der literarischenTradition über denNil.Eine Übersetzung insItalienische bei Ricci2001 undLuceri2020.
libyco mention 3
Aspekt derarsdie mit den Spiegelbildernverbundenen Illusionenverarbeiten. EinBlick zurück zeigt jedoch, dass die Illusion bei Claudian doch schon einmal thema-tisiert wurde. In35.3–4heißt es:nec potuit toto mentiri corpore gemmam,/sed mediomansitproditor orbe latex.Im Sinne der seriellenRückbindung wird der Leser hier andiese Stelle erinnert und dazuaufgefordert, sich zurückzuorientieren und sich konkretZurBezeichnungvonWasser oder Eis alsmarmor/marmoreusvgl. Ov.trist.3.10.10(marmoreogelu), Ov.trist.3.10.47(inclusaeque gelu stabunt in marmorepuppes), Verg.Aen.6.729 (marmoreo subaequore),Verg.Aen.7.718 (quam multi Libyco volvuntur marmorefluctus).Vgl. zu Ovid Hardie2002:143–172; vgl. zu Statius van Dam 1984:286,318, 326.
libyco mention 2 continued
Tab. 4:Sprachliche Bezüge zwischen Stat.silv.2.3.1–5und Claud.carm. min.37Stat.:perspicuasnitidiopacetlacuscurvatareditvitreumClaud.:lucidiore/perspicuosplendentiopacuslacunisconvexoreditcrystallaKaufmanns Skalierungsmodell entsprechend möchte ich diese sprachlichen undmetrischenBezugnahmen als formale und damit typischspätantike Anspielungver-stehen, die der Einschreibungineine literarischeTradition dient.²⁶¹Diese formaleBezugnahme ist derAusgangspunkt für Intertextualität,die Bedeutungsebenener-öffnet.Außerhalb sprachlicher und metrischerBezugnahmelassen sichauch motivischeÄhnlichkeiten feststellen, die hauptsächlich an demJungen und der Rolle desWassersfestgemacht werden können. DieTexte vonClaudian und Statiusteilen die Idee, dassWasserinForm des innerenKerns bzw.einesSeesvoneinem anderen Gegenstandbedeckt und dadurchgeschützt wird, der Eisschicht bzw.der Platane.Bemerkenswert ist die Inversion derBedeutung desAdjektivsdurus.Während beiClaudiandiedurahiempsdie Schutzinstanz ist,bittet Pan diePlatane darum, dass siedasWasservorduragrandinebeschützenmöge(Stat.silv.2.3.47). Sowohl dieäußereEisschicht alsauch diePlatane werden zu Garanten des ewigen Überdauerns desWassers. So heißt es bei Claudian am EndevonEpigramm 36,dass diegefräßigeZeitdasWasser nicht schwäche, während das Ich bei Statius derPlatane ein langes LebenS. dazu Einführung S. 7–8
libyco mention 2
enförmigesMusterhabe(flexus)undeineconcoloraltovenamari,eineAderdemtiefen Meergleichfarbig.¹⁸⁵Nicht nur kann ein Stein einevenahaben, sondern es gibtauchnocheineandereStelle,inderdievenamitdemMeerverglichenwird;mankannhier an Epigramm33 zurückdenken, in dem der innereKern als schäumend be-zeichnet wird und dadurch ganz klare Dimensionen des Meeres erhält (33.4:tumescit).Auch Quellen können sich invenaeaufgliedern, wie in Plinius’BeschreibungderClitumnus-Quelle zu lesen ist (Plin.epist.8.8). Die Quelle wiederum istauspoetolo-gischenKontexten bekannt.¹⁸⁶Auch bringt michvenazurück zu Horaz, den ich bereitsin meinenAusführungen zuText 33 erwähnte. Direkt bei seiner These, dassingeniumundarsdasVerfassenvonPoesie bedingen,verwendet der Dichter dasSubstantivvenaund meint damit eine innereVeranlagung:ego nec studium sine divitevena /nec rudequid prositvideo ingenium(Hor.ars409–410). Dievenaist nicht mehr allein le-benswichtigesBlutgefäß, sondernauch Sitz des menschlichenTalents. ImKristall istsie das, was den Kristall zu einem Mirabile macht und Staunenauslöst.DieVerse 36.3–4sind nicht nuraufgrund derWendungopacus umorbemer-kenswert,sondernauch, da es sich bei diesenVersen um die Mitte der Serie handelt,vorihr und nach ihr liegen je20 Verse. Dieser Mittelpunkt der Seriewird sprachlichdurch das Enjambementvonopacusundumoruntermalt,wasauch dieVisualisierungdieses Mittelpunktes erleichtert.Dadurchgehen Zentrum der Serie und Zentrum desKristalls,sein flüssigerKern, der wedervomBoreas nochvomWintergefroren werdenkann und somit seine Flüssigkeit behält,ineinander über.Außerhalb dieser strukturellenBedeutung liegt eineganze ReihevonmöglichenBedeutungsdimensionen, die sich hinteropacus umorverbergen.¹⁸⁷Geht manvonopacusim Sinnevondunkel bzw.beschattetaus, kann dasAdjektiv erstens sover-standen werden, dass daseingeschlosseneWasserkalt ist,was angesichts der esumgebendenEisschicht plausibel ist.Der Schatten als Schutzmedium spieltvor allemin Beschreibungenvon Hainenbzw.loci amoenieine wichtige Rolle, für deren An-nehmlichkeitgerade der Schattenein Kernbestandteil ist.¹⁸⁸Während er inloci amoenidem Schutzvorder Hitze dient,sorgt er hier für dasBestehen des flüssigenWassers,das wedervonKälte nochvonWärme nochvonder Vergänglichkeit beeinflusst wird.Zweitens istopacusdas direkte Gegenteil zulucidusin 36.2,wodurchdie äußereSchale und der innereKern visuellvoneinander abgesetzt werden.¹⁸⁹Synonyme fürVgl. auch Stat.silv.1.3.36 oder SidoniusApollinariscarm.22.139.S. dazu dieAusführungenzuEpigramm 37,S.112.S. zu einer anderenAuslegung S. 68 mit FN 114. Im Zuge dieserAuslegung interpretiertFormicola2004opacus umorals Symbol für eine Unerschütterlichkeit im Handeln Stilichos.Vgl. beispielsweise dieBeschreibung der Clitumnus-Quelle bei Plinius dem Jüngeren, Plin.epist.8.8.2:Modicus collisadsurgit antiqua cupresso nemorosus et opacus.Hunc subter exit fons et exprimiturpluribus venis, sed imparibus,eluctatusque quemfacit gurgitem lato gremio patescit purus et vitreus, utnumerareiactas stipes et relucentiscalculos possis.S. zu einer Stellensammlungden KommentarFranzoi2002ad versum2(lucus opacat)zumCupido cruciatusdesAusonius.So als Gegensatz zulucidusauch bei Ricci2001ad loc.
Libyan Marble reference 1 continued
Aufder Gegenstandsebene bezieht sichvenaaufdas im Inneren sichtbareWasser.Als Assoziationshorizonte ruft es mehrereAspekteauf.venakann mit dem MaterialMarmor inVerbindunggebracht werden. DassvenaeineVokabel ist,die in solchemZusammenhang in der Antikegebräuchlich ist,lässt sich unter anderem an Statiuszeigen. In derBeschreibungeinesWohnhauses im Rahmen der zweitenSilvedesersten Buches(Stat.silv.1.2.147–157) werden unterschiedliche Marmorsortenaufge-zählt,die verbaut sind(Stat.silv.1.2.148–151). NebenMarmorausLibyen, Phrygienund Lakonien wirdauch Onyxmarmorverbaut,von dem es heißt,dass er ein wel
Libyan Marble reference 1
Being and becoming an exemplary person (e.g., benevolent; sincere; honoring and sacrificing to ancestors; respectful to parents, elders and authorities, taking care of children and the young; generous to family and others). These traits are often performed and achieved through ceremonies and rituals (including sacrificing to ancestors, music, and tea drinking), resulting in a harmonious society.
I think it's really interesting seeing whether different ethics systems talk about virtues of a group compared to virtues of an individual. Like Confucianism's definition of being an ethical person talks a lot about having good relationships with others while many of the 1600-1700 European ethics are about specific traits a person can have.
Rapport de Synthèse : Défis et Perspectives de la Direction d'Établissement Scolaire (2024-2026)
L'analyse des auditions menées par la Commission des affaires culturelles et de l'éducation révèle un corps de personnels de direction (PerDir) en proie à une crise profonde, malgré un engagement et une vocation intacts.
Le constat est unanime : les conditions d'exercice se dégradent sous l'effet d'une surcharge administrative « dévorante », d'injonctions ministérielles paradoxales et d'un manque de moyens humains et financiers.
L'attractivité du métier est en chute libre, marquée par une baisse significative des candidats aux concours.
Les principaux enjeux identifiés concernent la nécessité d'une véritable autonomie locale (distincte d'une simple décentralisation des responsabilités), une simplification drastique des procédures et une revalorisation salariale qui tienne compte des responsabilités réelles.
Le métier de personnel de direction, bien que décrit comme « passionnant », subit une désaffection croissante.
Le nombre d'absents aux épreuves est également jugé alarmant.
De plus, le plafonnement de la retraite à l'indice 1129 est cité comme une « exception nationale » injuste qui bloque l'évolution de fin de carrière.
L'épuisement professionnel est réel, illustré par l'image récurrente d'un « bateau qui coule » où les chefs d'établissement « colmatent les brèches ».
Les représentants syndicaux dénoncent une gestion ministérielle déconnectée des réalités du terrain, caractérisée par un « stop and go » permanent des réformes.
Inflation normative : Une multiplication des protocoles, labellisations et enquêtes jugés chronophages et parfois sans valeur ajoutée.
Transfert de charges : Les établissements héritent de tâches autrefois dévolues aux services centraux ou académiques, alors que ces derniers sont eux-mêmes en réduction d'effectifs.
Évaluation des établissements : Les avis divergent.
Si certains y voient un outil d'amélioration des pratiques (notamment dans le privé), d'autres (comme le syndicat Indépendance et Direction) dénoncent un dispositif au coût caché exorbitant pour une plus-value non démontrée.
Il existe une distinction majeure entre l'autonomie du chef d'établissement (pouvoir de recrutement, gestion de la masse salariale) et l'autonomie de l'établissement (adaptation pédagogique locale).
La majorité des organisations rejette le recrutement local des enseignants pour préserver le statut national de fonctionnaire.
L'autonomie souhaitée porte sur la marge de manœuvre pédagogique et la gestion des ressources (DGH, pactes) sans les contraintes de fléchage ministériel trop rigides.
La question du remplacement est le point de tension majeur dans la relation avec les familles.
Absences de longue durée : Contrairement aux discours officiels focalisés sur le remplacement de courte durée (RCD), c'est l'absence de longue durée non pourvue qui dégrade durablement l'enseignement.
Complexité des procédures : Dans l'enseignement privé, les chefs d'établissement réclament une simplification des mutations internes et des déclarations de remplacement, aujourd'hui entravées par des outils logiciels archaïques.
Sous-administration : Les établissements français sont jugés « sous-administrés » par rapport à leurs homologues européens, avec un manque criant de secrétaires de direction et d'adjoints dans les grosses structures.
Les chefs d'établissement sont en première ligne face aux évolutions de la jeunesse et aux crises sociales.
| Thématique | Constats et Enjeux | | --- | --- | | Inclusion scolaire | Un succès éthique mais un échec opérationnel faute de moyens humains (AESH) et de personnels médico-sociaux (infirmières, psychologues). | | Numérique et IA | Le numérique a permis des gains de productivité (copies dématérialisées), mais l'IA pose des risques de fraude et nécessite une révision des méthodes pédagogiques. | | Santé Mentale | Augmentation de l'anxiété et du décrochage chez les jeunes. L'école est sommée de « réparer » les fragilités sociales sans être dimensionnée pour cela. | | Démographie | La baisse prévue de 2 millions d'élèves en 10 ans est vue comme une menace de fermeture de classes, alors qu'elle devrait être saisie comme une opportunité pour réduire les effectifs par classe. |
Pour rétablir le fonctionnement du système, les intervenants proposent plusieurs axes de réforme :
La Confiance et la Stabilité : Sortir du pilotage par injonctions permanentes et laisser du « temps long » aux équipes pour stabiliser les réformes (ex: réforme du Bac).
Simplification Administrative : Engager un « choc de simplification » sur les outils numériques et les procédures de gestion quotidienne.
Moyens Médico-sociaux : Renforcer la présence des personnels de santé dans les établissements publics et doter les établissements privés sous contrat de moyens équivalents (actuellement à la charge des familles).
Autonomie de Cadre : Redonner aux personnels de direction leur rôle de « pilotes pédagogiques » plutôt que de « gestionnaires de la pénurie ».
Éducation à la Vie Affective (EVARS) : Garantir des formations et du temps de concertation pour les enseignants, car le sujet touche à l'intime et nécessite une légitimité renforcée.
« En théorie c'est un pilotage pédagogique... en pratique c'est souvent les injonctions paradoxales, la quasi absence de marge d'autonomie et le stop and go permanent. »
« On ne peut pas toujours exiger plus des personnels de direction comme de l'école sans donner les moyens nécessaires. »
« Le chef d'établissement est devenu un metteur en scène qui ne choisit ni la pièce, ni les acteurs, ni les horaires. » (Reprise par un parlementaire).
« Faites confiance aux acteurs de terrain. Ne nous imposez pas des directives déconnectées, nationales et uniformes pour tout. »
Synthèse de l'Audition du Président du Conseil d’Évaluation de l’École (CEE)
Ce document synthétise les points clés de l'audition du président du Conseil d’évaluation de l’école (CEE) devant la Commission de la culture et de l’éducation de l'Assemblée nationale.
Le CEE, succédant au Cnesco suite à la loi de 2019, a pour mission de structurer et d'analyser l'évaluation systémique des établissements scolaires français.
Les points saillants de l'audition incluent :
La France a comblé son retard par rapport aux autres pays de l'OCDE.
Changement de paradigme : L'évaluation n'est pas un audit de conformité, mais un outil d'auto-évaluation visant à renforcer l'autonomie et le pouvoir d'agir des équipes locales.
Phase de transformation : Le passage de la simple évaluation (Vague 1) à la transformation opérationnelle (Vague 2) est l'enjeu majeur.
Les projets d'établissement doivent devenir des « plans de réussite collectifs ».
Pilotage par la donnée : Une culture de la donnée s'installe, avec des outils innovants comme le projet « Alumni » pour suivre le devenir des élèves 3 à 5 ans après leur sortie.
Défis persistants : Les critiques parlementaires soulignent des risques de doublons administratifs, l'urgence face à la dégradation des conditions de travail des enseignants et l'inertie potentielle du système.
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Le Conseil d’évaluation de l’école (CEE), créé par la loi de 2019 pour une école de la confiance, remplit quatre missions fondamentales définies par le législateur :
Cohérence des évaluations : Veiller à l'unité des travaux portés par le ministère (notamment ceux de la DEPP) concernant les acquis des élèves et l'école inclusive.
Expertise méthodologique : Donner un avis sur les outils et les résultats des évaluations du système éducatif.
Mesure des inégalités : Proposer des méthodologies pour évaluer les disparités territoriales et formuler des recommandations pour les réduire (équité scolaire).
Cadre de l'évaluation des établissements : Définir la méthodologie, les outils d'auto-évaluation et la fréquence des évaluations externes.
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Le président souligne un « succès collectif » concernant le déploiement des évaluations depuis 2020 :
Second degré : 100 % des établissements évalués à ce jour.
Premier degré : 66 % de couverture atteinte cette année.
Comparaison internationale : La France, précédemment dernière de l'OCDE (après la Bulgarie) en matière d'évaluation systémique, a rattrapé son retard.
L'évaluation se distingue radicalement d'un audit de conformité.
Son but est d'interroger les décisions propres de l'établissement dans le cadre de ses marges d'autonomie.
Auto-évaluation : Un diagnostic partagé par les équipes locales.
Évaluation externe : Un regard extérieur pour challenger et objectiver le diagnostic initial.
Objectif : Accompagner le « pouvoir d'agir » des acteurs de terrain plutôt que de vérifier l'application de directives verticales.
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Pour simplifier la réflexion des équipes, le cadre de l'évaluation s'articule autour de 4 domaines principaux déclinés en 12 portes d'entrée :
| Domaine | Thématiques couvertes | | --- | --- | | Acquis des élèves | Parcours scolaires, orientation, maîtrise des fondamentaux (français/maths). | | Bien-être et Climat | Bien-être des élèves et personnels, lutte contre le harcèlement, climat scolaire. | | Organisation et Pédagogie | Choix pédagogiques, ressources (manuels), formation continue des personnels. | | Partenariats | Liaisons inter-degrés, relations avec les familles et partenaires extérieurs. |
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Le président du CEE présente une stratégie en trois phases pour assurer l'utilité des évaluations :
Vague 1 (Évaluation) : Constat et massification des données.
Vague 2 (Transformation) : L'évaluation doit servir de socle aux projets d'établissement.
Actuellement, moins de 20 % des projets d'établissement sont jugés opérationnels.
L'objectif est de les transformer en plans de réussite collectifs basés sur les résultats de l'évaluation.
Innovations Clés :
Projet Alumni : En partenariat avec l'ONISEP, mise à disposition d'indicateurs de suivi des anciens élèves pour mesurer la contribution réelle de l'établissement à l'égalité des chances et à l'insertion (ex: accès des filles aux filières scientifiques 5 ans après le collège).
Indicateurs simplifiés : Dotation des chefs d'établissement de trois indicateurs simples de performance scolaire pour piloter sur le temps long.
Leadership scolaire : Renforcement des compétences managériales des cadres (via l'IH2EF) pour passer d'une gestion administrative à un pilotage pédagogique et stratégique.
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L'audition a donné lieu à des échanges critiques sur l'efficacité et la structure du CEE :
Remise en question de la valeur ajoutée du CEE face à des organismes existants (DEPP, Inspection Générale, Cour des Comptes).
Dénonciation d'un système qui est « administré » mais ni « dirigé », ni « piloté ».
Alerte sur l'épuisement professionnel : 70 % des enseignants ne recommanderaient pas leur métier.
Nécessité absolue d'associer étroitement les enseignants aux conclusions de l'auto-évaluation pour qu'elles soient suivies d'effets.
Inquiétude sur le temps long : s'il a fallu 7 ans pour la phase d'évaluation, la transformation risque d'être trop lente.
Besoin de garanties sur la traduction des rapports en décisions tangibles et en moyens.
Contradiction entre la fermeture de classes due à la baisse démographique et la dégradation du niveau scolaire.
Questionnement sur la pertinence de l'évaluation nationale face aux spécificités locales et à la mixité sociale (ségrégation scolaire).
Décrochage en mathématiques (classements PISA) et nécessité de réformer la formation continue.
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Le président a apporté les précisions suivantes :
La solution réside dans l'organisation collective et le pilotage du parcours de l'élève (vision horizontale sur 15 ans).
Sur les doublons : Le CEE est complémentaire. Contrairement à la DEPP ou l'Inspection, il est le seul à promouvoir l'auto-évaluation et à interroger le terrain sur ses marges de manœuvre.
Sur la transparence : Depuis février 2024, le CEE a voté pour que les rapports d'évaluatioonin soient accessibles à l'ensemble de la communauté éducative, incluant les parents et les élèves.
Sur la confiance : La transformation nécessite de restaurer la confiance entre les enseignants et les directions (perte de 14 points de confiance en 10 ans). L'évaluation doit être un levier pour reconnaître la professionnalité des acteurs.
RMR or REE are slightly higher than BMR because the individual may have ambulated, for example, walked to urinated before measuring RMR. BMR is measured with no ambulatory movement.
RMR includes a small amount of energy for light, everyday actions like sitting upright or digesting a recent meal.
Measuring BMR requires 8+ hours of sleep and 12 hour fast and is usually measured in a lab or clinical setting
Hypothalamus
acts as the body's main control center for maintaining a stable internal balance, or homeostasis. It serves as the primary bridge connecting your nervous system to your endocrine (hormone) system.
AI’s economic impacts and governance are priorities for The Unjournal. We’re looking for research where independent scrutiny could inform decisions about economic growth, jobs, development, power, and policy. This collection includes both economic evidence and governance proposals.
This is a pretty bland explanation. We should make a better case for why this is a priority. You can consider our existing language and discussion in doing this. At the moment, you open the "why" box, and it doesn't really tell you much of why, just some general stuff.
METR's time horizons (with its 2026 update) if capability measurement counts as governance evidence; otherwise the liability set (Weil, Trout, Gans on staged access). → METR time horizons, Overcoming Judgment-Proofness (Weil), When Does Regulation by Insurance Work? (Trout), Staged Access and Liability (Gans)
you are proposing these 'paired evaluations' -- but I don't think we have a sstem or structure for that
Working shortlist
New status? "Selected for Unjournal evaluation"?
AI interpretation of this input
that should be nested under the human comment, and thought about more carefully
icameral parliament
A branch
executive administration
A branch
president
A branch
judiciary,
One Branch
For example, mentors might start with lesson segments involving routine events, as these lay the foundation for an orderly, predictable class- room environment.
This strategy of having strong rituals and routines is vital in our school environment. We have students who come from very unstable home situations and school is their safe place but they do not readily trust adults and processes until they are well established. Consistency is key and students thrive on routine. My mentee is having to re-establish this after coming in a month after the school year starts but she is doing a great job!
Complete nutrient catabolism is between 30 and 40 percent efficient, and some of the energy is therefore released as heat.
Breakdown of ATP Production per Glucose Molecule
• Glycolysis (Cytoplasm): Net gain of 2 ATP (and 2 NADH). • Pyruvate Oxidation / Transition Reaction: Produces 0 ATP (generates 2 NADH). • Citric Acid Cycle / Krebs Cycle (Mitochondrial Matrix): Produces 2 ATP (or GTP) (and 6 NADH, 2 FADH₂). • Oxidative Phosphorylation (Electron Transport Chain & Chemiosmosis): Produces about 26 to 28 ATP (using the energy from NADH and FADH₂), accounting for roughly 90% of total energy production.
Glucose is the preferred energy source by most tissues, but fatty acids and amino acids can also be catabolized to the cellular energy molecule, ATP.
Energy = Currency Analogy
glucose = debit card (easiest for body to convert to energy) fatty acids = breaking a big bill amino acids = using rare bills and coins to pay
Folate is a required coenzyme for the synthesis of the amino acid methionine, and for making RNA and DNA.
also known as vitamin B9
en minutes of our complete and focused attention is worth much more, in terms of maintaining a relationship and supporting learning, than thirty minutes with distractions.
Agreed! My mentee and I both talked about this in our first meeting that we want to maximize our time together so we start with what is going well and then go into how she can feel more supported. We end with action steps and try to end on time so she can use her planning time to work smarter, not harder.
Solvent Parts Washers<br /> https://www.safety-kleen.com/services/parts-washers/solvent-parts-washers
From its inception, social science--which includes economics, sociology, anthropology, political science and social psychology—has struggled for respect.
people find social science a less reputable field
Giving ; new teachers a chance to relate to these j phases can help them feel
Absolutely! When you are new at anything and overwhelmed, you feel like you might be on an island by yourself and everyone else is handling it smoothly while you are completely freaking out. Allowing them a listening and understanding ear can hopefully help ground them and validate their feelings.
Send encouraging messages. e Enlist support from other staff members. e¢ Celebrate success.
These ideas are great and I have tried to provide this type of support to my mentees. I am always considering balance of overdoing it when it comes to support. She has so many adults coming in and out of her room throughout the day for a variety of reasons and going in when I can to check on her would just be a distraction to the students and another thing. I am going to send her positive texts and emails to celebrate her successes instead of going in so often.
General ideas about functions of socialstructure are central but are not mathematized as in economics (e.g.,economists might focus on allocative efficiency defined mathemat-ically while sociologists might focus on social reproduction of elitesuccess measured statistically or qualitatively)
Social science is a very broad term
each socialscience discipline has a different endowment (i.e., ahistorical mastery of tools and accumulated knowl-edge) and comparative advantage.
what each discipline has to offer
The Law of Lidia Poet, tv series, season 03 ep. 04<br /> via https://www.facebook.com/groups/TypewriterCollectors/posts/10164207248754678/

Platen colors are for Hardness. Here is the complete breakdown of typewriter platen colors, their hardness levels, and how they perform:## Typewriter Platen Color & Hardness Chart| Platen Color | Shore A Hardness | Typing Feel & Characteristics | Best Suited For... ||---|---|---|---|| Light Gray / Off-White | 85 – 87 (Soft) | Highly cushioned, muffled "thup" sound. Very quiet, but text imprint can look slightly less sharp. | Comfort typists, ultra-portable machines, and preventing paper piercing. || Teal / Muted Blue-Gray | 85 – 88 (Soft/Medium) | Iconic historic factory standard (e.g., Swiss Hermes 3000). Smooth, buttery feel with great acoustic dampening. | Vintage European portables and mid-century aesthetic restorations. || Bright Blue | 88 – 90 (Medium) | Modern custom synthetic rubber. Perfect "sweet spot" that yields a crisp print without loud impact noise. | Modern custom restorations, antique portables (like Corona 3 or Remington). || Standard Black | 88 – 92 (Medium/Firm) | Replicates the original factory specification for most classic manual typewriters. Excellent, crisp lettering. | Standard everyday manual typewriters (e.g., Smith-Corona, Underwood, Olympia). || Bright Orange / Red | 93 – 100+ (Hard) | Incredibly dense and solid strike backing. Controls heavy vibration but creates a very loud, sharp snap. | Electromechanical/electric typewriters (like the IBM Selectric) and heavy office machines. || DIY Heat-Shrink Blue/Black | 95 – 100+ (Rock Hard) | Often a cheap cosmetic cover-up over a dead platen. Feels like hard plastic, sounds deafening, and punches holes in paper. | Avoid for regular typing; requires a backing sheet if used. |
via Mitchell Vassiliou at https://www.facebook.com/groups/TypewriterCollectors/posts/10164208015789678/
Lucky find!! The vintage Typewriter repair tools we have never seen before.<br /> by Walid Saad of Mr & Mrs Vintage Typewriters
Lucky find!! The vintage Typewriter repair tools we have never seen be<br /> by [[Walid Saad]] of Mr & Mrs Vintage Typewriters ltd<br /> accessed on 2026-10-10T13:37:39
Auxiliary sciences of history<br /> https://en.wikipedia.org/wiki/Auxiliary_sciences_of_history
Sasha Costanza-Chock. Design Justice : Community-Led Practices to Build the Worlds We Need. The MIT Press, 2020. ISBN 978-0-262-35686-2 978-0-262-04345-8. URL: https://directory.doabooks.org/handle/20.500.12854/78577 (visited on 2023-12-15), doi:10.7551/mitpress/12255.001.0001.
I think community involvement in data design is important becausethe person who design this may ignore the users’ true needs. Including affected people in the design process can help reduce these problems because they can share their real experiences and point out risks that developers might overlook. For example, different users may have different concerns about privacy, bias, and how social media platforms spread information. By listening to these people and involving them in testing, developers can create more fair and responsible systems. How can developers make sure that the voices of marginalized groups are actually considered when designing new technologies?
https://www.facebook.com/groups/TypewriterCollectors/posts/10159234560699678/
Typewriter repair pros used Lix mixed with solvent in typewriter tanks to dip machines for cleaning.
Different simplifications are useful for different tasks. Any given simplification will be helpful for some tasks and be unhelpful for others.
In my opinion, these important social media platforms may recommend popular posts rather than more reliable content. The number of likes does not fully reflect the accuracy or value of the content. I think that the social media platforms should not only consider the number of likes but also whether the content is genuine and has reliable sources.
(maximal)
Remove
Next: * Crushed Cotton Indulgence
Next * Clouded Pearl Dreams
Next: * Potters Clay Indulgence
Next: * Java Cream Indulgence
“There is a misalignment between what the company publicly espouses and how it operates behind closed doors,”
I think this should make people think a lot and on a deeper level of who they can trust
The mathematical state must be encoded physically; a circuit or program must execute the intended transformation; the decoded estimate must correspond to the human variable of interest; and the action must produce the claimed outcome.
cybernetics
სოფლის მოსახლეობა, როგორც ქალები, ისე კაცები, ნაკლები თავისუფალი დროის არსებობაზე მიუთითებენ და იშვიათად არიან ჩართული დასვენების აქტიურ ფორმებში.
იმის დასადგენად, თუ რატომ მონაწილეობს სოფლის მოსახლეობა ნაკლებად აქტიურ დასვენებაში, საჭიროა დამატებითი მონაცემები. მაგალითად: მონაცემები ტრანსპორტისა და ეკონომიკური მდგომარეობის შესახებ.
ქალებისთვის პარტნიორის ყოლა ასოცირდება თავისუფალი დროის ფარგლებში განხორციელებული თითოეული აქტივობისთვის განსაზღვრული დროის შემცირებასთან.
ჩემი აზრით, პარტნიორის ყოლასა და თავისუფალი დროის შემცირებას შორის კავშირი თავისთავად არ ამტკიცებს, რომ სწორედ პარტნიორის ყოლა იწვევს ამ ცვლილებას. შესაძლოა, შედეგზე გავლენას სხვა ფაქტორებიც ახდენდნენ. მხოლოდ ამ ფაქტორით არ უნდა განვსზღვროთ და შევაფასოთ.
კვლევაში მხოლოდ ის ზრდასრულები მონაწილეობდნენ, რომელთა სახლშიც არასრულწლოვანი არ ცხოვრობს. მიზანი ზრუნვასთან დაკავშირებული გენდერული მოლოდინების გავლენის კონტროლი იყო.
ეს კვლევა არ გვაჩვენებს, როგორია თავისუფალი დრო იმ ოჯახებში, სადაც ბავშვები ცხოვრობენ. საინტერესო იქნებოდა ამ ორი ჯგუფის შედარება, რათა უკეთ გაგვეგო, რა გავლენას ახდენს ბავშვზე ზრუნვა თავისუფალი დროის რაოდენობაზე.
5,599 ზრდასრული ადამიანის მონაწილეობით ჩატარებული კვლევა აჩვენებს, რომ ისეთ მარტივ კითხვაზე, როგორიცაა „ვინ და როგორ ატარებს თავისუფალ დროს საქართველოში?“ პასუხი არცისე მარტივია და სქესის, ასაკის, საცხოვრებელი ადგილისა და სხვა ფაქტორების გათვალისწინებას საჭიროებს.
რესპოდენტების რაოდენობა საკმაოდ დიდია, რაც ზრდის შედეგის სანდოობის პოტენცილს, თუმცა მხოლოდ ეს რესპოდენტების რაოდენობა არ არის საკმარისი ამ კვლევისთვის. ასევე, მნიშველოვანია გავითვალისწინოთ თუ რა პრინციპით შეარჩიეს მონაწილეები.
Decides how long the state lasts:app 전체를 감싸면: 전체 session 동안 유지한 화면(screen)만 감싸면: 그 화면을 떠나면 사라진다.
Provider Component가 useState()로 State를 관리하고 있다면, 그 Provider Component가 Mount된 상태인 동안 State가 유지된다는 뜻이야.
Decides who can see the state: provider 안에 있는 component만 접근할 수 있다
① Decides who can see the state
Provider가 감싸는 범위에 있는 하위 컴포넌트만 그 Provider가 제공한 Context 값을 읽을 수 있다는 뜻이야.
Provider 밖의 컴포넌트가 useContext()를 호출하면 해당 Provider의 값을 읽지 못하고, 다른 상위 Provider가 없다면 createContext(defaultValue)의 기본값을 사용해.
Roster
학생 명단을 가져와 화면에 보여주는 사람
RosterContext
그 명단을 다른 컴포넌트가 읽을 수 있게 해주는 통로
RosterProvider
학생 명단을 가지고 있는 사람
[students]
Dependency Array
localStorage.setItem
그 문자열을 브라우저 저장 공간의 'roster'라는 이름으로 저장해.
JSON.stringify
JavaScript 배열을 JSON 문자열로 바꿔.
() =>
Lazy Initialization 기억나?
초기값을 계산하는 함수를 useState에 전달해서 처음 State를 만들 때만 그 계산을 하도록 하는 방식이야.
[]
③ ?? []
이것도 새로운 문법이지? 값 ?? 기본값
은 왼쪽 값이 null 또는 undefined이면 오른쪽 값을 사용한다는 뜻이야.
JSON.parse
JSON.parse('[{"id":"1","name":"Joe","year":2026}]')
를 실행하면: [ { id: "1", name: "Joe", year: 2026 } ]
localStorage.getItem('roster')
① localStorage.getItem('roster') localStorage는 브라우저가 데이터를 저장할 수 있는 공간이야.
예를 들어 예전에 학생 목록을 저장했다고 해 보자. roster → '[{"id":"1","name":"Joe","year":2026}]'
localStorage.getItem('roster')는 이 저장된 문자열을 가져오는 거야. 저장된 값이 없으면 null을 반환해.
2. Provider component
function ThemeProvider({ children }) { const [theme, setTheme] = useState('light');
return (
<ThemeContext.Provider value={theme}>
{children}
```</ThemeContext.Provider>```
); }
1. Context provider
<ThemeContext.Provider value={theme}> <Roster /> </ThemeContext.Provider>
: component가 읽는 context value가 바뀌었을 때. props가 바뀌지 않았어도 re-render된다
어떤 컴포넌트가 useContext()로 Context 값을 사용하고 있다면,
Props가 그대로여도 해당 Context 값이 바뀌었을 때 그 컴포넌트가 다시 렌더링된다.
context는 state variable 묶음에 대한 key다
const UserContext = createContext(null);
function App() {
const [name, setName] = useState("Joe"); const [age, setAge] = useState(20);
return (
<UserContext.Provider value={{ name, age, setName }}>
<Profile />
```</UserContext.Provider>```
); }
여기서 두 종류의 {}가 등장해. value={{ name, age, setName }}
바깥 {} → JSX에서 JavaScript 표현식을 전달
안쪽 {} → name, age, setName이 들어 있는 객체 생성
paint한 뒤에
① Render Clock() 함수 실행, JSX 계산
② DOM Update 화면의 시간 텍스트 변경
③ Browser Paint 변경된 화면을 실제로 그림
④ useEffect 실행 타이머 설정 또는 브라우저 제목 갱
effect 하나가 method 한 쌍을 대체한다
예전 Class에서는 브라우저 제목을 바꾸려고 두 번 작성해야 했어. componentDidMount() { document.title = this.state.now.toLocaleTimeString(); }
componentDidUpdate() { document.title = this.state.now.toLocaleTimeString(); }
왜? - 처음 Mount했을 때도 제목을 설정해야 하고 - 시간이 바뀔 때도 제목을 수정해야 하니까 그런데 Hooks에서는: useEffect(() => { document.title = now.toLocaleTimeString(); }, [now]);
이 코드 한 번으로 두 상황을 처리할 수 있어.
[stateVar]
function Clock() { const [now, setNow] = useState(new Date());
// 타이머 담당
useEffect(() => { const timerId = setInterval(() => { setNow(new Date()); }, 1000);
return () => clearInterval(timerId);
}, []);
// 브라우저 제목 담당
useEffect(() => { document.title = now.toLocaleTimeString(); }, [now]);
return
{now.toLocaleTimeString()}
; }code가 timing이 아니라 purpose 기준으로 묶인다
function Clock() { const [now, setNow] = useState(new Date());
// 타이머 담당 useEffect(() => { const timerId = setInterval(() => { setNow(new Date()); }, 1000);
return () => clearInterval(timerId);
}, []);
// 브라우저 제목 담당 useEffect(() => { document.title = now.toLocaleTimeString(); }, [now]);
return
{now.toLocaleTimeString()}
; }Why this page exists. We are considering whether an independent evaluation of this paper would be useful. The synthesis score uses provisional weights, and the human sample is small. It is one input to the decision.
this takes up a bit too much space, and sounds a bit too AI in it's 'not this but that, this is only one input'. Improve it and put more into a tooltip
Human input and prioritization discussion
these 'human inputs' are taking up too much space, need to be better consolidated
Independent computational reproduction; s
confusing -- what 'independent computational reproduction'? That's not what this paper does -- although someone may have done a replication of it
hat is an impression to check, rather than an established absence of scrutiny.
? this seems like AI language got mixed into my actual notes?
overlaps it in what way? I thought that was more about forecswters, and this seems more like a theory model?
This doesn't have enough context -- the word 'overlaps' must have been highlighted as part of a particular discussion
80Original AI lens before the Opus shift (not used for the synthesis)
this 'before the Opus shift' is too inside baseball here -- make it clearer to people seeing this initially, and put explanations of things like 'the opus shift' in tooltips.
gloss - explorimentces a portmenateau - instance first exploration of - through experiment s adjacent possible morphic transfomations and experiences
concetin
capturing ideas on the margins of ab we
in annotations
end links to InwyWiki Web Pages anywhere on the web
goal Wikinize Web Annotation
q = weekwiseTemporalFolderStructures - currentWeek Number
topiq - authenticator,2FA,github
Error theorists are not launching some small-scale attack on morality. They are not criticizing our current views on, say, welfare policy or capital punishment, and trying to replace them with better ones. Rather, as they see it, all moral views are equally bankrupt.
They do not see the value in them.
Even if, in the end, expressivism turns out to have more costs than benefits, this doesn’t leave objectivists in the clear. It may be that morality is all make-believe, as error theorists claim. Most of us (especially we textbook authors!) hope this isn’t so.
Morality could just all be in your head and it is all fake and people just make up rules and morals.
But this way of thinking is mistaken as well. Error theorists can care deeply about others, and can be strongly opposed to doing the things that we traditionally regard as morally wrong (e.g., killing, stealing, and lying).
It is not true they still have feelings and still know right from wrong.
Another popular objection to the error theory is really targeted at error theorists themselves. The idea here is that those who reject categorical reasons and the objectivity of morality are bound to be untrustworthy.
People are deemed as not good people and no one can trust them.
First, they must show that buying into morality really does assume a commitment to moral objectivity and categorical reasons. That will be news to many—to subjectivists and relativists, for instance, and to expressivists, whose views we are soon to discuss. If morality does not, in fact, rely on these assumptions, then the error theorist’s criticisms will fail.
They need to answer the first part or else their entire argument is false.
There are two important forms of moral nihilism: the error theory and expressivism. Error theorists claim that our moral judgments are always mistaken. Expressivists deny this, while also denying that our moral claims can ever offer an accurate take on reality. Expressivism is the more complicated doctrine, so let’s ease our way into the nihilist camp by first considering the error theory.
Complete opposites of each other
Ideal observers don’t really exist—no one, and no culture, knows all there is to know. And no one, and no group, is perfectly rational
No-one is perfect and not a single group of people know everything.
Such “honor killings” usually go unpunished. That’s because the cultures in which they are committed often regard them as justified.
We do not accept this at all but since it is their culture it is accepted and stye deem it as a good thing and it is justified.
Though united in their opposition to nihilism and ethical objectivism, subjectivists and relativists do not always see eye to eye.
In some instances they do not agree even if they are similar.
Cultural relativism instead locates the ultimate standard of morality within each culture’s commitments. It says that an act is morally acceptable if, only if, and because it is allowed by the guiding ideals of the society in which it is performed, and immoral if, only if, and because it is forbidden by those ideals.
It all matters or the norms of your culture and even though it may seem different to other cultures it is okay because it is your culture.
Objective moral standards are those that apply to everyone, even if people don’t believe that they do, even if people are indifferent to them, and even if obeying them fails to satisfy anyone’s desires.
People follow objective morals to satisfy others desires and you do it wether you choose to or not.
Here is some annotation made with hypothesis.
以分布在64个加速器上的75亿参数模型为例,其内存占用极其庞大,且总内存随GPU数量线性增长,这显然不可接受。
ZERO-1: 只切分优化器状态 不同GPU上对应的数据用A,B,C,D区分 A0-A3 :GPU0上数据的完整梯度张量被切分成4段(同一层,张量的前后)
重要捋清——ZERO 1工作原理 GPU0用自己那部分数据(样本A)进行前向和反向计算,算出完整的梯度张量A。然后将这个完整梯度切分成4份(A0-A3)。因为GPU0只负责维护1/4的优化器状态(对应第0块参数),所以它只留下A0,把A1-A3通过 Reduce-Scatter 发送给其他GPU,同时接收其他GPU发来的B0、C0、D0。GPU0将A0+B0+C0+D0相加,得到自己负责那1/4参数的全局梯度碎片。接着,GPU0用这个梯度碎片加上自己本地的1/4优化器状态,只更新自己负责的那1/4参数。最后,所有GPU通过 All-Gather 互相交换自己更新好的参数碎片,拼凑出完整的最新参数,用于下一轮前向计算。gather是把每部分优化器计算出的全局最新参数gather到每个GPU上。
Credible exit!
credible exit
self-sovereign social graph
You can think of a sphere as being like a personal address book. Your sphere also functions as your data backpack and self-sovereign social graph, because if you have your sphere, you have all of the pointers you need to access your data from any IFPS node. Credible exit!
part of the system can be decoupled and swapped out for something new.
This decoupling of names and servers is part of the layered design of the internet. Layering is a useful tool for improving credible exit. Layered architectures create shearing layers in the system, where a part of the system can be decoupled and swapped out for something new.
move your files from one hosting provider
DNS offers credible exit for your domain name. You can move your files from one hosting provider to another and change the server your domain name points to. This prevents any one hosting provider from trapping its customers, and creates beneficial competition between hosting providers.
🗝️💡 key.concept
The option Prof. Svenningsson does recommend is dimethyl fumarate
Overstatement he never recommended it. Offered as an option.
Scope note (definition)
Horme is the term for the subjective principle of teleology in each organism by which “life has a tendency to activity”... It is an unconscious willing, like the will in being directed toward an end, but common to “life in general” and not merely to what is “a part of the individual’s awareness”
Frierson, Patrick R. Maria Montessori's Philosophy: Following the Child (pp. 93-99).
Horme
Horme, as Montessori calls it, borrowing the term from P. Nunn, is the vital force active in the individual, similar to Bergson’s vital impulse and Freud’s libido.
Regni, Raniero; Fogassi, Leonardo. Maria Montessori and neuroscience: Brain, Mind, Education (MONTESSORIANA Book 1) (p. 84).
Horme is a term in classical philosophy that refers to the impulse toward action, akin to an unconscious life force. This impulse drives children to explore, learn, and grow according to their developmental needs. Young children are guided by this innate impulse, which ensures that children actively engage with their environment and persist in tasks that contribute to their work of self-construction.
BroadMatch equivalent terms / synonyms: * Vital force * Inner drive * Inner guide * Inner urge/vital urge
Lexical variants: * hormé * hormic impulse
Horme
horme n.
In analytical psychology, a word introduced by Carl Gustav Jung (1875–1961) to denote vital or purposeful energy. Also spelt hormé. [From Greek horme animal impulse]
(indy0.peergos.me)
Live annotatin a live Page
Adjacent.Feature-Only.Development~=
Wow I haven't done this before
Ok it is an old IndiWiki appstellation
a constellation for a specific App at a specific time
which should be part of its co-laboraive co-evolution
all version saved will foreever be future proof and compatible!
That is the promise
Save Page with SingleFile
This is nice
live annotating a live indeywikiPage!
Tab Focus Mode
Tab Focus Mode is built into Brave's tab management system and
can be accessed through the Search tabs feature:
Click on the tab search icon in your browser toolbar,
then switch to the "Organise" tab.
https://bafybeihbuujh3cnxhtifq4vptxadd3torzfr2tpsqqmrkurz3azczwm7uq.ipfs.dweb.link?filename=How.to.useTabFocusMode%40BraveHelpCenter.html
T-Rex: Tactile-Reactive Dexterous Manipulation
触觉+vla反应式控制,预训练+中训练+后训练,预训练不断沉淀更通用的物理与运动先验,后训练不断变轻、变快。触觉模态的加入,正是在把 “接触物理” 这部分也纳入预训练的通用知识中,逐步缩小后训练的必要性。
There is a fair bit of subtly happening here with the signs - jumping from 3.79 summing the currents to 3.80 flipping the sign of the reflected current in the substitution.
My reasoning is that the charge is travelling from the negative to positive "terminals", so the negation is justified, but that doesn't feel very rigorous considering the importance of the sign in the following derivations.
210342
DOI: 10.7554/eLife.97632
Resource: RRID:Addgene_210342
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_210342
12260
DOI: 10.64898/2026.06.05.730550
Resource: RRID:Addgene_12260
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_12260
52962
DOI: 10.64898/2026.06.05.730358
Resource: RRID:Addgene_52962
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_52962
52963
DOI: 10.64898/2026.06.05.730358
Resource: RRID:Addgene_52963
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_52963
AAV1.hSyn.FLEX.jGCaMP7f.WPRE
DOI: 10.64898/2026.06.04.730000
Resource: RRID:Addgene_104492
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_104492
AAV1.hSyn.FLEX.SF-iGluSnFR.A184S
DOI: 10.64898/2026.06.04.730000
Resource: RRID:Addgene_106183
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_106183
pAAV-CAG-EBFP2-P2A-EGFP
DOI: 10.64898/2026.06.03.729765
Resource: RRID:Addgene_184938
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_184938
15458
DOI: 10.64898/2026.06.01.729472
Resource: RRID:Addgene_15458
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_15458
Addgene
DOI: 10.64898/2026.06.01.729389
Resource: Addgene (RRID:SCR_002037)
Curator: @Apiekniewska
SciCrunch record: RRID:SCR_002037
Addgene #12251
DOI: 10.64898/2026.05.29.728740
Resource: RRID:Addgene_12251
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_12251
MSP1E1
DOI: 10.64898/2026.05.28.728492
Resource: RRID:Addgene_20062
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_20062
pMD2.G
DOI: 10.64898/2026.05.28.728474
Resource: Addgene (RRID:SCR_002037)
Curator: @Apiekniewska
SciCrunch record: RRID:SCR_002037
psPAX2
DOI: 10.64898/2026.05.28.728474
Resource: Addgene (RRID:SCR_002037)
Curator: @Apiekniewska
SciCrunch record: RRID:SCR_002037
9750
DOI: 10.64898/2026.03.24.714045
Resource: RRID:BDSC_9750
Curator: @maulamb
SciCrunch record: RRID:BDSC_9750
72835
DOI: 10.21203/rs.3.rs-9888792/v1
Resource: RRID:Addgene_72835
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_72835
140536
DOI: 10.21203/rs.3.rs-9888792/v1
Resource: RRID:Addgene_140536
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_140536
139098
DOI: 10.21203/rs.3.rs-9741689/v1
Resource: RRID:Addgene_139098
Curator: @Apiekniewska
SciCrunch record: RRID:Addgene_139098