The precise semantic interpretation of an atomic formula and an atomic sentence will vary from theory to theory.

Finally, any approach to evidence-based man-agement should ensure that the practices suit theindustry and functional context. For example,professionals in a biotechnology company would beexpected to follow and use industry-appropriateevidence-based practices that are likely to bemore rigorous and extensive than those adopted bya fashion-clothing company. Such practices includeencouraging or even requiring their employees todo the following four things (seePfeffer & Sutton,2006): (1) demand evidence for statements thatseem implausible; (2) examine the logic or cause-and-effect reasoning between the evidence andthe statement; (3) as needed, encourage experi-mentation to test the confidence of data and val-idity of statements; and (4) continually repeat andbuild on the first three activities to create anevidence-based learning culture that stifles theproduction and spread of bullshit.

Furthermore, to help encourage and value evi-dence over opinion, managers should be carefulwhom they consult. While they should seek sub-stantive debate about statements and supportingevidence, they should only involve well-informedand value-adding experts. Social media andcrowdsourcing initiatives regularly remind us thatthe wisdom of the crowd is not as judicious as wethink.

Colleagues throughout the organization, andespecially those in administrative and leadershiproles, should also practice it so that evidence canguide key decisions. This is also true in the areas ofmarketing and sales, which thrive on the creationand circulation of bullshit.

Research byPennycook, Cheyne, Barr, Koehler,and Fugelsang (2015)suggests that an organiza-tion’s capacity to produce and accept workplacebullshit decreases with the prevalence of andvalue placed on critical thinking in that organiza-tion. They outline how individuals have differentsensitivities to bullshit: Those who have the abilityto stop and think analytically about the substanceof statements are less receptive to bullshit, whilethose with lower cognitive skills and less insightare more receptive.

What people think and state depends on how theythink. Thus, it is far more dangerous to assumepeople know what they are talking about than it isto assume they do not

"i dont use this specific thing so this whole pack is irrelevant to me"

An equation is meant to be solved, that is, there are some unknowns. A formula is meant to be evaluated, that is, you replace all variables in it with values and get the value of the formula.

And a word of warning. If you haven’t come across things like monads before, they might seem really… different. Working with tools like these takes a mind shift. And that can be hard work to start with.

a framework containing the basic assumptions, ways of thinking, and methodology that are commonly accepted by members of a scientific community. such a cognitive framework shared by members of any discipline or group:

Dr. Jeremy Dean, VP of Education at Hypothesis says, “I’m especially excited about this project because it brings my work in social annotation back to its origins. I first discovered this technology while teaching composition at UT Austin. I’ve long engaged my students in social annotation, knowing from my own experience that it builds their critical reading and writing skills. With this study, we’ll be able to explore if what I’ve seen happen in my classes plays out at scale: Do students who annotate become better readers, and therefore, better thinkers and writers?”

In Ruby 3 we now have a “rightward assignment” operator. This flips the script and lets you write an expression before assigning it to a variable. So instead of x = :y, you can write :y => x

This probably looks a little different than you're used to. Rails commonly handles this with a before_filter that sets the @account instance variable.

class FormsController < ApplicationController class SearchForm < ActiveModel::Form

This column and last month's article are about design. Design, by nature, is a series of trade-offs. Every choice has a good and bad side, and you make your choice in the context of overall criteria defined by necessity. Good and bad are not absolutes, however. A good decision in one context might be bad in another.

This article explains why you shouldn't use getters and setters (and when you can use them) and suggests a design methodology that will help you break out of the getter/setter mentality.

My understanding of "programming to an interface" is different than what the question or the other answers suggest. Which is not to say that my understanding is correct, or that the things in the other answers aren't good ideas, just that they're not what I think of when I hear that term.

Locke’s method proved so popular that a century later, an enterprising publisher named John Bell printed a notebook entitled: “Bell’s Common-Place Book, Formed generally upon the Principles Recommended and Practised by Mr Locke.” Put another way, Bell created a commonplace book by commonplacing someone else’s technique for maintaining a commonplace book. The book included eight pages of instructions on Locke’s indexing method, a system which not only made it easier to find passages, but also served the higher purpose of “facilitat[ing] reflexive thought.”

non-representationalist understanding of thinking as proposed by Gilles Deleuze and Félix Guattari in their What is Philosophy? (1994). Point of connection is the notion of mise en scène

contemporary performances and installations as examples of thinking understood as a distributed practice

From addiction and weight-loss psychologists, he borrowed a technique called motivational interviewing, in which a counselor asks questions, like a less abrasive Socrates, helping the counseled examine their own uncertainties. From his French pediatrician colleagues, he borrowed the notion of staging such conversations in the maternity ward, within a day of a baby’s birth.

As a neonatologist from the north of France, an M.D.-Ph.D., and a speaker of clipped European French in a province of slurred consonants, he might’ve come across as slightly snooty. His attitude, though, was anything but. As he prepared to talk vaccines with Étienne-Rousseau — a hardliner, he’d been told — he purposefully set his expert opinions aside. Too often, he felt, doctors try to think on behalf of their patients and alienate them in the process. He hoped he could avoid that trap. “I didn’t want to put any pressure on her,” he said.

Worked

Your browser window is basically just one big iframe.

According to the journalist David Epstein, author of Range, our obsession with specialization has infiltrated the ranks of youth sports coaches and helicopter parents, and it defies logic. Unless your job requires repetitive, routine tasks, being a specialist isn’t an asset. Having a wide range of skills and experiences is more beneficial because it allows you to be nimble and creative.

Introduce students to the “explode to explain” strategy. When students “explode to explain,” they closely read a key sentence or two in a source, annotate, and practice explaining what they are thinking and learning.

Understanding that racism operates on multiple drives us toward taking a systems thinking approach to addressing its impact.

Was den Aberglauben der Logiker betrifft: so will ich nicht müde werden, eine kleine kurze Thatsache immer wieder zu unterstreichen, welche von diesen Abergläubischen ungern zugestanden wird, — nämlich, dass ein Gedanke kommt, wenn „er“ will, und nicht wenn „ich“ will; so dass es eine Fälschung des Thatbestandes ist, zu sagen: das Subjekt „ich“ ist die Bedingung des Prädikats „denke“. Es denkt: aber dass dies „es“ gerade jenes alte berühmte „Ich“ sei, ist, milde geredet, nur eine Annahme, eine Behauptung, vor Allem keine „unmittelbare Gewissheit“. Zuletzt ist schon mit diesem „es denkt“ zu viel gethan: schon dies „es“ enthält eine Auslegung des Vorgangs und gehört nicht zum Vorgange selbst. Man schliesst hier nach der grammatischen Gewohnheit „Denken ist eine Thätigkeit, zu jeder Thätigkeit gehört Einer, der thätig ist, folglich —“. Ungefähr nach dem gleichen Schema suchte die ältere Atomistik zu der „Kraft“, die wirkt, noch jenes Klümpchen Materie, worin sie sitzt, aus der heraus sie wirkt, das Atom; strengere Köpfe lernten endlich ohne diesen „Erdenrest“ auskommen, und vielleicht gewöhnt man sich eines Tages noch daran, auch seitens der Logiker ohne jenes kleine „es“ (zu dem sich das ehrliche alte Ich verflüchtigt hat) auszukommen.

τοῦτο γὰρ λαβεῖν μὲν ἀναγκαῖον, οὐ ῥᾴδιον δέ. φαίνεται δὲ τῶν μὲν πλείστων οὐθὲν ἄνευ τοῦ σώματος πάσχειν οὐδὲ ποιεῖν, οἷον ὀργίζεσθαι, θαρρεῖν, ἐπιθυμεῖν, ὅλως αἰσθάνεσθαι, μάλιστα δ' ἔοικεν ἰδίῳ τὸ νοεῖν· εἰ δ' ἐστὶ καὶ τοῦτο φαντασία τις ἢ μὴ ἄνευ φαντασίας, οὐκ ἐνδέχοιτ' ἂν οὐδὲ τοῦτ' ἄνευ σώματος εἶναι.

Only folks who help package Chromium get to decide how Chromium gets packaged. This gives anyone two options: You can get involved and help package Chromium so you have a voice in the decision-making, or not.

Black and white thinking is the tendency to think in extremes: I am a brilliant success, or I am an utter failure. My boyfriend is an angel, or He’s the devil incarnate. This thought pattern, which the American Psychological Association also calls dichotomous or polarized thinking, is considered a cognitive distortion because it keeps us from seeing the world as it often is: complex, nuanced, and full of all the shades in between. An all-or-nothing mindset doesn’t allow us to find the middle ground.

Polarized thinking or black and white thinking is an irrational thinking characterized by the “all or nothing” principle

When you’re convinced that you’re either destined for success or doomed to failure, that the people in your life are either angelic or evil, you’re probably engaging in polarized thinking.

Sometimes called all-or-nothing, or black and white thinking, this distortion occurs when people habitually think in extremes

ἔγρετο δ᾽ ἐξ ὕπνου, θείη δέ μιν ἀμφέχυτ᾽ ὀμφή:

ἐγὼ δ᾽ οὐκ αἴτιός εἰμι, ἀλλὰ Ζεὺς καὶ Μοῖρα καὶ ἠεροφοῖτις Ἐρινύς, οἵ τέ μοι εἰν ἀγορῇ φρεσὶν ἔμβαλον ἄγριον ἄτην, ἤματι τῷ ὅτ᾽ Ἀχιλλῆος γέρας αὐτὸς ἀπηύρων.

In both cases – speech and writing – the materiality of language undergoes a transformation (to audible sounds or written signs) which in turn produces a mental shift.

The idea that speaking out loud and thinking are closely related isn’t new. It emerged in Ancient Greece and Rome, in the work of such great orators as Marcus Tullius Cicero. But perhaps the most intriguing modern development of the idea appeared in the essay ‘On the Gradual Formation of Thoughts During Speech’ (1805) by the German writer Heinrich von Kleist.

Like many of us, I talk to myself out loud, though I’m a little unusual in that I often do it in public spaces. Whenever I want to figure out an issue, develop an idea or memorise a text, I turn to this odd work routine. While it’s definitely earned me a reputation in my neighbourhood, it’s also improved my thinking and speaking skills immensely. Speaking out loud is not only a medium of communication, but a technology of thinking: it encourages the formation and processing of thoughts.

We're born feeling. It's simple response to a stimulus. But it takes years of effort and discipline to subjugate our emotions to our reason, to be more than a dog salivating at the sound of a bell, to become worthy of the tag homo sapiens.

It's true that Svelte does not allow you to map over children like React, but its slot API and <svelte:component> provide similarly powerful composition. You can pass component constructors as props and instantiate them with <svelte:component>, and use slots and their let bindings for higher order composition. It sounds like you're thinking in virtual DOM idioms instead of Svelte's.

However, Svelte isn't React or Vue or any other framework, the same approach will not always work and given that Svelte has very different constraints and approach that works well in another framework is not suitable with Svelte. Trying to apply approaches use with other frameworks to Svelte will invariably end in frustration.

Each area requires specific learning and thinking in a certain way. Front-end is user centric, back-end is closer to algorithms and parallel programming, databases require thinking in streams of data based on a model (similar to set theory and model checking).

That’s how developers create buttons — they add padding to their div containers, not heights.

BTech in design engineering or BTech engineering design: Design thinking is a popular concept that spans multiple industries and there are courses, independent of any branch purely focussing on designing products. This is also often referred to as an engineering design course or design engineering course. The idea is to teach how to not just bring in design to develop great products that are aesthetically perfect and ergonomically usable and consumer-focused but also to introduce design as a tool for innovative thinking. The curriculum develops design thinking concepts in a manner basis which students can conceptualise and develop products that are innovative while also boasting of high aesthetic value. These graduates are sought after by all manufacturing industries.

Clear writing starts with clear thinking:What am I really trying to say?What is the key point I need to make?How can I make that key point easy to understand?We'll explore two tools for increasing clarity: Simple sentencesExamples and counterexamples

Library author here. I'm always fascinated by new ways people can invalidate my assumptions. I mean that in a sincerely positive way, as it results in learning.

This is a philosophical issue, I think. People (and presumably form libraries) have different definitions of what "dirty" means. Yours: "The field has ever been edited" Mine: "The value of the field is different from the initial value"

I'm afraid there's only so much the docs & tutorials can do about something like this actually. When you first read them, you don't get Svelte well enough (since you're reading a tutorial...) for this to make sense to you. Then you try something, encounter a behaviour, question it, understand better... That's learning.

When I asked Alessio whether her work addressed the possibility that proctoring itself could affect scores, she said it’d make for an interesting study.

The data indicate that teachers in this study place tremendous value on research skills, with most reporting assigning a research paper to their students in the 2011-2012 academic year and spending class time teaching various research skills to their students. These lessons are aimed at addressing deficits they see in today’s students. Most notable among these is the inability to judge the quality of information, a skill the vast majority of teachers deem “essential” for their students’ future success.

Modules from the following layer can require anything from all the previous layers, but not vice versa.

Svelte doesn't re-render, so you need to respond to component mount/dismount and prop changes separately as they are distinct concepts and never tied together, unlike in React.

Sometimes, you may be tempted to write that wrapper. Because all your (React or Vue or insert your reactive framework here) instincts tell you so.Resist the temptation. There is a better way. A svelter way. Introducing: the use-directive (a.k.a. “actions”).

However, especially when starting out, it’s very easy to fall into the “this is how I did things in my previous framework” trap.

from tuka al-salani 60:48 and well actually it is a question but it's something that will probably 60:52 is out beyond our scope here but how would 60:56 social annotation be used as a research tool so not research into it but how 61:00 would we use it as a research tool

Writing then is best seen not only as a tool for thinking but as a tool for personal growth.

Luhmann didn’t only write a lot and developed the most complex of all theoretical bodies in the social sciences. He was known for his vast knowledge and deep thinking. He didn’t run to his Zettelkasten when you asked him something. This is because he practiced thinking through writing and processing in the context of the Zettelkasten.

The complementary principle to dividing isgathering and collecting. Eachnew composition can also be conceived as a place into which culled and rec-ollected matters are gathered. The very concept of reading in Latin is basedonthenotionof‘‘gathering,’’Latinlegere, ‘‘to read’’ having as its root mean-ing ‘‘to collect up, to gather by picking, plucking, and the like.’’ The Greekverblegōhad a similar range of meaning, from ‘‘to lay’’ something down or‘‘to lay asleep’’ to ‘‘to lay [things] in order,’’ hence ‘‘to gather, pick up,’’ ‘‘torelate,’’ ‘‘to speak purposefully.’’ The name of one venerable and essential typeof ancient and medieval encyclopedia puns on these closely allied verbs: theflorilegium, ‘‘flower-culling’’ (with a pun on ‘‘flower-reading’’), a collection ofsayings, maxims, and stories collected from past works, sometimes quotedexactly (though in mnemonically brief segments), but often just summarized.The best known of these through much of the Middle Ages was ValeriusMaximus’sDicta et facta memorabilia(early first century..), but there aremany other examples. Indeed, the premodern encyclopedia itself is a sort ofmemory-book, the flowers of (one’s extensive) reading gathered up in someorderly arrangement for the purpose of quick, secure recollection in connec-tion with making a new composition. After all, this is one essential purposeof encyclopedias even today.

Gardens were also popular, the medieval sort of garden,with orderly beds of medicinal plants and fruit trees separated by grass andsurrounded by a wall. Undoubtedly, gardens became popular with monasticand later writers because of the Song of Songs, a preeminent text for mysticalmeditation. Various other Biblical structures were often used too: the Taber-nacle described in Exodus; the Temple described in  Kings; the Jerusalemcitadel envisioned by Ezekiel and often conflated with the Heavenly City ofthe Apocalypse. We now would never think to organize an encyclopedia ofknowledge on the plan of Noah’s Ark, but for a clerical audience to whomthis text was as familiar as the order of the alphabet is to us—why not? It is asimple (if large), clearly arranged (if imaginary) composition site, containingmany useful compartments with a straightforward route among them, a sortof foundational map to use in arranging your materials (orresin Latin) as yougather them into the location of your new composition from the networksof your experiences, including of course all your experiences of books, music,and other arts. Thus, in the course of an ideal medieval education, in addi-tion to acquiring a great many segments of scriptural and classical texts, onealso would acquire an extensive repertoire of image-schemes in which to putthem, both ‘‘to lay them away’’ and ‘‘to collect them’’ in new arrangementson later occasions.

Our experience is that many of today’s technology leaders genuinely venerate Engelbart, Kay, and their colleagues. Many even feel that computers have huge potential as tools for improving human thinking. But they don’t see how to build good businesses around developing new tools for thought. And without such business opportunities, work languishes.

Throughout Generous Thinking, one of my interests lies in the effects of, and the need to reverse, the shift in our cultural understanding of education (and especially higher education); where in the mid-twentieth century, the value of education was largely understood to be social, it has in recent decades come to be described as providing primarily private, individual benefits. And this, inevitably, has accompanied a shift from education being treated as a public service to being treated as a private responsibility.

Digital texts embody the intersections between history and biography that Mills (1959) thought inherent to understanding social relations. Content from my blog is a ready example. I have access to the entire data set. I can track its macro discursive moments to action, space, and place. And I can consider it as a reflexive sociological practice. In this way, I have used my digital texts as methodologists use autoethnographies: reflexive, critical practices of social relationship.

Some notes on Thinking in Public

Now, if I notice a moment in a past Are.na conversation that highlights the topic, I add it to the topic's channel. Now the text block sits in the middle of a Venn diagram — both part of a chat log and part of a curated selection from conversations I have.

Incoraggiare gli studenti a impegnarsi nello sviluppo delle idee, creare  opportunità di riflessione e rendere visibile il pensiero e il ragionamento degli studenti sono attività necessarie perché essi passino “da ascolto, memorizzo, ripeto (e poi dimentico)”, a “ragiono su quello che so, mi pongo domande su quello che vorrei conoscere, quindi comprendo i nessi generali in un testo, sintetizzo, vado in profondità, e giungo alla fine a una comprensione a tutto tondo”.

There’s a lot of value in slow thinking. You use the non-lizard side of your brain. You make more deliberate decisions. You prioritize design over instant gratification. You can “check” your gut instincts and validate your hypothesis before incurring mountains of technical debt.

A first step in establishing a shared interdisciplinary language is to understand how different disciplines develop their own dialects

The real enemy of independent thinking is not any external authority, but our own inertia. We need to find ways to counteract confirmation bias – our tendency to take into account only information that confirms what we already believe. We need to regularly confront our errors, mistakes, and misunderstandings. 

Ahrens notes that “there is no such thing as private knowledge in academia. An idea kept private is as good as one you never had.”

Why am I believing this? Why am I behaving this way? Have I thought it through or am I simply taking a short cut, following the party line, or justifying the effort I put in to join the group?

alternative processes to positive thinking called Mental Contrasting

Remember that Unix’s forte (or not, depending on your point of view) has always been that it’s a self-hosted operating system designed to make it easy to develop itself, and the result is (still) that advanced system administration often ends up being programming in one way or another. In such a context, exposure to better tools and techniques is good for everyone.

Acknowledge programmer questions for what they are and wede the scope further by offering a programmer's answer. One written in a proper programming language.

Critical Thinking:

But tagging, alone, is still not good enough. Even our many tags become useless if/when their meaning changes (in our minds) by the time we go retrieve the data they point to. This could be years after we tagged something. Somehow, whether manually or automatically, we need agents and tools to help us keep our tags updated and relevant.

With that said, the term “tools for thought” has been widely used since Iverson’s 1950s and 1960s work An account may be found in Iverson’s Turing Award lecture, Notation as a Tool of Thought (1979). Incidentally, even Iverson is really describing a medium for thought, the APL programming language, not a narrow tool. introducing the term. And so we shall use “tools for thought” as our catch all phrase, while giving ourselves license to explore a broader range, and also occasionally preferring the term “medium” when it is apt.

workers, whose line of work requires one to "think for a living"

these words bring up all kinds of questions

we should never blindly apply dogmatic advice, and that we should use our judgment each and every time.

一、利用緩衝說法，表現委婉而確實的說話術二、開始前的提問，決定學習的方向三、把時間優先留給「真正想做的事」四、沒有信賴關係，罵只會帶來反效果五、將「語意記憶」轉換成「情節記憶」更易記住六、寫得愈多，大腦愈活化七、將大腦中的情報，像拍照一樣保存下來八、根據「設計圖」寫作速度最快可以提升三倍九、大方投資可以促使自我成長的「夥伴」十、危機管理，就是盡量減少「跡近錯失」的發生

你說，這樣不是會忽略掉書中其他有價值的內容嗎？也許是，但是誰在乎？我是為了成長而學習，不是為了看完一本書而閱讀。在大學的時候，也沒有任何一堂課會上完了整本書，不是嗎？

I had never considered it that in nearly a decade of using GNU find! Thank you for that! It will definitely change the way I think about -prune from now on.

I think this structure is much easier and correlates to the right approach

It is a much simpler exercise than the combinatorial wheels, but it struck me as similar: both break down the thinking process into a set of discrete, distinct aspects, and our attention is directed to a specific focus area of focus in sequence. One might think this would limit creativity, but in some ways increases it, as you are enabled to let your mind generate thought around many more specific points than if you were to think in a free-form manner about the topic all at once (not that this replaces daydream-style sessions of thought.) But focal points concentrate power

I was again reminded of de Bono's books (which I hadn't thought of in long time) trying out the combinatorial systems. The system that de Bono is probably best known for is the 'Six Thinking Hats'. In short, the six coloured hats are cues for a person or group to think about a topic in a series of specific ways, one at a time: White: information, data, facts Red: emotion, feelings, intuitions Yellow: positives, benefits Black: negatives, costs, dangers Green: creative alternatives, interesting aspects Blue: an overview & review of the thinking process

author & psychologist Edward de Bono, that he called the PMI. Short for "plus, minus, interesting," it is a very simple procedure: for a given proposal, one spends a minute each thinking about positives, negatives, and then what is interesting about the idea, what one would be interested to see if it was adopted & put into practice.

Now that he had no work to hold, he laid the knuckles of the right hand in the hollow of the left, and then the knuckles of the left hand in the hollow of the right, and then passed a hand across his bearded chin, and so on in regular changes, without a moment's intermission. The task of recalling him from the vagrancy into which he always sank when he had spoken, was like recalling some very weak person from a swoon, or endeavouring, in the hope of some disclosure, to stay the spirit of a fast-dying man. “Did you ask me for my name?” “Assuredly I did.” “One Hundred and Five, North Tower.” “Is that all?” “One Hundred and Five, North Tower.”

Midway between the Being which is indivisible and remains always the same and the Being which is transient and divisible in bodies, He blended a third form of Being compounded out of the twain, that is to say, out of the Same and the Other; and in like manner He compounded it midway between that one of them which is indivisible and that one which is divisible in bodies. And He took the three of them, and blent them all together into one form, by forcing the Other into union with the Same, in spite of its being naturally difficult to mix.