Not only that, when you “pose real problems” to research, read, and write about, you will not only learn better but also enjoy the process, because the issue is real to you and your “intrinsic motivation” to research the issue is authentic.
It’s important to take an active approach to learning and to be self-directed.
The white neighborhoods of Johannesburg were built on white fear—fear of black crime, fear of black uprisings and reprisals—and as a result virtually every house sits behind a six-foot wall
We can see how apartheid is more than just laws. It ran as deep as affecting infrastructure and will cast a shadow on the country for years after the legislation is gone.
I faced the same predicament I had on the playground at H. A. Jack: Where was I supposed to go?
We can see Noah facing the same predicament form his old school, is he planing on using this as a symbolic or a recurring opposition in the rest of the story? Or will he come back and and dress how this conflict has shaped in the end.
I started telling everyone at assembly, “Place your orders. Give me a list of what you want, give me a percentage of what you’re going to spend, and I’ll buy your food for you.” I was an overnight success.
He mentions having a knack for business later in the book and I believe this is the spark that later developed in to that drive we see later in his life.
There was the thing where you don’t actually talk straight to the person. You have your group of friends and she has her group of friends, and your group of friends has to go to her group of friends
It’s cool to see things like this across culture and decades, I remember seeing stuff like this in my middle school.
When apartheid came, colored people defied easy categorization, so the system used them—quite brilliantly—to sow confusion, hatred, and mistrust. For the purposes of the state, colored people became the almost-whites. They were second-class citizens
How did they think such a subjective class system would be sustainable in Designing apartheid. I guess the government achieved its goal of distracting from the oppression by sowing seeds of confusion through theses subjected to it but would that also lead to complications and confusion among the oppressors as well leading to cracks to form in the system
starts with your curiosity
I think learning that starts with curiosity is fun, so it tends to stick better.
Hi, really enjoyed this preprint. One question on the "return to arena" finding: could this reflect area-restricted search (worms tending to loop back toward any recently-vacated patch, independent of whether it was rewarding) rather than touch itself being rewarding? Since mec-4-expressing neurons could plausibly contribute to the local-search motor program rather than to a hedonic touch signal, it seems hard to fully distinguish the two accounts from the current data. Would it be feasible to run a control in which worms spend an equivalent amount of time in a flat, particle-free patch before removal, and compare their return rate to that patch? This could help clarify whether the touch-seeking interpretation is specific to particle contact or reflects a more general post-departure search behavior.
Elle repose sur une critique de la preuve aristotélicienne de l’infinité du premier moteur, à partir de la prémisse selon laquelle le premier moteur meut le monde éternellement. D’après Scot, le fait qu’une cause soit de puissance infinie n’est pas déductible du fait qu’elle produise une succession d’effets finis dans un temps infini. Une condition nécessaire est que le premier moteur doive posséder simultanément la totalité du pouvoir requis pour produire tous les effets qui peuvent être produits en un temps infini.
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Troisièmement, toutes les causes essentiellement ordonnées doivent être présentes simultanément pour produire un effet car, dans le cas contraire, une nature causale, nécessaire pour la production de l’effet, serait manquante.
Si le monde est une série essentiellement ordonnée alors on peut aisément défendre que cela implique l'éternalisme
upposons qu’un intellect est certain d’un concept, mais doute d’autres. Nécessairement le concept dont il est certain est distinct des concepts dont il doute. Or l’homme est certain que Dieu existe, alors qu’il peut douter s’il est infini. Donc le concept d’étant est distinct du concept d’étant infini, et il est univoque à Dieu et à la créature. La première prémisse, qui porte sur la distinction entre les concepts dont on est certain et ceux dont on doute, est posée comme évidente.
On pourrait le reformuler contre la simplicité divine. Je suis certain de l'existence de Dieu, je doute de l'infinité de Dieu, donc Dieu n'est pas simplement l'étant infini, on pourrait multiplier un certain nombre de propriété voire toutes kes propriétés
There I saw one I knew, and stopped him, crying: 'Stetson! 'You who were with me in the ships at Mylae!
In this line, Eliot addresses the modern Londonder Stetson as though they had fought together at the ancient Battle of Mylae in 260 BCE. The fact that this connection is historically impossible gives the sense that the character is immortal and suggests that the violence and death of the past continue to exist in the modern world. Coming just after Eliot compares the London crowd to the dead, the reference also allows the ancient warfare to mimic the mass death of World War I without naming the war directly. The phrase "with me" is also important because it makes history feel like a more personal memory, as the speaker seems to experience the ancient and modern events simultaneously. This reflects Eliot's larger technique throughout The Waste Land of layering different historical periods and cultures together and out of order. This connects to Canto III of Dante's Inferno, which Eliot has already evoked in his description of the enormous London crowd. Dante's canto describes masses of dead souls moving together through the underworld, while Eliot transforms modern commuters into a similarly deathlike crowd and then places the ancient soldier among them. Stetson therefore becomes almost like one of Dante's dead souls appearing in modern London, reinforcing the idea that Eliot's 'Unreal City' is haunted by the accumulated violence and death of the past.
Unreal City,
"Unreal City" is a direct reference to Charles Baudelaire which is translated to: "Swarming city, city full of dreams, where the specter accosts the passerby in broad daylight". Initially, I thought this was describing London in a positive sense; however, as it is followed up with Canto III from the Inferno, the "unreal city" of dreams is tainted with suffering. It directly contrasts Dante's "city of woe".
This juxtaposition is explored further in lines 61 - 65. The illusion of the unreal city (in the sense of romanticization) is quickly abandoned with the stark description of "brown fog". Additionally, the difference in "specter accosts the passerby in broad daylight" is apparent, as these lines are in the first person, no third person perspective. This adds to the fact that there is a lack of community, the only thing that is present is the "I", which is further commentary of how suffering can breed an individualistic mindset in the masses.
2.7 Step 5. Install the packages
My MacBook is unable to install the package "usethis". I keep getting this message in the console: Warning message: In utils::untar(what, exdir = where) : ‘/usr/bin/tar -xf '/var/folders/fp/wr5pvt_x7j54z6q086q1w3tc0000gn/T//RtmpHb2Pyh/downloaded_packages/usethis_3.2.2.tgz' -C '/Library/Frameworks/R.framework/Versions/4.6/Resources/library/file9bd734eb8ef6'’ returned error code 1
Germinal Period Germinal period: Lasts about 14 days, from conception until implantation. Fertilization: Usually occurs in the fallopian tube when one sperm joins with the egg. Zygote: The new cell formed when the sperm and egg combine their genetic information. Mitosis: The zygote begins rapidly dividing into more cells. Blastocyst: After several days of cell division, the developing organism becomes a blastocyst. Embryonic disk: Inner group of cells that develops into the embryo. Trophoblast: Outer group of cells that helps provide support and nourishment. Implantation: The blastocyst attaches to and becomes implanted in the uterine wall. Important: Many zygotes do not survive the first two weeks because of problems with fertilization, genetic material, cell division, or implantation. The Embryonic Period Embryonic period: Begins around the third week after fertilization and lasts through the eighth week. Embryo: The developing organism after implantation. Placenta: Provides the developing embryo with oxygen and nutrients and removes waste. Umbilical cord: Connects the developing embryo/fetus to the placenta. Cell differentiation: Cells become specialized and develop into different tissues and organs. Cephalocaudal development: Development occurs from head to tail. Proximodistal development: Development occurs from the center of the body outward. Organ development: Major body structures begin forming during this stage. Heart: The early heart structure begins to pulse around the fourth week. Vulnerability: The embryonic period is especially sensitive to harmful substances (teratogens) because major organs are developing. End of embryonic period: At about 8 weeks, the embryo is approximately 1 inch long and begins responding to touch. The Fetal Period Fetal period: Begins during the ninth week and continues until birth. Growth: Major body structures continue to develop and mature. Third month: The fetus has developed its major body parts, including external genitalia. Further development: Hair, nails, teeth, and body systems continue developing throughout pregnancy.
Prenatal Development
Fertilization: Sperm and egg unite to create a zygote. Zygote: The first cell of a developing human; divides quickly. Embryonic period: Development of major organs and body parts starts. Fetal period: Fetus is growing; development of organs continues. Placenta: Provides fetus with oxygen and nutrients; waste elimination occurs. Umbilical cord: Connects fetus to the placenta; transports nutrients and oxygen. Amniotic fluid: Protects the developing fetus. First trimester: Development of body systems and organs starts. Second trimester: Fetus is growing quickly; movements are possible. Third trimester: Development of organs is continuing; weight gain occurs to prepare for birth. Prenatal care: Prenatal medical care to ensure good health of the mother and fetus. Teratogens: Substances or environmental agents that may hinder fetal development, such as alcohol, drugs, and certain infections. Nutrition: Nutrition including folic acid and iron for good development.
A realistic, modern assessment of the current factors, recentlegal precedent, and the need for a safe and secure workforce demands it.
This conclusion repeats the author’s position that gig workers should receive employee status and protections.
Critics, such as Professor Buscaglia, claim that the ABC factors “areonly deceptively simple and in application are ‘neither clearer nor easier’than the common law right to control factors that they typically replace.
Including a critic makes the discussion seem fair, but the author’s response is brief and could use more proof.
The ABC test, currently used by nearly two-thirds of the states,
This uses ethos and logos because it shows that the proposed solution is already being used by many states.
This section recommends three ways to improve our worker classifica-tion system and increase the number of protected workers.
This shows the author’s purpose because she does not only explain the problem; she also offers possible solutions.
if the employer asserts control over the details of the work, then theworker is classified as an employee.
This is logos because the amount of company control is a logical way to determine if someone is really an employee.
They have no social safety net to fall back on.
This is another example of pathos because it shows how vulnerable misclassified workers can become.
Independentcontractors are not entitled to minimum wage
This uses pathos because listing the protections workers can lose makes readers concerned about their health and financial security.
“nearly a third of all employers misclassified someemployees as contractors.”
This is logos because the author uses a statistic. It is also ethos because the information came from a study commissioned by the U.S. Department of Labor.
policymakers’ and courts’ agendas
This shows that the intended audience includes lawmakers, judges, legal scholars, and people interested in worker protections.
While employment classification is an old legal conundrum
This gives context by explaining that worker classification has been a problem for a long time, but gig work has made it more urgent.
TheABC Test limits the number of factors for courts to apply,
This is the author’s proposed solution because the test is simpler and removes outdated factors.
Using Uber drivers as a model forworkers in the gig-econom
This could be a weakness because Uber drivers may not represent every type of 1099 worker or industry.
this note argues that such workers areproperly classified as employees under the common-law control test,
This is the author’s main claim because she believes gig workers should be treated as employees.
Reale Actives Ingredients 01 Mandelic Acid +++ A powerful alpha hydroxy acid (AHA) gentle enough for blemish-prone skin that exfoliates and resurfaces skin, revealing smoother texture and more even tone
In Module 2, the Adaptability section asks whether web content can be presented in different ways without losing information or structure, including when it is viewed on different devices. When I compared this section on my computer and phone, Reale Actives reorganized the ingredient cards to fit the smaller mobile screen instead of simply shrinking the desktop layout. On desktop, several ingredients are displayed side-by-side, while the mobile version adjusts the layout so the cards can still be viewed clearly on the narrower screen. The ingredient names, numbers, images, and descriptions are still available. This allows the presentation to change for a different device while keeping the important information and organization of the section.
Clinically Proven. Reale Results
In Module 2, “Distinguish Foreground from Background” is identified as an important accessibility consideration because insufficient contrast can make information difficult for users with visual impairments to perceive. Reale Actives uses large black lettering against a plain white background in this heading, creating a clear separation between the text and its background. Certain words, including “Clinically” and “Reale,” are also bolded, adding another visual cue to make important parts of the heading stand out. This also connects to the Perceivable principle, which explains that colour should not be the only way information is visually distinguished. Together, the contrast, large text, and different font weights make the heading easier to distinguish and read.
Shop About More Search Account Cart
The Operable principle in Module 2 explains that a website should not require an interaction that a user cannot physically perform. The module specifically notes that not every user is able to use a mouse, which can make mouse-dependent interactions inaccessible. I tested Reale Actives using only the Tab key and was able to move through the site's interactive elements without using my mouse. For example, I could move through the “Shop,” “About,” “Search,” “Account,” and “Cart” options highlighted here and continue navigating through other interactive parts of the page. This provides another way to use the website for people who may rely on a keyboard rather than a mouse.
A Routine for Reale Life.
In Module 2, the Understandable principle explains that users with cognitive disabilities, including dyslexia, ADHD, and autism, may have difficulty with long blocks of text, complex navigation, or cluttered visual design. In this section, Reale Actives avoids presenting all of the routine information together by giving each product its own clearly separated information box with the product name, purpose, and a “Shop Now” link. Each box follows the same structure, which breaks the information into smaller, predictable sections instead of one large block. This reflects the module's point that simple layouts and predictable organization can make web content easier to understand.
Reale you is perfect you.
In Module 2, the Closed Captions and Transcripts section explains that video content should include captions or a transcript so users who cannot hear the audio can still access the information being communicated. When I opened one of the videos in this section, I could turn the sound on and off, but I could not find an option for closed captions or a written transcript. Because the video includes spoken content, users who cannot hear the audio may not receive all of the same information. Adding captions would allow the spoken content to be understood without depending on sound.
"I emphasize that wrong answers or different results from the peers around you are still answers... Negative data is still data," she said.
I think this is an important stance to have because it encourages students to use their own thinking skills to come to an answer without fearing its incorrect. The idea that there's wrong or right thinking is what most likely prompts students to rely on AI because they know its factual and may be what their educator is looking for.
Participants this summer expressed shock at what the AI generated: pleasing displays at first glance that, upon deeper inspection, reveal fabricated book titles, gibberish language, incorrect details, photos that weren't of their chosen authors and images that reinforced ethnic or racial stereotypes.
I think this was a powerful way to demonstrate AI's limits. Even though it helps save time critical thinking is something only we can apply. AI is naturally embedded in bias, stereotypes and inaccurate information. This is why our own thinking goes a long way beyond using the tool to generate for us. This exercise was a good way to let students understand that as convenient and as reliable it may seem, it cant accurately produce things we use our own analyzing skills and critical thinking for.
"Without labelling certain things as good or bad, we want to encourage students to think about all the materials [they encounter, but] we don't want them to doubt everything," she added.
"There are certainly students who pick it up gradually over time, by kind of trial and error. But a lot of students don't."
A lot of students don't pick up this skill which is why it's essential to emphasize the kinds of questions to ask and why they're beneficial to the critical thinking development of students. This also helps a lot of them slow on picking up this skill feel less left behind and make them more inclined to try, regardless of being wrong. This helps encourage their learning and deeper thinking instead of having unreliable AI tools do the thinking for them.
One easy way to do that? When a student makes a salient query, instead of just noting "that's a great question," professors could explain precisely why it's great, which gives clarity to the individual and encourages the entire class, he said.
Elaborating on why the question a student asks is great encourages them to continue asking and think critically. It also helps others feel motivated instead of left out because they're now able to understand the types of questions to ask and think to evaluate deeper. They're also able to understand what makes a question a great one so they feel more inclined to think critically and offer different approaches to analyzing materials.
"Critical thinking is essentially about asking questions," whether that's while perusing an article or a social media post, said Louis Newman, author of Thinking Critically in College, from Los Altos, Calif.
I agree with Newman in this passage. Critical thinking focuses heavily on asking questions about the content you're analyzing. When you rely on AI to generate your responses, those skills based on challenging what you're learning and thinking big deteriorate. Those special evaluation tools aren't being developed because you're having a generative source do the thinking for you and in the long run you won't be able to use your own thinking to make predictions about things or become curious.
GUI-based programming
GUI programming involves designing and developing graphical user interfaces with visual elements like icons, buttons, and menus. It enables users to interact intuitively with software applications, improving usability and user experience.
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“What holds us together is the goal of building the best possible numerical, mathematical software out there, far better than anything that exists today,”
Continuando con la idea anterior con respecto al trabajo en constante cambio, esta afirmación me hace también reflexionar en torno al papel de pasión en el grado de compromiso que tenemos con un proyecto y que gran parte del éxito del mismo depende ello.
Shah and Karpinski agree that the work is never finished. Julia is constantly evolving, buoyed by its open-source ethos and the broad range of voices in its contributor base.
Esta reflexión final es me parece relevante porque pese a que Julia ya tiene un papel muy importante en diferentes escenarios como los que se han mencionado a lo largo del texto, por la naturaleza del programa al ser de código abierto y el gran número de colaboradores que siguen contribuyendo, se vuelve un trabajo en constante cambio y mejoramiento.
Además de ésto, la postura de los desarrolladores respecto a que el trabajo nunca está terminado, me invita a reflexionar a nivel personal sobre el grado de compromiso puedo tener en lo que me propongo y el nivel de esfuerzo que realizo hasta estar satisfecha con los resultados que obtengo.
Piercing that veil between the user and the developer has been really eye-opening.
Este proceso de romper la barrera entre usuarios y desarrolladores es muy importante, especialmente hoy en día donde las aplicaciones y sistemas están más presentes en nuestra vida cotidiana que nunca antes.
También, teniendo en cuenta lo que se ha mencionado en el párrafo anterior de que el machine learning, la IA y el big data ocupan ahora un lugar central, estrechar las distancias entre usuario y programador, o al menos entre ser un usuario pasivo y entender el funcionamiento detrás del sistema es clave como hemos discutido en clase, con el fin de hacernos usuarios críticos y no dejarnos deslumbrar por lo que aparenta la tecnología.
numerical programming
La programación numérica se refiere a técnicas computacionales utilizadas para encontrar soluciones aproximadas a problemas matemáticos que no pueden resolverse analíticamente. Se basa en algoritmos que permiten realizar cálculos de manera eficiente y precisa.
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By pushing out the language to the wider world, the open-source project that had for months been the preserve of only a handful of people was suddenly being critiqued by thousands of people at once
Como otros compañeros comentaron anteriormente, acá es interesante ver como el pensar Julia como un proyecto de código abierto permitió que en su lanzamiento miles de personas ofrecieran sus críticas y eventualmente cientos se volvieran sus colaboradores. También, hacia el final de éste párrafo, es valioso el comentario de Shah que reconoce el papel de estos colaboradores en hacer que Julia sea lo que se conoce actualmente.
Esta filosofía y metodología hoy en día juegan un papel importante en la sociedad pues el capitalismo ha buscado acaparar los espacios en los que se comparte libremente el conocimiento y donde existe colaboración sin que haya necesariamente una competencia de por medio.
it was still just a hobby project
Esta reflexión en torno al impacto que tuvo Julia para otros y cómo para sus creadores fue en principio un proyecto asociado a su hobby de la programación me parece muy interesante. Actualmente he visto en internet que hay personas que promueven el desarrollar pasatiempos y dedicar tiempo a cultivar nuestros gustos y aficiones, para recuperar un poco el espacio que hemos cedido en nuestras vidas a las pantallas y al consumismo como práctica para atacar el aburrimiento.
Con este ejemplo podemos ver que dedicar tiempo a desarrollar nuestros intereses personales puede resultar en proyectos que impactan a grupos de personas y/o a nosotros mismos.
and one of the biggest innovations was multiple dispatch
Acá resulta interesante cómo la característica de multiple dispatch, de la que algunos de los desarrolladores de Julia no estaban muy seguros de implementar en un principio, termino convirtiéndose una de los elementos más importantes que permitió la adherencia al lenguaje por parte de los usuarios.
Programmers who were previously core R and MATLAB users began to dabble with Julia, translating simple code with loops into the new programming language and finding that they could get enormous speed gains—in some cases, up to 200 times faster than in the original languages.
Este segmento refleja la intención original al crear Julia, de hacer un lenguaje para programadores aficionados que combinara velocidad y profundidad, y cómo fue en efecto adaptado por aquellas personas que usaban herramientas en las que se inspiró como MATLAB y R, pero que encontraron un mayor desempeño al implementar Julia.
promotion and conversion system
Sobre la Conversión y la Promoción en Julia, se puede consultar Conversion and Promotion en el Manual de Julia Documentation
floating-point
"Punto flotante" se refiere a un conjunto de tipos de datos que codifican números reales, incluidas fracciones y decimales. Los tipos de datos de punto flotante permiten un número distinto de dígitos después del punto decimal, mientras que los tipos de datos de punto fijo tienen un número determinado de dígitos reservado antes y después del punto decimal. Por lo tanto, los tipos de datos de punto flotante pueden representar una mayor variedad de números que los tipos de datos de punto fijo.
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trying to code a system that would end up replacing the programming languages he used at his day job.
Como en el caso de Ruby, acá se menciona que Karpinski se inspiró en otros lenguajes de programación que le eran familiares para crear uno solo que cumpliera con las características de los anteriores.
there’s a pretty ASCII logo colored with rings
ASCII art
El Arte ASCII (pronunciado arte áski) es un término colectivo utilizado para describir imágenes que se han producido utilizando únicamente el conjunto de caracteres ASCII.
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I/O runtime libraries
Bibliotecas de tiempo de ejecución de entradas y salidas.
GitHub
GitHub es una plataforma de desarrollo colaborativo para alojar proyectos utilizando el sistema de control de versiones Git (como vimos en el video de Shirky), y se utiliza principalmente para la creación de código fuente de programas de computadora. Su software fue escrito en Ruby on Rails.
Adaptado de la Wikipedia
The Goldilocks ideal
En diseño web y programación,
The Goldilocks Approach significa "El enfoque de Ricitos de Oro". Este término está basado en el clásico cuento infantil Ricitos de Oro y se refiere a que, ante la presencia de tres opciones; la opción 1 implica más de lo necesario, la opción 2 implica la medida adecuada o correcta y la opción 3 es insuficiente. Las características de la opción 1 y 3, provocan que la opción 2 sea la mas deseable y óptima. Debido a la armonía y proporción con que se visualizan los elementos, en este caso, de un sitio.
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En comunicación,
The Goldilocks principle describes the amount, type, and detail of communication necessary in a system to maximise effectiveness while minimising redundancy and excessive scope on the "too much" side and avoiding incomplete or inaccurate communication on the "too little" side.
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R
R es un entorno de software libre para computación estadística y gráficos.
Ruby
"Ruby es un lenguaje de programación interpretado, reflexivo y orientado a objetos, creado por el programador japonés Yukihiro «Matz» Matsumoto, quien comenzó a trabajar en Ruby en 1993, y lo presentó públicamente en 1995. Combina una sintaxis inspirada en Python y Perl con características de programación orientada a objetos similares a Smalltalk."
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C
C es:
Un lenguaje de programación de propósito general, compilado (el código se transforma en un ejecutable antes de usarse) y estructurado (el código se organiza en funciones, bloques e instrucciones).
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MATLAB
MATLAB es:
"un entorno de programación y cálculo numérico para el desarrollo de algoritmos, y análisis y visualización de datos."
Disponible en la web de MathWorks, su desarrollador.
often invoke the role of affirmative ac-tion, despite the fact that affirmative action policies apply onlyto universities with highly competitive admissions processes
this is very true. Community college are usually a lot more diverse and give more opportunity for higher education for minorities.
GoodWill Hunting (1997) and Legally Blonde (2001)
Great movies!
how migrants understand their own experience
For the Humanitarian Approach: Not only must we make policy that acknowledges climate displacement, but we must also somehow acknowledge the migrant as a person. Their own experience of themselves might be as innocent victims.
a form of charity
Tying the bow.
they are all problematic from a climate justice perspective.
Perhaps any justice perspective.
absolves the North from its obligation to reduce its carbon footprint by treating climate change as inevitable and beyond human control.137
This is where the responsibility should fall.
full, prior, and informed consent
What would that look like in practice?
the dangers of top-down governmental decision-making
The government will always make decisions without giving the affected group any power in it, then tie a bow on it and advertise that it is the "safest choice"
“entrepreneurial”
Trojan horse
well-being rather than relying on the protection of the state.1
What about placing responsibility on the countries that contributed to most of it?
threats
Interesting choice of words.
state-governed regulation of mobility
Does the government control where and how people can move?
the world will experience one of the greatest waves of migration and displacement in modern history.
This is a major cause of fear. My own personal memories of Hurricane Sandy were scary enough. Imagine natural disasters of this level? Imagine 200 million people in 2050 with nowhere to go.
The following year, Hurricane Katrina devastated New Orleans, laying bare the ways that pre-existing injustices (including poverty, segregation, and substandard housing) magnify the impacts of storms and flooding, which will only grow worse with climate change. 28
In 2005, Hurricane Katrina devastated New Orleans. Those living in Brooklyn, NY can remember both Hurricane Sandy and Irene. Brooklynites had to take precautions as well. People taped their windows and stayed indoors. This is an experience to remember since New York doesn't often suffer from hurricanes. It creates fear and makes the impacts of storms and flooding more real for people who live far away from those places.
By adopting this principle, the UNFCCC acknowledges that the responsibility to address climate change should be proportionate to a country’s contribution to the problem and capacity to address it.5
The UNFCCC adopts Principle 7 of the Rio Declaration articulates CBDR (common but differentiated responsibility) and therefore creates some fairness for the issue of climate injustice.
In 2004, the Congressional Black Caucus Foundation released a report on the disproportionate impact of climate change on African Americans (including health impacts from heat waves and increased pollution) and their relatively minimal contribution to the problem given their lower-than-average greenhouse gas emissions.
This is an important point to think about. What groups of people are contributing average and above average greenhouse gas emissions?
make the victims whole
Side note; I always find this phrase strange. A person who has undergone emotional or physical harm, material or financial loss, is incomplete and to redress the harm would be to fill in their missing parts and make them whole again.
the SDGs appear to endorse the migration management approach discussed and critiqued in Part II of this article
This makes sense. The UN emerges from and is structured along the lines of stratified Western and postcolonial societies. Management of populations by elites, however well-meaning, is its raison d'etre. Economics is the common language.
accountable
I believe a bottom-up approach is essential to this accountability, e.g. a strong (non-nativist) labor movement
Target 13.3 (education and capacity-building), countries should take into account the language and cultural practices of climate migrants (both internally displaced persons and those who cross national borders).
Curious what this would mean in practice. Government employed anthropologists advising education policy? Expanded language accommodations for migrants? A broader question would have to do with the obligations of host countries to allow cultural autonomy and, conversely, the necessity of migrants to adapt to their new home.
prevent climate- induced displacement.
Rather than treating it as inevitable, as in the legal policy approaches discussed above
There is a long history of planned relocations in the Global South to accommodate large-scale infrastructure projects, such a dams, highways, and mine
There is some resonance to this in the fight between Robert Moses and Jane Jacobs in the 1960s. Compared to what the author discusses here the NYC example can be considered a "first world problem" but still the pattern is there.
planned relocation
This phrase is potentially dangerous--climate displacement could be used as a reasoning for forcibly displacing populations, an internationally recognized war crime https://ihl-databases.icrc.org/en/customary-ihl/v1/rule129
If these migrants are unskilled or undocumented, there is a risk that they will be subjected to unsafe and exploitative working conditions
Part of the problem (in my opinion) is the division--even within labor advocacy--of workers into skilled and unskilled classes
migration becomes an opportunity to improve lives and promote “climate-smart” development as long as it is carefully managed by states and institutions of global governance
A distinctly biopolitical approach. What does "carefully managed" mean here? Who manages whom? This section is informed by a critical eye at neoliberal policy.
register size
Interesting the highest and lowest prescribing ICB have similar obesity register size
mentor and protégé might become Study Buddies, choosing to learn together about a new instructional methodology or reading current articles on classroom related research. This common focus provides a launching point for creating new ideas and trying new strategies. The learning aspect is deepened when we identify and share feedback about our mutual experimentation and set new goals for learning and sharing.
I have never thought about this as a collaboration strategy before but I think this could be really useful. Attending PD together and learning new strategies side by side could be so supportive!
Learning-focused mentors also monitor their own internal processes to calibrate, modify and align their actions with their intention to maintain relationship and produce learning.
I believe both the mentee and mentor both need to be intentional about their actions. They also need to be reflective.
now clearly bell-shaped
The histogram for n=100 means has too few bins to discern a bell curve.
It is merely a lust of the blood and a permission 0707 of the will. Come, be a man! Drown thyself? Drown 0708 cats and blind puppies.
"Iago is trying to persuade Roderigo to give up his hopeless love for Desdemona and instead use his money to win her through other means. He is blunt and cynical, telling Roderigo to “be a man” by taking practical action rather than drowning himself in despair. The “drown cats and blind puppies” line is a vulgar, contemptuous way of telling Roderigo to stop being weak and pathetic"
Copilot is saying this was a choice of instinct for the most part.
The tyrant custom, most grave senators, 0592 Hath made the flinty and steel ⌜couch⌝ of war 0593 My thrice-driven bed of down
This should be played with tons of emotion, showing how he is ready for the mission and will push through things.
Devour up my discourse
She is greedy due to her fascination for his tales.
Most potent, grave, and reverend signiors, 0421 My very noble and approved good masters: 0422 That I have ta’en away this old man’s daughter, 0423 It is most true; true I have married her. 0424 95 The very head and front of my offending 0425 Hath this extent, no more
"Othello addresses the Duke and senators, admitting he has married Desdemona but says that is the only wrong. He explains that his life has been shaped by war, so he is not skilled in polite conversation, and offers to tell the full, unembellished story of how he and Desdemona fell in love, countering the charges of sorcery"
He really is explaining that his mean way of speaking is from his time in the military.
With his free duty recommends you thus, 0378 And prays you to believe him.
"The messenger has just reported that the Turkish forces, originally said to be bound for Rhodes, have been redirected toward Cyprus. Montano, a trusted officer, is the source of this update, and his “free duty” means he is offering this intelligence willingly and without obligation. The messenger’s request that the Duke “believe him” is an appeal to accept Montano’s account as reliable"
Copilot does give a good explanation of the context in the play, but it doesn't explain the emotions behind Montano's praying for them to believe hm.
DUKE, ⌜reading a paper⌝ 0330 There’s no composition in ⟨these⟩ news 0331 That gives them credit. FIRST SENATOR, ⌜reading a paper⌝ 0332 Indeed, they are disproportioned. 0333 My letters say a hundred and seven galleys. DUKE 0334 5 And mine, a hundred forty. SECOND SENATOR, ⌜reading a paper⌝
I love how that all are together reading a paper. I bet this scene is intriguing to watch as they all read about the news and find things out together.
Cannot but feel this wrong as ’twere their own.
Everyone must feel the injustices here.
For an abuser of the world, a practicer 0304 Of arts inhibited and out of warrant.—
"You could paraphrase Brabantio’s charge as: “I am arresting you for corrupting the world, for practicing forbidden magic, and for doing so without legal authority.” It’s both a legal accusation and a moral indictment, reflecting Brabantio’s belief that Othello’s relationship with Desdemona is the product of illicit, unlawful mean"
Yes, this explains the meaning, but It is still hard to understand and is confusing when trying to picture a play scene from copilots interpretation due to the lack of emotion.
May speak unbonneted to as proud a fortune 0233 As this that I have reached. For know, Iago, 0234 But that I love the gentle Desdemona,
Othello is speaking from self assurance, he is saying that he would not trade his freedom for anything at all if he did not love her. Not wealth, not anything, he is doing it for himself.
I did full hard forbear him. But I pray you, sir, 0219 Are you fast married? Be assured of this, 0220 That the magnifico is much beloved,
"The phrase “full hard forbear him” means that Iago restrained himself from acting on his impulse to harm Brabantio. “Forbear” here means to hold back, refrain from doing something, and “full hard” intensifies it, meaning with great difficulty or against strong temptation."
This starts to show Lagos lack of self-control. You start to see his flaws and his childish behaviors more and more as the play goes on. Its almost as he is whining.
Pray you lead on. At every house I’ll call. 0204 I may command at most.—Get weapons, ho! 0205 205 And raise some special officers of
"The quote is from Othello Act 1, Scene 1, spoken by Brabantio as he mobilizes his household and allies to search for Othello, reflecting his anger and the play’s early themes of jealousy, accusation, and social conflict"
This completly takes away from the dramatic scene and acts as just a bland story instead.
sir, you are one of those that will not 0123 serve God if the devil bid you. Because we come to 0124 do you service and you think we are ruffians, you’ll 0125 125 have your daughter covered with a Barbary horse, 0126 you’ll have your nephews neigh to you, you’ll hav
"This exchange happens in a dark street outside Brabantio’s home in Venice. Iago and Roderigo are trying to warn Brabantio that his daughter, Desdemona, is “making the beast with two backs” with Othello, a Moor. Iago uses crude, animal imagery — “Barbary horse” (a North African horse breed), “nephews neigh to you,” “coursers for cousins,” and “gennets for germans” — to suggest that Othello is a wild, untamed animal and that their union will produce “beastly” offspring AllGreatQuotes AllGreatQuotes +1 .
The “devil” reference earlier in the speech is ironic: Iago is sarcastically telling Brabantio that even if he were to “serve God” or “serve the devil,” he should listen, because they are “coming to do you service” Shakespeare Navigators Shakespeare Navigators . In reality, Iago’s “service” is to sow suspicion and conflict between Brabantio and Othello."
Copilot made an extremely long explained version, again with zero emotional context of this line.
Whip me such honest knaves! Others there are 0054 Who, trimmed in forms and visages of duty, 0055 55 Keep yet their hearts attending on themselves,
Lago would rather be punished than be fake. And he isn't being motivated by anything for Othello. He is upset at people for faking their own selves for Othello and is expressing that. I think this in a play would be a very serious and quiet scene with Lago talking quiet loudly.
Off-capped to him; and, by the faith of man, 0012 I know my price, I am worth no worse a place.
Lago is mad that Othello chose Cassio over him. He is trying to say he is more qualified than anyone else for the lieutenant role.
Fetzer, Johann: Rückblick auf das große Brandunglück durch welches die Stadt Reutlingen im September des Jahres 1726 in Schutt und Asche gelegt worden. Reutlingen 1998, Reprint von 1826Kurz, Hermann: Eine reichsstädtische Glockengießerfamilie, in Hermann Kurz: Erzählungen, herausgegeben von Friedemann Schmoll, Tübingen 2009.Stübler, Eberhard: Der große Brand von Reutlingen 1726. Reutlingen 1926.Werner Ströbele: Der Stadtbrand von 1726 – ein Ereignis schafft Bilder, in Stadt-Bild-Geschichte, Reutlingen in Ansichten aus fünf Jahrhunderten, Reutlingen 1990, S. 49-56.Wolfgang Jung: Der große Stadtbrand 1726, in: Wilhelm Borth, Bernd Breyvogel, Wolfgang Jung: Reutlingen – von der Reichsstadtherrlichkeit zur selbstbewußten Großstadt, Reutlingen 2013, S. 107-111.
Literatur über Stadtbrand Reutlingen
urban planners have the potential to seek bold and innovative pathways towards plans and policies that can protect communities from exacer- bated contamination while contributing to the fight against climate catastrophe
Justice-oriented urban planning is certainly widespread in academia and advocacy circles--but does it have a foothold in actual city governments? Even the progressive Mamdani administration seems to be pushing for an unsustainable amount of new housing development without a plan for infrastructure to support it. (I am not an expert, this is a genuine question).
peoples with the longest-living knowledge of Earth’s natural ecological systems
Entails recognizing as legitimate Indigenous science and knowledge
In an extractive-based economy, the nature of work is exploitative, whereas in a regenerative economy, work is viewed as more cooperative in nature and focuses on establish- ing a deep democracy rooted in equity.
Reimagining the human-nonhuman relationship and restructuring the political economy of labor are two sides of the same coin: extraction of resources/exploitation of labor
The principles included a commitment to building alternative structures, bottom-up decision making, allowing people to speak for themselves, working together in solidarity and mutuality, building just rela- tionships, and a commitment to self-transformation
Examples of how a justice-based framework entails (necessitates?) reorganization and reinscription of societal practices involving differential power.
f toxic economic activity (e.g., mining, military, and dumps)
Interesting, and apt, that military is listed as an economic activity
Healthy pastures are good for the ecosystem. They can reduce soil erosion, improve water quality, increase plant diversity and provide high quality wildlife habitat
Would it be possible to link this to the published version available at https://doi.org/10.1038/s41467-026-76980-9?
Thanks.
Кетамин мэтью пэри.
он так воевал против наркотивов 30 лет, а умер передоза кетами, который ему прописал врач.
5 челов за судили в мая 2026 года. все они признали вину (+- 3 года).
боже пэри покупал китамин у фиг знает кого, его просто нагло обманывали врачи и просто им пользовались, а он как я понял, после первых доз уже ничего с этим поделать и не мог.
сангва - голивудсткий накродилер. она тусовалась в тусовке звёзд и поэтому она хоть и была барыгой, но знакомой барыгой. - ей доверяли. так сказать она нашла не занятую нишу.
Маск юзает кетамин и возможно не мало.
Мило что кетамин входит в соц пакет при трудоустройстве.
кетамин - наркотик, а не транквилизаатор.
даже изначально, когда его использовали для лошадей. сначала использовали припарат (ксилозин), который расслабляют лошадь, а уже потом использует кетами как анетстик, чтоб убрать чувство боли.
кетами при маленьком количестве снимает дерпессию.
Кетамин официально разрешен, но как анестетик - для анестезии. таким образом врачи его могут покупать, но использовать его с другой целью
asyncio
まずは◯◯します。みたいな書き出しがあると読みやすいかなと。
本題に入る前に~とか
直接比較は行っていません。
間接的な比較は行われる?
ループ間でのデータ共有やExecutorとの使い分けも紹介します。
これは「確認すること」ではない
通常版
通常版がなにを指すかがわかりにくいので、 free-threadedではない、とか、GILがある、とかなにか補足してほしい
Python非同期
Pythonの非同期処理で、とか
試してみます。
試してなにをしたいのか、を書いてほしい
x
この表現が一般的じゃないなら「asyncioとfree~~の関連」に関する、みたいに明示してほしい
関心は
なにの関心か、もしくは誰の?
ree-threaded
先頭のFが抜けている
。
そもそもなんのためにそれを紹介するのか、モチベーションを書いてほしいと思った
apparente beweging
de waarneming van beweging terwijl er in werkelijkheid niets beweegt
Functionalisme
Wat doet de geest en waarom?
Éducation : La Place des Parents dans le Labyrinthe Scolaire
https://www.france.tv/documentaires/8862921-darons-daronnes-dans-le-labyrinthe-scolaire.html
Ce document analyse les dynamiques complexes entre les familles et l'institution scolaire en France, telles qu'elles ont été débattues par un panel d'experts (sociologues, psychologues, enseignants et journalistes).
Le constat central révèle une tension entre un sentiment de « surinvestissement » parental — exacerbé par une compétition scolaire précoce et des outils numériques omniprésents — et un prétendu « désinvestissement » rapporté par les enquêtes internationales comme PISA.
L'analyse met en lumière que la réussite scolaire dépend moins du contrôle direct des contenus que d'un « capital scolaire » permettant des formes d'apprentissage informel et une maîtrise des codes de l'école.
Le système actuel, perçu comme de plus en plus complexe et inégalitaire, impose une charge mentale croissante aux parents, tout en peinant à définir clairement la frontière entre le rôle de l'éducateur et celui de l'enseignant.
La nécessité d'une clarification des attentes et d'une refonte du « vivre ensemble » à l'école apparaît comme une urgence pour apaiser les relations entre tous les acteurs.
Le débat sur l'implication des parents est marqué par des conclusions contradictoires selon le prisme utilisé (données statistiques vs réalité du terrain).
Les données PISA : Les résultats suggèrent un désinvestissement des parents français, basé sur des données déclaratives où les élèves évaluent leurs échanges avec leurs parents.
La réalité vécue : Un « surinvestissement » est observé, notamment dans les zones urbaines (comme Paris), où la compétition pour l'accès aux meilleurs lycées et au supérieur commence très tôt.
L'aspect économique : Historiquement, l'investissement dans l'école a augmenté car le diplôme est devenu le déterminant principal de la position sociale.
Les experts distinguent l'investissement quantitatif (faire les devoirs à la place de l'enfant) de l'investissement qualitatif :
L'anticipation : Préparer le cartable la veille aide l'enfant à passer du statut de « joueur » à celui d'« élève ».
L'intérêt pour la vie scolaire : Discuter de la journée et des relations sociales à l'école est un prédicteur de réussite plus fiable que le simple contrôle des notes.
Le succès scolaire reste fortement corrélé au milieu social, non seulement par les moyens financiers, mais par la possession de codes culturels spécifiques.
Les parents diplômés transmettent naturellement une aisance face à l'institution.
Ils pratiquent des formes d'apprentissage informel (jeux de logique, discussions à table) qui sont plus bénéfiques que l'apprentissage formel précoce.
| Type d'activité | Impact sur l'apprentissage | Observations | | --- | --- | --- | | Activités formelles (ex: cahiers de vacances) | Moins bénéfiques si forcées | Souvent privilégiées par les milieux moins favorisés par peur de l'échec. | | Activités informelles (ex: jeux de société, cuisine) | Très prédictif | Développent des capacités transversales réutilisables à l'école. | | Activités extrascolaires | Prédictif de la courbe d'apprentissage | Dépendent fortement des moyens financiers et du temps disponible des parents. |
L'école française est critiquée pour la pression qu'elle exerce sur les familles, transformant parfois le foyer en « succursale » de l'Éducation nationale.
La multiplication des choix : Avec les réformes successives, les élèves et les parents doivent choisir des spécialités de plus en plus tôt, créant un stress permanent.
L'opacité des plateformes : Des outils comme Pronote ou Parcoursup sont perçus comme des labyrinthes complexes, même pour les parents francophones et diplômés.
La sélection par Parcoursup : La peur d'être mal classé sur les listes d'attente pousse les parents à des stratégies de compétition extrêmes.
L'héritage du COVID : La période de confinement a forcé les parents à devenir « parents-profs », une expérience souvent vécue comme cauchemardesque et révélatrice de la difficulté du métier d'enseignant.
L'analyse souligne une déconnexion entre les attentes de l'école et les mécanismes réels d'apprentissage.
La métacognition est la capacité de comprendre et de réguler ses propres processus d'apprentissage.
Elle n'est pas explicitement enseignée à l'école française, alors qu'elle est un levier majeur de réduction des inégalités.
Elle s'acquiert souvent par le jeu (ex: élaborer des stratégies pour faire un puzzle).
Critique d'une école « réactionnaire »
Certains experts pointent du doigt l'obsession française pour des savoirs jugés secondaires par rapport aux standards internationaux :
L'accent excessif sur l'écriture cursive ou la mémorisation de poésies sans objectif pédagogique clair (comme la prosodie).
Un système qui sépare trop l'enfant (individu) de l'élève (sujet scolaire), créant un décalage pour ceux qui n'ont pas les codes comportementaux attendus.
Le document conclut sur la nécessité de redéfinir le contrat entre l'école et les parents pour éviter l'implosion du système.
Explicitation des attentes : Les enseignants doivent rendre explicites les « implicites » scolaires, notamment pour les familles éloignées du système.
Valorisation de l'autorité : Le déni d'autorité ressenti par les enseignants est en partie dû à l'évolution des structures familiales (mouvement anti-autoritaire depuis les années 70).
Loyauté cognitive : Les parents doivent éviter de remettre en cause le professeur devant l'enfant pour ne pas placer ce dernier dans un conflit de loyauté paralysant.
Acceptation de l'altérité : Reconnaître que les enfants peuvent avoir des aspirations différentes de celles de leurs parents (ex: métiers techniques ou artisanaux).
L'école ne doit pas être uniquement un lieu de compétition et de sélection (le « bagage monnayable »), mais un espace où l'on apprend ensemble, indépendamment du genre ou de l'origine sociale.
La réussite d'un pays dépend de sa capacité à réformer cette éducation pour qu'elle cesse de générer de l'anxiété et de l'exclusion.
We will begin by examining and bedding-in the course's key approaches to learning. Central to this is the concept of 'Scrumage', a variant of 'agile' education that we have adapted for this course.
Agile/Scrum emerges from software-development project management — a term for a fixed, output-driven work cycle - potentially a term that runs counter to paragogics. Agile/Scrum is industrial/corporate innovation-pipeline vocabulary: a process (development) subordinated to output of 'product'
La motivation à l'activité physique : Entre contrainte et liberté
Ce document de synthèse analyse les mécanismes de la motivation liés à l'activité physique, tels qu'exposés par Aïna Chalabaev, professeure en sciences et techniques des activités physiques et sportives (STAPS).
Le constat de départ est paradoxal : bien que l'activité physique soit reconnue comme une priorité de santé publique et une résolution fréquente pour 30 % des Français, la majorité de la population échoue à maintenir ses objectifs sur le long terme.
Les points clés à retenir sont les suivants :
Évolution scientifique : Depuis les années 1980, l'approche est passée de l'étude de l'entraînement intensif à une analyse globale des liens entre activité physique modérée et santé.
Le modèle COMB : La pratique physique dépend de trois facteurs majeurs : la Capacité (physique et psychologique), l'Opportunité (facteurs externes et environnementaux) et la Motivation (processus internes).
Distinction cruciale : Il est impératif de distinguer l'inactivité physique (non-atteinte des recommandations) de la sédentarité (temps passé assis), car un individu peut être à la fois "sportif" et "sédentaire", avec des risques sanitaires distincts.
Le fossé de l'intention : Près de la moitié des personnes ayant l'intention de bouger n'y parviennent pas, en raison de bénéfices perçus comme trop lointains, d'affects négatifs ou de contraintes structurelles.
Pistes d'action : L'efficacité des interventions repose sur la fixation d'objectifs graduels, le plaisir immédiat et la déconstruction des mythes (comme les 10 000 pas ou la focalisation exclusive sur la perte de poids).
L'activité physique fait l'objet de recommandations internationales strictes, documentées depuis les années 2000 par des expertises collectives (INSERM, OMS).
L'OMS (2020) préconise pour les adultes :
Activité physique : 250 à 300 minutes d'activité modérée par semaine (soit environ 30 minutes par jour).
Sédentarité : Une limitation explicite du temps passé assis.
Enfants/Adolescents : 60 minutes d'activité quotidienne.
Malgré la diffusion de slogans tels que "Manger Bouger", les objectifs sont rarement atteints :
Environ 22,8 % des hommes et 31 % des femmes n'atteignent pas les 30 minutes quotidiennes.
Plus de 80 % des enfants et adolescents sont en dessous des recommandations.
95 % de la population adulte est considérée "à risque" si l'on cumule le manque d'activité et le temps sédentaire.
Pour comprendre pourquoi l'engagement échoue, la recherche s'appuie sur le modèle "COMB", qui synthétise les facteurs déterminants du comportement.
| Facteur | Composantes | Exemples de freins ou leviers | | --- | --- | --- | | Capacité | Physique et Psychologique | Connaissances des bienfaits, perception de ses propres aptitudes. | | Motivation | Processus internes | Objectifs (santé, plaisir), habitudes développées, énergie investie. | | Opportunité | Facteurs externes | Environnement physique (pistes cyclables, parcs), soutien social, emploi du temps. |
L'analyse identifie plusieurs représentations sociales qui agissent comme des freins à la pratique.
L'activité physique est souvent associée à tort à la performance, au sport intensif, à la jeunesse ou à la masculinité. Scientifiquement, elle englobe tout mouvement augmentant la dépense énergétique :
Activités domestiques : Repassage, jardinage, nettoyage.
Mobilité active : Monter les escaliers, marcher pour se déplacer.
Activité professionnelle : Selon le type de métier.
L'inactivité et la sédentarité sont deux comportements distincts.
La sédentarité (temps assis) présente des risques propres qui ne sont que partiellement compensés par une séance de sport quotidienne.
Il est recommandé de fragmenter le temps sédentaire (se lever 2 minutes toutes les heures).
L'objectif des 10 000 pas n'est pas une recommandation scientifique mais un slogan marketing issu des JO de Tokyo en 1964.
Les bénéfices sur la mortalité apparaissent dès 2 500 pas par jour.
La courbe de bénéfice tend à stagner entre 7 000 et 8 000 pas, notamment chez les seniors.
L'idée que le sport fait maigrir de manière spectaculaire est nuancée. Une pratique seule n'induit généralement qu'une perte de 1 à 3 kg.
Si la perte de poids est l'unique motivation, le risque de découragement est élevé. Les bénéfices réels (glycémie, cholestérol, bien-être, image corporelle) sont souvent moins visibles immédiatement mais plus critiques pour la santé.
L'étude des populations montre que le problème n'est plus de convaincre de l'intérêt du sport, mais d'aider à passer à l'action.
Rapport coût-bénéfice défavorable : Pratiquer 30 minutes par jour durant toute une vie représente une année entière de temps investi pour un gain d'espérance de vie allant de 4 mois à 4 ans.
Temporalité des bénéfices : Les effets sur la santé sont lointains (années/décennies), tandis que l'effort est immédiat et parfois désagréable.
Affects négatifs : Peur du jugement, anxiété, inconfort physique lié à l'effort.
Poids de l'automatisme : Modifier une habitude est coûteux cognitivement, alors que la sédentarité est facilitée par l'environnement moderne (écrans, livraisons à domicile).
La recherche en sciences comportementales suggère des techniques pour favoriser la création de nouvelles habitudes sans passer par la culpabilisation.
Réévaluer la capacité perçue : Comprendre que 5 minutes d'activité faible valent mieux que rien et augmentent progressivement le sentiment de compétence.
Fixer des objectifs graduels : Commencer par des sessions très courtes (5 minutes) plutôt que de viser directement les recommandations de l'OMS.
Prioriser le court terme : Se concentrer sur le plaisir immédiat, le bien-être après la séance ou le lien social plutôt que sur l'espérance de vie lointaine.
Modifier l'environnement : Intégrer l'activité dans les contraintes (ex: se garer à 5 minutes du travail).
Monitorer les progrès : Utiliser des outils de suivi (applications, montres) pour rendre les progrès visibles.
Le choix et l'autonomie : Laisser l'individu choisir le type d'activité et les conditions de pratique pour favoriser le plaisir et réduire la sensation de contrainte.
Conclusion : Si l'individu dispose d'une marge de manœuvre, l'inactivité physique demeure un phénomène complexe lié à des structures sociétales.
L'enjeu est de passer d'une vision de "dépassement de soi" à une intégration naturelle et plaisante du mouvement dans le quotidien.
The clone() method creates a new array with its own memory but contains references to the same objects for non-primitive data types.
Q. Meaning the array is new but the elements in the array point to the same location as that of the original?? so if i access an element and mutate the element the element in the original array also gets affected?
That is accurate—this behavior is known as a shallow copy.
When you clone an array of objects in Java:
Mutating the object's internal state affects both arrays because both array slots point to the exact same object in memory.
Reassigning the reference at an array index affects only that array, because the array containers themselves are separate objects.
Q. so we can add new elements without the other knowing that's the main usecase of the clone
Yes, that is a primary use case—isolating the array structure and references so one array can be modified, reordered, or reassigned without affecting the other. This pattern is commonly known as defensive copying
manipulate
Doesnot mean immutable: When you perform a "manipulation" on a String—such as .toUpperCase(), .concat(), or .replace()—Java never modifies the original String object. Instead, it generates and returns a brand-new String object containing the transformed text, leaving the original object completely untouched.
BufferedReader Class
Characters
Console Class
text and passwords
44. What is covariant return type?A covariant return type allows an overridden method in a subclass to return an object of the subclass type instead of the superclass type.It is used in method overriding. The return type of the child class method must be a subclass of the parent class return type. It improves code readability and type safety
``` class Animal {} class Dog extends Animal {}
class Parent { Animal getAnimal() { return new Animal(); } }
class Child extends Parent { @Override Dog getAnimal() { // Covariant: Dog is a subclass of Animal return new Dog(); } } ```
``` import java.util.List; import java.util.ArrayList;
class DataProvider { List<String> fetchData() { return new ArrayList<>(); } }
class FastDataProvider extends DataProvider { @Override ArrayList<String> fetchData() { // Covariant: ArrayList implements List return new ArrayList<>(); } } ```
Anthropic launches Claude Code Projects, an ‘always-on’ conversation that remembers and delegates your long-running dev work
Overview & Purpose
Architecture & Workflow ("Threads do the work, Claude directs it")
Persistent Shared Memory & Knowledge
Execution Environment & Limitations
Rollout, Pricing, & Competitive Landscape
Jev vs Claude: Who Wins?
Jev and Claude (Claude Code / Sonnet) operate at entirely different layers of the software engineering stack:
Choice, Score, Noul) alongside calibrated confidence scores.Choice), probability distributions, and calibrated confidence levels.The benchmark evaluated an Arbitrum Alignment gate from an actual judging workflow (2026 Arbitrum Open House London Online Buildathon):
The Dataset:
satisfied, 7 not_satisfied, 18 insufficient_evidence.Accuracy Results:
Choice + 4 diagnostic Noul primitives): 100.0% accuracy (0 false passes, 0 false flags across 306 decisions).The Critical Calibration Difference:
confidence >= 0.5 allowed 98% automated processing with 100% accuracy, safely escalating the uncertain 2% to human review.not_satisfied instead of insufficient_evidence."Keep the Policy Whole" (Key Engineering Insight):
Noul primitives and reconstructing the decision logic manually via Python/code conditionals.Use Jev for:
Use Claude Code / Frontier Claude for:
行为克隆（Behavior Cloning）与负对数似然训练目标
TgF344-AD
DOI: 10.21203/rs.3.rs-7072571
Resource: Rat Resource and Research Center (RRID:SCR_002044)
Curator: @Apiekniewska
SciCrunch record: RRID:SCR_002044
TgF344-AD rats
DOI: 10.21203/rs.3.rs-7072571
Resource: RRID:RRRC_00699
Curator: @bandrow
SciCrunch record: RRID:RRRC_00699
238348
DOI: 10.1101/2025.02.24.639930
Resource: RRID:Addgene_238348
Curator: @olekpark
SciCrunch record: RRID:Addgene_238348
238347
DOI: 10.1101/2025.02.24.639930
Resource: RRID:Addgene_238347
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SciCrunch record: RRID:Addgene_238347
232600
DOI: 10.1101/2025.02.24.639930
Resource: RRID:Addgene_232600
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SciCrunch record: RRID:Addgene_232600
232599
DOI: 10.1101/2025.02.24.639930
Resource: RRID:Addgene_232599
Curator: @olekpark
SciCrunch record: RRID:Addgene_232599
223261
DOI: 10.1101/2024.11.30.626109
Resource: RRID:Addgene_223261
Curator: @olekpark
SciCrunch record: RRID:Addgene_223261
225706
DOI: 10.1101/2024.11.30.626109
Resource: RRID:Addgene_225706
Curator: @olekpark
SciCrunch record: RRID:Addgene_225706
223262
DOI: 10.1101/2024.11.30.626109
Resource: RRID:Addgene_223262
Curator: @olekpark
SciCrunch record: RRID:Addgene_223262
127157
DOI: 10.1038/s41434-026-00610-8
Resource: RRID:Addgene_127157
Curator: @olekpark
SciCrunch record: RRID:Addgene_127157
127158
DOI: 10.1038/s41434-026-00610-8
Resource: RRID:Addgene_127158
Curator: @olekpark
SciCrunch record: RRID:Addgene_127158
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217591
Curator: @olekpark
SciCrunch record: RRID:Addgene_217591
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217590
Curator: @olekpark
SciCrunch record: RRID:Addgene_217590
217582
DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217589
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217588
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SciCrunch record: RRID:Addgene_217588
217582
DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217587
217582
DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217586
217582
DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217585
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DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217584
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DOI: 10.1021/acssynbio.4c00564
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SciCrunch record: RRID:Addgene_217583
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DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217609
Curator: @olekpark
SciCrunch record: RRID:Addgene_217609
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217608
Curator: @olekpark
SciCrunch record: RRID:Addgene_217608
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217607
Curator: @olekpark
SciCrunch record: RRID:Addgene_217607
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217606
Curator: @olekpark
SciCrunch record: RRID:Addgene_217606
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217605
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SciCrunch record: RRID:Addgene_217605
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217604
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SciCrunch record: RRID:Addgene_217604
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217603
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SciCrunch record: RRID:Addgene_217603
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217600
Curator: @olekpark
SciCrunch record: RRID:Addgene_217600
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217602
Curator: @olekpark
SciCrunch record: RRID:Addgene_217602
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217601
Curator: @olekpark
SciCrunch record: RRID:Addgene_217601
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217599
Curator: @olekpark
SciCrunch record: RRID:Addgene_217599
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217598
Curator: @olekpark
SciCrunch record: RRID:Addgene_217598
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217597
Curator: @olekpark
SciCrunch record: RRID:Addgene_217597
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217596
Curator: @olekpark
SciCrunch record: RRID:Addgene_217596
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217595
Curator: @olekpark
SciCrunch record: RRID:Addgene_217595
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217594
Curator: @olekpark
SciCrunch record: RRID:Addgene_217594
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217593
Curator: @olekpark
SciCrunch record: RRID:Addgene_217593
217582
DOI: 10.1021/acssynbio.4c00564
Resource: RRID:Addgene_217592
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SciCrunch record: RRID:Addgene_217592
230029
DOI: 10.1016/j.redox.2025.103560
Resource: RRID:Addgene_230029
Curator: @olekpark
SciCrunch record: RRID:Addgene_230029
230028
DOI: 10.1016/j.redox.2025.103560
Resource: RRID:Addgene_230028
Curator: @olekpark
SciCrunch record: RRID:Addgene_230028
20066
DOI: 10.1002/advs.77303
Resource: RRID:Addgene_20066
Curator: @olekpark
SciCrunch record: RRID:Addgene_20066
8453
DOI: 10.1002/advs.76239
Resource: RRID:Addgene_8453
Curator: @olekpark
SciCrunch record: RRID:Addgene_8453
RRID:SCR_011323
DOI: 10.7554/eLife.100880
Resource: pClamp (RRID:SCR_011323)
Curator: @scibot
SciCrunch record: RRID:SCR_011323
RRID:SCR_002798
DOI: 10.7554/eLife.100880
Resource: GraphPad Prism (RRID:SCR_002798)
Curator: @scibot
SciCrunch record: RRID:SCR_002798
RRID:SCR_008394
DOI: 10.7554/eLife.100880
Resource: Python Programming Language (RRID:SCR_008394)
Curator: @scibot
SciCrunch record: RRID:SCR_008394
RRID:SCR_016566
DOI: 10.7554/eLife.100880
Resource: Simple Neurite Tracer (RRID:SCR_016566)
Curator: @scibot
SciCrunch record: RRID:SCR_016566
RRID:Addgene_240272
DOI: 10.7554/eLife.100880
Resource: RRID:Addgene_240272
Curator: @scibot
SciCrunch record: RRID:Addgene_240272
RRID:SCR_005619
DOI: 10.7554/eLife.100880
Resource: 3D Slicer (RRID:SCR_005619)
Curator: @scibot
SciCrunch record: RRID:SCR_005619
RRID:Addgene_240273
DOI: 10.7554/eLife.100880
Resource: RRID:Addgene_240273
Curator: @scibot
SciCrunch record: RRID:Addgene_240273
RRID:Addgene_240274
DOI: 10.7554/eLife.100880
Resource: RRID:Addgene_240274
Curator: @scibot
SciCrunch record: RRID:Addgene_240274
RRID:SCR_004757
DOI: 10.7554/eLife.100880
Resource: ANTS - Advanced Normalization ToolS (RRID:SCR_004757)
Curator: @scibot
SciCrunch record: RRID:SCR_004757
RRID:Addgene_73472
DOI: 10.7554/eLife.100880
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SciCrunch record: RRID:Addgene_73472
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DOI: 10.7554/eLife.100880
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Curator: @scibot
SciCrunch record: RRID:SCR_002285
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DOI: 10.7554/eLife.100880
Resource: ParaView (RRID:SCR_002516)
Curator: @scibot
SciCrunch record: RRID:SCR_002516
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DOI: 10.7554/eLife.100880
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SciCrunch record: RRID:Addgene_32636
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DOI: 10.7554/eLife.100880
Resource: RRID:Addgene_73462
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SciCrunch record: RRID:Addgene_73462
RRID:AB_477010
DOI: 10.1186/s40478-026-02240-y
Resource: (Sigma-Aldrich Cat# G3893, RRID:AB_477010)
Curator: @scibot
SciCrunch record: RRID:AB_477010
RRID:AB_2572311
DOI: 10.1186/s40478-026-02240-y
Resource: (EnCor Biotechnology Cat# MCA-5C10, RRID:AB_2572311)
Curator: @scibot
SciCrunch record: RRID:AB_2572311
RRID:AB_3678889
DOI: 10.1186/s40478-026-02240-y
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Curator: @scibot
SciCrunch record: RRID:AB_3678889
RRID:AB_2109953
DOI: 10.1186/s40478-026-02240-y
Resource: (EnCor Biotechnology Cat# CPCA-GFAP, RRID:AB_2109953)
Curator: @scibot
SciCrunch record: RRID:AB_2109953
RRID:AB_2050678
DOI: 10.1186/s40478-026-02240-y
Resource: (Enzo Life Sciences Cat# BML-FG6090-0100, RRID:AB_2050678)
Curator: @scibot
SciCrunch record: RRID:AB_2050678
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DOI: 10.1186/s40478-026-02240-y
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Curator: @scibot
SciCrunch record: RRID:AB_3678888