33:55 "They torture Dominika so that she confesses she is a traitor. But you can't kill the Freedom(TM) in her! Did Russia buy out the Guantanamo franchise? For tortures by hard rock? I like that USA in their propaganda assigns to its enemies something that USA has been guilty of themselves. Soviets suddenly drop nuclear bombs on a peaceful city, use chemical weaponry, and suddenly, hard rock tortures."<br /> haha, yeah, every single time... almost as if psychological projection was some natural instinct...<br /> see also: chauvinism, group narcissm, collectivism, hivemind, meme: "Our Blessed Homeland versus Their Barbarous Wastes"
10,000 Matching Annotations
- Last 7 days
-
www.youtube.com www.youtube.com
-
www.radiofrance.fr www.radiofrance.fr
-
Synthèse sur la situation des enfants sans abri logés dans les écoles en France
Résumé
Le sans-abrisme infantile connaît une augmentation alarmante en France, avec une hausse de 133 % depuis 2020, exacerbée par l'inflation et la crise du logement.
Face à ce que le reportage décrit comme les "carences de l'État", des collectifs citoyens, notamment "Jamais sans toi" à Lyon, organisent l'occupation d'établissements scolaires pour offrir un abri nocturne à des familles à la rue.
Ce document de synthèse se penche sur ce phénomène à travers le témoignage d'une famille d'origine angolaise – une mère et ses enfants – hébergée dans une école lyonnaise.
Leur parcours met en lumière la précarité extrême, le traumatisme d'une tentative d'expulsion avortée, et l'impact psychologique profond sur les enfants.
La situation révèle une tension critique entre la solidarité citoyenne, incarnée par les enseignants et les parents d'élèves, et l'inaction des pouvoirs publics, qui non seulement échouent à proposer des solutions de logement pérennes, mais exercent également une pression administrative sur les acteurs de cette solidarité.
1. Le Phénomène du Sans-abrisme Infantile et la Réponse Citoyenne
Le reportage met en évidence une crise sociale majeure : l'explosion du nombre d'enfants sans domicile fixe en France.
• Expansion et Causes :
◦ Le sans-abrisme infantile a augmenté de 133 % depuis 2020.
◦ Les facteurs identifiés sont l'inflation, la multiplication des expulsions locatives et la pénurie de logements sociaux.
◦ Les solutions d'urgence, conçues pour être temporaires, "s'éternisent".
En 2023, les familles logées dans des écoles y sont restées en moyenne plus de six mois.
• L'Occupation des Écoles comme Palliatif :
◦ Face à cette situation, des collectifs citoyens comme "Jamais sans toi" à Lyon organisent l'occupation d'écoles pour héberger des familles. ◦ Ampleur du phénomène à Lyon :
▪ Actuellement, 17 écoles de la métropole lyonnaise accueillent 25 familles.
▪ Depuis 2014, une soixantaine d'établissements ont servi de refuge à plus de 1000 enfants.
◦ Ce mouvement n'est pas limité à Lyon ; des initiatives similaires existent à Strasbourg, Rennes et Paris.
◦ Ce soutien repose sur la "générosité citoyenne" (parents d'élèves, professeurs, habitants) qui compense les défaillances de l'État.
2. Étude de Cas : Le Parcours d'une Famille Angolaise
Le reportage se concentre sur le témoignage poignant de Lucy (16 ans), Lina (12 ans) et leur mère, qui illustre la réalité humaine derrière les statistiques.
• De l'Angola à la Précarité en France :
◦ Arrivée en France lorsque Lucy avait 10 ans et Lina 5 ou 6 ans.
◦ Premières expériences d'hébergement précaire : le 115 à Dijon dans une chambre partagée, puis un foyer à Digoin.
◦ La journée, la famille devait quitter le 115 et trouver refuge dans des associations (Secours Populaire, églises) pour manger.
◦ Lina décrit sa déception face à la réalité française, loin de l'image idéalisée des dessins animés :
« Un pays super bien, que tout se passait bien, qu'on avait une vie normale ».
◦ Elle a également été victime de moqueries et de racisme à l'école en raison de sa langue et de ses cheveux.
• Le Traumatisme de l'Expulsion Manquée (OQTF) :
◦ Il y a deux ans, la famille a fait l'objet d'une Obligation de Quitter le Territoire Français (OQTF).
◦ La police est intervenue en pleine nuit dans leur appartement. Lucy, alors âgée de 14 ans, décrit une scène de panique et de violence :
ses parents criant, son père menotté, et les enfants enfermés dans une chambre avec des policiers.
◦ La famille a été conduite à Paris après 5 heures de route et placée dans un centre de détention pendant 4 heures.
◦ À l'aéroport, leur vol pour l'Angola a été annulé. Les autorités les ont alors "abandonnés à l'aéroport", leur ordonnant simplement "de plus retourner où [ils] étaient".
• La Rupture Familiale et l'Errance :
◦ Après cet épisode, la famille est revenue à Lyon.
Le mariage des parents n'étant pas reconnu en France, leur séparation a suivi. La mère s'est retrouvée seule avec ses enfants.
◦ Ils ont enchaîné les solutions d'hébergement temporaires :
un camping à Trévoux, un appartement à Bellecour, puis une association qui les a logés avec d'autres femmes, avant de trouver refuge dans l'école.
3. La Vie Quotidienne dans une Salle de Classe
L'école, bien qu'offrant un toit, impose des conditions de vie extrêmement contraignantes et précaires.
Aspect
Description
Logement
La famille dort sur des matelas gonflables dans une salle de classe. Les vêtements sont stockés dans les armoires de la classe et des valises.
Routine
Lever obligatoire entre 6h30 et 6h50.
La famille doit quitter les lieux avant 8h30 et ne peut revenir qu'après 18h00, une fois tous les élèves partis.
Discrétion
La nuit, il est interdit d'allumer les lumières pour ne pas attirer l'attention.
La famille utilise les lampes de poche des téléphones pour s'éclairer.
Insecurité
Des jeunes jouant dans la cour sont déjà montés et ont fouillé dans leurs affaires, profitant d'une porte laissée ouverte.
Perturbations
La vie de la famille est rythmée par la sonnerie de l'école, qui retentit "toutes les heures".
Lutte de la mère
Elle cherche activement du travail (nettoyage, restauration) et des formations gratuites, mais sa situation rend les démarches très difficiles.
4. Impacts Psychologiques et Sociaux sur les Enfants
La précarité et l'instabilité ont des conséquences profondes sur le bien-être et le développement des enfants.
• Le Poids du Secret et de la Honte :
◦ Lucy cache sa situation à la plupart de ses amies par peur du jugement :
« J'angoisse un peu, sachant que beaucoup de jeunes de mon âge [...] se permettent de juger tout simplement. »
◦ Elle exprime un profond désir de normalité : « Des fois, je me dis que j'aimerais juste avoir une vie normale comme plein d'ados de mon âge. »
◦ Lina exprime également la peur d'être mise à l'écart par ses camarades parce qu'elle vit dans une école.
• Aspirations et Résilience :
◦ Malgré les épreuves, Lucy est une bonne élève et aspire à devenir avocate.
Son ambition est directement liée à son vécu : « J'ai envie d'être avocate, de défendre les gens parce que je me dis que tout le monde a le droit à une deuxième chance. »
◦ Face à la détresse, elle a développé une stratégie de contrôle émotionnel : « Quand c'est dur, bah je prends sur moi et puis je me dis ça va aller. »
◦ Sa plus grande peur reste matérielle et existentielle : « J'ai peur de me retrouver à la rue. Ça me fait peur. »
5. La Solidarité Face à l'Inaction Institutionnelle
Le reportage oppose la solidarité active du terrain à la réponse passive, voire répressive, des institutions.
• Le Soutien du Corps Enseignant :
◦ Une enseignante de l'école s'est fortement impliquée, dormant sur place la première nuit pour rassurer l'équipe périscolaire.
◦ Elle a accueilli la famille chez elle pendant les vacances de Noël, une période particulièrement symbolique car la famille avait passé le Noël précédent dehors.
◦ Une cagnotte organisée par ses collègues a permis d'offrir des cadeaux et un repas de fête à la famille.
• La Pression de la Hiérarchie :
◦ Suite à l'occupation, l'enseignante et ses collègues ont été convoquées par l'inspectrice d'académie.
◦ La rencontre est décrite comme "un bon remontage de bretelle", où elles se sont fait "engueuler".
L'inspectrice les a qualifiées d' "inconscientes", leur faisant porter "toute la responsabilité" sans reconnaître la vulnérabilité de la famille.
• L'Absence de Solutions Pérennes :
◦ Près d'un an après le début de l'occupation, "il n'y a aucune proposition de la mairie, de la métropole, aucune perspective, rien."
◦ L'occupation de l'école a donc dû se poursuivre au-delà de l'année scolaire, mais avec des règles plus strictes :
la famille n'a plus le droit d'être dans le bâtiment pendant les heures de classe.
-
-
learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com
-
Phelan (1995) de-scribed this kind of negative visibility as a trap because of what it might meanfor groups of people or individuals.
Phelan pointed out that being seen does not mean being understood or respected. The visibility of Indigenous people is often distorted by mainstream culture into stereotypes. This "visibility trap" is display, but authentic expression and voice are lost.
-
-
tolkiengateway.net tolkiengateway.net
-
Roots are in capitals,
Roots are in capitals, and are not words in use at all, but serve as an elucidation of the words grouped together and a connection between them.
J.R.R. Tolkien's note in the Qenya Lexicon[1]
-
-
www.youtube.com www.youtube.com
-
saaron knew
Sauron new
knew that he had been wrong - not everyone would want to use the ring for their own power and Glory
yes Frodo succumbed at the very very end but - he and Sam made it that far and - fate or Providence or the intervention of Uru? himself did the rest
some people are capable of selfless and purely good acts
it wasn't just just Sauron who fell - it was his entire worldview
hope and love and care and friendship - can triumph over evil - however powerful it may seem at the time
-
The Lord of the Rings from Sauron's perspective
In Deep Geek 907K subscribers
-
-
www.tandfonline.com www.tandfonline.com
-
iberation from mundane,menial tasks in these circumstances is tantamount to liberation from the ability tomake a living – and, more to the point, the ability to make a living as a musician.
AI will take job opportunities from musicians, who already struggle to make a living.
-
Third, commercial applications using machine learning to generate cheap musicshould be a cause for concern, even if the only kind of music presently at risk is thehistorically stigmatised genre of production music.
I agree, even though commercial music isn't the same as music created by artists, outsourcing it to AI removes career outlets for musicians.
-
As a consequence, what may seem like empty marketing hype at pre-sent may end up shaping the agenda for future work in this domain, encouragingcertain pursuits while suppressing others.
How much money is made in the AI music industry? I will research this next.
-
According to this line of argument,delegating to machines mundane and menial forms of creative work – like turningfinancial reports into news stories (Martin 2019) – might free up creative energies thatcould be more fruitfully directed elsewhere. Extended to production music, concedingthis domain to machines would presumably liberate musicians to pursue more aes-thetically rewarding activities
This is an argument that is still being discussed today, it does seem that AII is replacing creative pursuits rather than mundane tasks, leaving humans with no outlet left to be human.
-
machine learning by certain of these firms hardly represents the most innovativeapplications of such technologies
This article is 5 years old. I am reading it from today's lens, knowing that AI music technology has advanced far beyond where it was then, making these issues even more prevalent now.
-
this power would be redistributed to musicianswho, by and large, do not work directly for the companies in question, but whosemusic does.
In the AI music business, music is a profit; musicians contribute to the data, and can get compensation for their efforts through redistribution.
-
One possi-bility would be the creation of some kind of ownership fund, either targeting individ-ual firms or the music technology sector more broadly. In line with other workerownership funds proposed over the years (Guinan 2019; Gowan 2019), shares mightbe issued to a body representing those musicians whose creative output is exploitednot just by music AI companies but other music tech firms as well. The main appealof such funds is that they redistribute not just wealth, but economic power, includingthe power to determine how and where to invest resources.
Allocating a portion of profits for public use redistributes wealth, which is also good for the economy.
-
The proceeds would be directed to the Trust Fund, which then distributedthe monies raised to pay for free concerts across North America. Not only did this pro-vide underemployed musicians living outside major urban areas with paid work,redressing geographic disparities in cultural participation, but it also diminished some-what the winner-take-all tendencies that technologies of mass reproduction exacer-bate
This solved the royalty split issue of who should get credit; the solution was to redistribute the money to the public by helping musicians in need.
-
The same principle holds for machine learning techniques, despite the distance sepa-rating them from the Markov processes employed by Olson and Belar. What ties themtogether is a reliance on what Adrian Mackenzie refers to as ‘probabilization’, as‘formalisms derived from statistics’
AI music generation works the same way as randomly generated melodies; it randomly generates a song based on its training data, which can result in segments that emulate existing songs.
-
While certain trigrams are more probable and others less so, it’snot the case that an improbable sequence (like E4-D4-C#5) somehow counts for less,or that the single song where it appears contributes less than others. The song’s con-tribution isn’t the pattern, but its impact on the overall distribution of probabilities.
There is a difference between blatantly stealing a melody versus a statistically likely repetition. If you're only looking at three notes of a melody, you will find many songs with those same three notes in the same sequence.
-
If it is difficult to isolate the contribution made by anysingle input, this is because no input contributes in isolation.
The music industry thrives on recycled ideas; a new idea fuels a new genre, and samples are passed around dozens of times.
-
Again,within current copyright regimes this test applies only at the level of individual works.A prominent case in point is Robin Thicke and Pharrell Williams’ 2013 song ‘BlurredLines’. Following a lengthy lawsuit, in 2015 a jury found the two musicians guilty ofhaving infringed upon Marvin Gaye’s 1977 hit ‘Got to Give It Up’.
There is a line of what can and can't be flagged as a copyright infringement; an identical chord progression can't be sued for, but a sample without permission can.
-
like the shared conven-tions governing a genre – to produce a technical resource
Meaning some aspects of genres are not able to be copyrighted, things such as common genre drum beats, and chord progressions cannot be copyrighted.
-
determining thecontribution their works made to its training, and apportioning royalties accordingly.Such difficulties would appear to rule out, either in principle or in practice, anyclaim that authors of training data might have on works generated by a machinelearner trained on their music.
It would be very hard to keep track of the amount of stake both people and machines had in the creation of something to determine royalty splits.
-
Artist Rights Watch, for one, has called for musicians to invoke the marketingrestriction clause in recording and publishing contracts to refuse their music’s use ‘forAI purposes of any kind’
An answer to "Is any music safe from data harvesting?"
-
whose system istrained on a large number of musical ‘stems’ that an in-house composer in theiremploy creates for hire. Barring that, companies can assert some sort of exemption.
This is a fairer way to do this, as now the data isn't from somewhere they don't have permission to use.
-
Crucially, developers of commercial systems, unlike academicresearchers, aren’t obliged to reveal the sources of their training data
This is likely because they have access to data that they dont have direct permission to use.
-
Thatthese companies have title to the algorithms they developed isn’t in dispute; what is in dispute,however, is whether the works their systems produce belongs to them, some other party, ornobody at all.
Should AI products be stripped of all ownership and become public property?
-
A variety of legal doctrines have been mobi-lised in support of each of these candidates. Some have appealed to utilitarian theoryto buoy the claims of programmers and/or owners of AI systems, arguing that grant-ing them rights to AI-generated works will encourage the continued growth of the AIsector
How will this be resolved?
-
Yet AIs, unlike humans, are insensible to such rewards,whether monetary or symbolic. Insofar as ‘machines need no incentive to work’,
This is an important detail when answering the question of how much each part influences the creation. AIs aren't like humans; they don't need rest.
-
Granting authors a temporary monopoly over their creations is regarded as animportant spur to creation, one that ideally harmonises individual and general interest:artists are rewarded for their investments of time, effort, and resources
In AI music creation, the question that needs to be answered is what is the power balance, how much of the creation process is influenced by a users prompt, the data from artists, the process the machine went through to create the song, and the programmers who made the AI music generator.?
-
What is more, there’s little appetite within legal circles for reforming statutesto grant machines rights on the works they produce.
Is it ethical to pay a machine?
-
in UK lawmachines aren’t eligible for copyright assignment, with rights defaulting to their creatorsor owners.
Is this still true in 2025?
-
machine turned out, their recombination in different configurations
At what point does a song generated from existing material become "original" enough to evade copyright?
-
Another, less visible place wherethe same transition can be seen is in traditional production music companies, whichhave also adopted a platform model. But in contrast to these and other, more familiardigital platforms (like Facebook or Amazon), the platformization of commercial musicAI doesn’t involve one group of users being connected to another, but instead agroup of users being connected to an AI system.
Is any music safe from data harvesting? There appears to be no safeguard against having your music being used in training data.
-
he fact that onedoesn’t pay with money doesn’t mean one isn’t paying in some other way, usingsome other currency. As with so many other digital services, payment is still beingmade: it is simply that it is being made in the form of personal data
That is how these types of services stay afloat, by profiting off your data, and the data it is trained on
-
do not sell products to clients, but services. A case inpoint is Mubert, a company that bridges the consumer and business-to-business mar-kets. For brands, content producers, and/or brick-and-mortar businesses, Mubert offersa range of subscription plans. For a flat monthly fee, one can generate as muchbespoke music as one needs or desires ‘for free’
This means the business avoids copyright responsibility, as the user is the one who actually generates the music.
-
25,000 MIDI files on its site,in such genres as klezmer, tango, and the blues, while bitmidi.com boasts roughly113,000 MIDI files, from an equally diverse range of genres and styles.
So, MIDI websites have significantly affected the music industry, which doesn't exactly answer the research question, but is adjacent. Also I just checked out BitMIdi, it was really weird, it has a ton of instrumenetal versions of songs, basically the elevator music versions of songs. It's really wierd, its versions of songs with chip tune drums, midi saxohpone, and midi strings.
-
Weav Run, whose appadjusts tracks according to the cadence of one’s stride whilst walking or running, withnot just the tempo of a track changing in real time, but also its texture, timbre, andarrangement (Weav Music 2019). A third example is AI Music, whose founder describesits applications as a means of ‘shape-shifting’ music so that it can adjust to differentlistening situations
This is a really cool idea.
-
suchmusic is not intended for direct consumption by end users, but is marketed instead toother cultural producers, typically for use in mixed media products like games, adver-tisements, or online web content.
Does this mean royalty-free music, or non-copyrighted music?
-
the ‘MusicComposing Machine’ developed at RCA in the 1950s
Wow, i had no idea something like this existed that long ago, I want learn more about how it actually functioned.
-
one that transposes tracks from one musical genre to another
How does this work?
-
Since 2015 there has been a marked growth in the number of startups and technol-ogy companies seeking to commercialise music produced using artificial intelligence.
I had no idea that generative AI was around 10 years ago; I thought there was only narrow AI with tools such as Siri and Grammarly. This opens my eyes to the hidden landscape of AI in the past decades. The truth is, AI has been around for many decades, and looks very different now than it did before.
-
the article sketches a couple ofalternative models (levy-based trust funds, ownership funds) thatcould provide a more equitable institutional
the goal of the research in this article is to find a more erthical split in profits among AI models, the user, and the artists that are part of training data.
-
the music that constitutes the trainingset necessary for machine learners to learn. Given the massivedatasets mobilised to train machine learners, existing copyrightregimes prove inadequate in the face of the questions of distribu-tive justice
This means that AI models are trained on music they don't have ownership over, producing music that people profit off of, created from material that was protected under copyright.
-
recently dis-cussion has focused on who (or what) should be awarded rightsover the products of so-called ‘expressive AI’: Its programmers? Itsusers? Or the AI itself?
There is a discourse in who should profit off of AI generated music.
-
-
hyperliquid.gitbook.io hyperliquid.gitbook.io
-
The oracle prices are used to compute funding rates. They are also a component in the mark price which is used for margining, liquidations, and triggering TP/SL orders.
oracle price 只是
mark_price的一个 component，还有什么其他因素呢
-
-
ecampus.paris-saclay.fr ecampus.paris-saclay.fr
-
Modéliser
Modélisez
-
expérience
expériences
-
continus
continu
-
Etablir
É (alt + 144)
-
chaines
chaînes
-
-
ecampus.paris-saclay.fr ecampus.paris-saclay.fr
-
Modéliser
Modélisez ; tous les autres verbes de la listes sont conjugués à la 2ème personne du pluriel
-
expérience
expériences
-
continus
continu
-
Etablir
É
-
chaines
chaînes
-
-
ecampus.paris-saclay.fr ecampus.paris-saclay.fr
-
ramené
ramenée
-
liée
lié
-
continus
continu
-
chaines
chaînes
-
associées
associés
-
numérisée
numérisé
-
-
anthologydev.lib.virginia.edu anthologydev.lib.virginia.edu
-
The girl looked at the ground the table legs rested on.
Her body language says it all.
-
“Well,” the man said, “if you don’t want to you don’t have to. I wouldn’t have you do it if you didn’t want to. But I know it’s perfectly simple.” “And you really want to?
She's obviously struggling with this decision she is unsure of what will happen.
-
It’s really an awfully simple operation, Jig,” the man said. “It’s not really an operation at all.
That's something a person would say who obviously isn't the one going through a procedure not sure if that's comforting or more infuriating.
-
“I feel fine,” she said. “There’s nothing wrong with me. I feel fine.”
That's a lie.
-
“And if I do it you’ll be happy and things will be like they were and you’ll love me?”
It seems like they were having a good time drinking beers. I wonder what he did or said to make her think he no longer loved her.
-
-
www.tonkotsu.ai www.tonkotsu.aiTonkotsu1
-
Where every developer is the tech lead of an AI dev team
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
Whitney Phillips. Internet Troll Sub-Culture's Savage Spoofing of Mainstream Media [Excerpt]. Scientific American, May 2015. URL: https://www.scientificamerican.com/article/internet-troll-sub-culture-s-savage-spoofing-of-mainstream-media-excerpt/ (visited on 2023-12-05).
The Jenkem prank shows that trolls know exactly how to weaponize sensationalism and exploit weaknesses in journalistic culture to make a point， if journalists treated troll-generated stories with more skepticism instead of just chasing clicks, would trolls lose most of their power?
-
ive? Comedian Impersonates FBI on Twitter, Makes MLK Assassination Joke. January 2020
For the summary of this link: it is talks about On Martin Luther King Jr. Day in 2020, comedian Jaboukie Young White changed his Twitter profile picture and name to "FBI" and posted a satirical tweet. It is not first time he did such "joke". The detail of this journalist Jake Tapper's clues to remind readers of what did FBI do to MLK and to let readers themselves to decide whether it is joke or not. However, on my personal perspective, I think it is not ok for everyone making joke on a dead people, and MLK was a person who has had a great impact in the past. So this guys definitely know the posts can bring online popularity to him, so I don't think it is just a funny joke.
-
Spaghetti-tree hoax. November 2023. Page Version ID: 1187320430. URL: https://en.wikipedia.org/w/index.php?title=Spaghetti-tree_hoax&oldid=1187320430
I believe I've actually heard about this before. This source talks about an old news broadcast on April fools day, 1957, where they show a family basically harvesting spaghetti from a tree. This is a good example of a "lighthearted" troll, as this was a joke and obviously not real. However some people did assume it as real as it's stated in the source that hundreds of people phoned in to ask how can they grow spaghetti on their own tree (that's funny to think about). So I guess this could be seen as perhaps maybe early presence of spreading "fake news" but this broadcast was made on context of April Fools Day, so it was meant to be a joke.
-
29] Julia Alexander. K-pop stans overwhelm app after Dallas police ask for videos of protesters. The Verge, June 2020. URL: https://www.theverge.com/2020/6/1/21277423/k-pop-dallas-pd-iwatch-app-flood-review-bomb-surveillance-protests-george-floyd (visited on 2023-12-05).
This is an example of how online trolling could be a form of digital protesting. In 2020 the Dallas PD asked the public to submit videos of protestors in order to arrest them. In response, Kpop fans flooded the app with edits of their favorite artists as well as review bombed it in the app store.
-
-
ecampus.paris-saclay.fr ecampus.paris-saclay.fr
-
a
à
-
N’hésiter
N'hésitez
-
se
ce
-
aux couple résistan
au couple résistant ou bien aux couples résistants
-
observeainsi
observe, ainsi
-
peu
peut
-
se
ce
-
continue
continu
-
attention
attention, pas d'espace avant la virgule. il y a une espace après tous les signes de ponctuation, mais l'espace avant n'est que pour les signes de ponctuation doubles (; : ! ?)
-
continus
continu
-
Etablir
É
-
chaines
chaînes
-
Croix-de-malte
croix de Malte
-
malte
Malte
-
-
www-jstor-org.calpoly.idm.oclc.org www-jstor-org.calpoly.idm.oclc.org
-
I found myself intrigued that the film did not end with a happy ending nor a very dark ending either. There was not exactly any clear "good guy" in this film for the acceptation of Brutus who called a "noble man" multiple times in the film. There are many aspects of this film that wrestle with notions of loyalty, honor, and patriotism.
-
-
faculty.washington.edu faculty.washington.edu
-
Critiques are two-way. It is not just one person providing critical feedback, but rather the designer articulating the rationale for their decisions (why they made the choices that they did) and the critic responding to those judgements. The critic might also provide their own counter-judgements to understand the designer’s rationale further.
I have to agree with professor Ko that good critique is a conversation over a single opinion. I've been in situations such as group project in my other INFO classes where people can simply say that that looks good or "I think you should fix that small..." without having proper reasoning. ALso the article mention the hamburger rule as it's not just about being nice, but about giving feedback that will help people or project grow. This reminded me that giving critical feedback is important and that also helping the other grow, Personally, I am very much open to critical feedback as long as the reasoning is good!
-
One way to avoid this harm, while still sharing harsh feedback, is to follow a simple rule: if you’re going to say something sharply negative, say something genuinely positive first, and perhaps something genuinely positive after as well.
I feel this “hamburger” rule seems a little formulaic at first, but I realize it does work. I agree with Ko that it forces critics to find good aspects, even when a design appears weak overall. I know from my own experience that if I only receive negative comments, I will not have the motivation to solve that. However, if that is mentioned well, I'm much more open to hearing the criticism. This approach makes people slow down and actually notice the good parts of a design, instead of just tearing it apart.
-
One way to avoid this harm, while still sharing harsh feedback, is to follow a simple rule: if you’re going to say something sharply negative, say something genuinely positive first, and perhaps something genuinely positive after as well. Some people call this the “hamburger” rule, other people call it a “shit sandwich.” Whatever you want to call it, finding something positive to say about something you don’t like forces you to consider the possibility that there is something actually good about the idea, even though all you might notice is what isn’t working. It’s your responsibility to search for both and share both good and bad aspects of an idea.
I agree with this portion of text. This is something that I see people do in non-design contexts, and something I do in my every day life. I use this tactic a lot at my workplace when training new hires. First, telling them something their doing a good job at, then telling them something they still need work on. I can see how this would work in a design environment too.
-
On the other hand, there are some design principles that one might use to make more absolute judgements of “good” design.
I greatly appreciate how the text provides some design principles to refer to for critiques. As someone who just recently began their design journey, I often associated "critiques" with what "looked good." This POV is pretty misguided as it doesn't focus on usability or actual functionality (or the other principles mentioned) so I'm glad that I'll have a point of reference for future design critiques!
-
It’s respectful, with each person listening and accepting what the other person is saying. It’s collaborative, with each person contributing knowledge to the conversation. It’s grounded in design rationale and design judgement, focusing on why choices are made and why different choices were made, and how that might effect the success of the solution.
I really agree with what this paragraph is saying. I used to do a lot of art/design work, and critique is part of the most gone through stage but at the same time, I always find it really hard. We all have different thought process and how we approach problem is different. Critique is meant to be a little negative but at the same we always try to keep it positive by complimenting the good part of the idea and then add the potiential area of improvement. So it is like a collaborative work between people to come out with the best possible idea.
-
On the other hand, there are some design principles that one might use to make more absolute judgements of “good” design. Let’s start with some common, but vague principles, that are not particularly useful:Intuitive. Human beings are not born with much innate knowledge. What people mean when they use this word is that someone can infer from the information in a design what the purpose or intent of something is, based on all of the prior knowledge they’ve acquired in their life, including encounters with a long history of user interface conventions and domain concepts. That is not “intuitive,” but rather, closely mapped to someone’s knowledge.User-friendly. This is another imprecise phrase. What does it mean to be “friendly” with a user? Nice? Supportive? Helpful? This phrase suggests a lot without meaning a lot, and does not facilitate precise design critique.
This section makes me think about how the described definition of “good” design could be a double edged knife. Although I agree a design could be created as intuitive and user-friendly, I believe that will fully depend on the niche the designer has in mind when designing something. I believe it kind of bring us back to chapter one (or maybe 2?) where wherever we make a change to a given design, we benefit one group that will be using that design and negatively impacts another group that also will be using that design.
-
One way to avoid this harm, while still sharing harsh feedback, is to follow a simple rule: if you’re going to say something sharply negative, say something genuinely positive first, and perhaps something genuinely positive after as well. Some people call this the “hamburger” rule, other people call it a “shit sandwich.”
This part stood out to me because it explains the importance of balancing positive and negative feedback. I like how this approach makes critique feel more like collaboration than judgment. It reminds me that being critical doesn’t mean being harsh, it means helping someone improve while recognizing what’s already good. I think this mindset makes feedback more meaningful and encourages creativity instead of discouraging it.
-
Critiques are two-way. It is not just one person providing critical feedback, but rather the designer articulating the rationale for their decisions (why they made the choices that they did) and the critic responding to those judgements. The critic might also provide their own counter-judgements to understand the designer’s rationale further.
I found this statement to be interesting as this is not something I thought of. I always took critiques more as an one way definition so this is a new insight of perspective I am gaining from this reading. However, this got me questioning: If a certain design gets out to the world and gets criticized, would designer always be able to articulate the rationale? If not, is it not consdiered as a feedback coming from a user?
-
From a design justice perspective, this might mean arranging a critique session not with other designers, but with stakeholders, asking them to bring their lived experience and knowledge of their domain to critically analyzing your design.
I strongly agree with this suggestion because it brings us back to the core of the principle of design: designing for the user. But this practice also faces some of the same constraints as conducting user interviews: people will not always give you the honest answers due to perceived barriers or wanting to come off a certain way in order to meet social expectations. One method I found interesting to try is to gather a group of users/stakeholders and a facilitator who might be the designer, but is undisclosed to the participants, therefore removing frictions for the participants giving critiques out of their fear of offending/hurting the designer.
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
Ask anyone who has dealt with persistent harassment online, especially women: [trolls stopping because they are ignored] is not usually what happens. Instead, the harasser keeps pushing and pushing to get the reaction they want with even more tenacity and intensity. It’s the same pattern on display in the litany of abusers and stalkers, both online and off, who escalate to more dangerous and threatening beha
I agree with the idea that just “not feeding the trolls” doesn’t always work. Sometimes ignoring them gives them more space to keep spreading hate, especially when the target is already being attacked or harassed. I think the article makes a good point that it’s unfair to put all the responsibility on the person being targeted.
-
What do you think is the best way to deal with trolling?
Ignore. Trolls usually recive what they are after from reactions. If you simply ignore them the trolls don't get what they want.
-
-
docdrop.org docdrop.orgview3
-
The authors highlight that the relationship between family income and children’s academic achievement has strengthened over recent decades. This growing “income achievement gap” replaces the older concern about the “race gap.” It shows that economic inequality is now the main barrier to educational equity.
-
the authors describe schools as the key mechanism through which equal opportunity should be achieved. Education is the “engine” of the American Dream—but it’s also where inequalities are reproduced. This introduces the book’s main theme: the conflict between democratic ideals and educational inequality.
-
begin by showing how deeply the American Dream shapes U.S. identity—it promises that hard work and talent can lead anyone to success. But they also note that this ideal can obscure social inequalities. The tension between belief and reality drives their whole argument.
-
-
www.openculture.com www.openculture.com
-
Mark Twain Wrote the First Book Ever Written With a Typewriter<br /> by [[Josh Jones]] in Open Culture<br /> accessed on 2025-10-13T23:01:35
-
-
en.wikipedia.org en.wikipedia.org
-
was
Brains, Alan, Tin Tin and I were fast asleep in a pile of furs in a mountain cave. It was kind to our skin, and not too itchy or irritating. Outside our mountain cave, we could hear pure mountain water flowing gently. The mountain atmosphere was peaceful and soft.
-
-
docdrop.org docdrop.orgview6
-
The sharp division that exists between immigrant and U.S.-born youth is a striking feature, particularly when one considers that many of the U.S.-born students have parents and grandparents who are from Mexico. However, such divisions have been observed among Mexican adults as well (Rodriguez & Nunez, 1986). This discussion should not be taken to mean that immigrants should not be accorded their much-needed, and often deficient, language support systems. I simply want to express that the broader Mexican community's collective interest to achieve academically gels co
It’s kind of crazy how even within the same community, these divisions get reinforced by schools. Immigrant students might get support for language, which is important, but at the same time, U.S.born students can end up at a disadvantage just because of how the system sorts and treats them. It shows that schools aren’t just neutral spaces, they actively shape who gets opportunities and who falls behind, and that can end up weakening the collective success of the whole community.
-
Finally, quantitative evidence points to significantly higher academic achievement among immigrants than among U.S.-born youth located in the regular track. Though not controlling for curriculum track placement, other scholars have observed this tendency among Mexican and Central American students
It shows that immigrant students often do really well academically, but I think it is important to look at the bigger picture. Their success might not just be about individual effort or assimilation. It could also be shaped by the schools and systems they navigate, which might favor certain behaviors, cultural values, or even language skills. At the same time, focusing only on individual achievement ignores the ways the system can advantage some students while making it harder for others. A critical look can help reveal how schools reward certain kinds of adaptation and resilience, and also highlight what supports or changes are needed to help all students succeed, not just the ones who fit the expected mold.
-
First, students' parental education levels are very low, hovering around nine years of schooling completed for third-generation students.5 Though hight::r tlia11 the average for parents of first-generation respondents (i.e., six. years of schooling), a "high" of nine for the U.S.-born population means that parents have little educational "advantage" co confer to their children (L
This really puts things into perspective. It shows how much of an uphill battle some students face before they even get to school. If parents only have a few years of schooling, they might not have the tools or experience to guide their kids through academic challenges. It also makes me think about how schools need to step in and provide support that these students might not be getting at home, because expecting them to succeed without that foundation is setting them up for more obstacles.
-
inding from survey data corroborated in the ethnographic account is that immigrant youth experience school significantly more positively than do their U.$.-born peers. That is, they see teachers as more caring and accessible than do their U.S.-born counterparts, and they rate the school clir1;ate in more positive terms as well. They are also much less likely to evade school rules and policies.
The data from the questionnaire survey and the results of the ethnographic study mutually corroborate, indicating that immigrant students' feelings towards the school are significantly more positive than those of their peers born in the United States.
-
massive student walkout in October 1989, and a number of school reforms sud: as site-based management, little has changed to significantly alter its underachieving profile. Seguin is locked in inertia. Steeped in a logic of technical rationality, schooling centers on questions of how best to administer the curriculum rather than on why. as presently organized, it tends to block the educational mobility of huge segments of its student body. Excepting those located in the privileged rungs of the curriculum-that is, honors classes, the magnet school program. and the upper levels of the Career and Technology Education (CTE) vocational programl-the academic trajectories of the vast majority are highly circumscribed. Because as a group, 9th graders are especially "at risk," I tried to talk to as many of them as possible and to incorporate their voices and experiences into this ethnographic account
This logic centered on technical rationality has restricted the educational mobility of the majority of students. Only a few students who enter honors courses, magnet programs, or advanced vocational education courses have more opportunities, while the academic trajectories of the majority of students are still strictly limited.
-
Schools subtract resources from youth in two major ways. The first involves a process of "de-Mex.icanization," or subtracting students' culture and language, which is consequen-tial to their achievement arid orientations toward school. The second involves the role of caring between teachers and students in the educational process. De-Mex.icanization erodes students' social capital (Coleman 1988, I 990; also see Stanton-Salazar, 1997), by making it difficult for constructive social ti~s to develop between immigrant and U.S.-born youth:
The school will reduce students' resources in two ways. The first one is "de-Mexicanization", which means eliminating students' culture and language. This directly affects their academic performance and their attitude towards the school.
-
-
runestone.academy runestone.academy
-
Important to note
-
-
yaleclimateconnections.org yaleclimateconnections.org
-
The reason we wanted to do it, more than anything, was, what’s the first step in handling addiction? It’s admitting you’ve got a problem,” he said. “And this was intended to get people to ask themselves that question: ‘Do I have a problem here?’”
I don't think it's necessarily a problem or that people are addicted to cars, but rather they have just been so accustomed to it they never questioned it.
-
the average U.S. household spent $12,295 on transportation in 2022
People always complain about how expensive cars are and for good reason. This is also another issue because if one fails to pay for their gas or insurance or a mechanic's bill they are stuck without any means of moving around.
-
Through a phenomenon known as induced demand, expanding roads simply attracts more drivers, causing new traffic jams.
The principle of induced demand can also be applied to bike lanes and other car-free methods of transportation.
-
Accepting the premise that virtually all adults need two-ton private vehicles to accompany them everywhere they go necessarily implies devoting a vast amount of space exclusively to driving and parking, leading to sprawling, inhospitable concrete landscapes.
This is a big issue. Even if we get rid of all of our cars overnight we're still left with massive infrastructure throughout the entire country absorbing heat and contributing to global warming.
-
the issue of systemic car fatalities barely registers in political debates when compared to debates over firearms.
Again, this shows how we have normalized cars and how car dependency is an issue that is not talked about enough.
-
the assumption that driving is the only realistic form of transportation in most of the U.S.
This is an important fact to keep in mind while reading the article.
-
-
wac.colostate.edu wac.colostate.edu
-
Without empathy, we would all be sociopaths, which by definitionlack the capacity to identify with another
Understanding feelings (empathy) can help in their persuasion which in turn strengthens their rhetoric. I picked this statement because it is hyperbolic, empathy is a spectrum. It is a rhetorical statement to show how important empathy is.
-
Knowledge is useless if it can’t be communicated
This statement is timeless. If knowledge can't be expressed, it is useless to society.
-
It is the inherent probability and social nature of knowl-edge that leads Aristotle to claim that rhetoric is the art of discovering thepossible means of persuasion
This basically says that Aristotle draws a conclusion about rhetoric.
-
-
socialsci.libretexts.org socialsci.libretexts.org
-
-
what is the number one cause of stress in your life? my one cause of stress in my life is college i didn't know that college was going to be that difficult for me
-
what else causes you stress having my house clean for my house
-
what effect does stress have on your studies and academic performance? that i can't focuses so much on college
1 4 4 3 0 0 4 4 2 2 0 3 2 2 3 3
-
-
- list common cause of stress for college students. Everyday Stressors
- Time pressure: juggling classes, work, and social life
- Academic anxiety: grades, exams, assignments
- Financial concerns: tuition, rent, food
- Relationship conflicts: roommates, partners, family
- Health issues: frequent illness, poor sleep, allergies
- Body image and eating habits
- Loneliness or poor social connection
- Daily hassles: broken-down car, housing issues
2.Describe the physical, mental, and emotional effects of persistent stress. Physical * Weakened immune system (more frequent illness) Digestive issue (ulcers, constipation, indigestion) * High blood pressure and increased risk of heart disease * Muscle tension headaches, fatigue * Sleep disturbances (insomnia or oversleeping)
Mental * Difficulty concentrating or thinking clearly * Poor memory and reduced academic * Negative thought patterns and pessimism
Emotional * Anxiety, depression, irritability * Feelings of helplessness or frustration * Withdrawal from others or increased conflict
- List healthy ways college students can manage or cope with stress.
- Exercise regularly (aerobic activity boosts mood and focus)
- Get enough sleep (7-9 hour improves resilience)
- Time management: focus on growth not perfection
4.Develop your personal plan for managing stress in your life long-term vision * Feel more in control of my schedule * Build emotional resilience and confidence * Maintain academic success while enjoying college life
-
-
docdrop.org docdrop.orgview8
-
Identity Development in Adolescence
Growing up in an international school in Beijing, i was lucky to experience diversity at an early age, in my school there were Chinese, Koreans, Americans and all different ethnic groups, this in my opinion helped me to adapt to my college life at UCI since it is also a diverse environment.
-
Most children of color, Cross and Cross point out, "are socialized to develop an identity that integrates competencies for transacting race, ethnicity and culture in everyday life.
Personal Annotation: I relate to this idea because growing up, I also had to learn how to navigate between different cultural expectations. Whether it was at school, with friends, or at home, I often had to adjust how I expressed myself depending on who I was around. This passage reminds me that developing this kind of cultural flexibility is not just about fitting in—it’s a key part of understanding who I am and where I come from.
-
One thing that happens is puberty. As children enter adolescence , they begin to explore the question of identity, asking "Who am I? Who can I be?" in ways they have not done before.
Annotation: In this passage, Tatum explains that adolescence is a key stage for identity development, triggered by the physical and emotional changes of puberty. During this period, young people start to question who they are and who they want to become. This self-exploration marks an important shift from childhood to a more complex understanding of one’s personal and social identity.
-
ransition to this new understanding is typically precipitated by an event or series of events that force the young person to acknowledge the personal impact of racism. As the result of a new and heightened awareness of the significance of race, the individual begins to grapple with what it means to be a member of a group targeted by racism. Re-search suggests that this focused process of examination of one's racial or ethnic identity may begin as early as middle or junior high school
The new understanding of racial identity among teenagers is often the result of experiencing certain events or shocks, which forces them to confront the impact of racism on their own lives.
-
Most children of color, Cross and Cross point out, "are socialized to develop an identity that integrates competencies for transacting race, ethnicity and culture in everyday life."6 But how does that identity de-velopment take place in the life of a young Black adolescent? From early childhood through the preadolescent years, Black children are exposed to and absorb many of the beliefs and values of the dominant White culture, including the idea that Whites are the preferred group in US society. The stereotypes, omissions, and distortions that reinforce no-tions of White superiority are breathed in by Black children as well as White. Simply as a function of being socialized in a Eurocentric culture, some Black children may begin to value the role models, lifestyles, and images of beauty represented by the dominant group more highly than those of their own cultural group.
The stereotypes, omissions and distortions in society continuously reinforce this notion of "white superiority", and both black and white children will be affected by it.
-
n individual is not likely to explore all identity domains at once, therefore it is not unusual for an adolescent to be actively exploring one dimension while another remains relatively unexamined. Given the impact of dominant and subordinate status, it is not surprising thar researchers have found that adolescents of color are more likely co be actively engaged in an exploration of their racial or ethnic identity than are White adolescents. 2
It is unlikely for an individual to explore all the identity domains at the same time. Therefore, it is quite common that when teenagers are actively exploring one aspect, some other aspects may not have been carefully considered.
-
ne thing that happens is puberty. As children enter adolescence , they begin to explore the question of identity, asking "Who am I? Who can I be?" in ways they have not done before. For Black youth, asking "Who am I?" usually includes thinking about "Who am I ethnically and/or racially? What does it mean to be Black?
When children enter the teenage years, they begin to ponder questions like "Who am I? What kind of person can I become?" 。 For black teenagers, this process of identity exploration often also involves the aspects of race and ethnicity. "What does it mean to be black?" 。
-
LK INTO ANY RACIALLY MIXED HIGH SCHOOL CAFETERIA AT LUNCH-tune 3:11d you will instantly notice that in the sea of adolescent faces, there is an identifiable group of Black students sitting together. Con-versely, it could be pointed out that there are many groups of White students sitting together as well, though people rarely comment about that. The question on the tip of everyone's tongue is, "Why are the Black kids sitting together?" Principals want to know, teachers want to know, White students want to know, the Black students who aren't sitting at the table want to know.
This passage is not merely describing a dining scene; rather, it uses a mundane detail to bring up a deeper social issue: race.
-
-
academic-oup-com.proxy.libraries.rutgers.edu academic-oup-com.proxy.libraries.rutgers.edu
-
Even as adults, forming relationships in a group setting requires risk. We must take chances not only to reach out and form a relationship, but also to foster and continue a relationship. This can be uncomfortable for all students, especially students with differences and disabilities. In our classrooms, a student may have tried to initiate and reinitiate contact and failed. Other students may have attempted to initiate conversation with a student who has a communication challenge and also failed. The combination of both behaviors can result in a “downgrade” of a student’s place within a group (see social identity theory earlier). In addition, these events may discourage a student from attempting to connect in the future.
I hadn’t fully thought about how much risk goes into forming relationships, especially for students with differences or communication challenges. It made me realize that when a student’s attempts to connect don’t go well, it can deeply affect their confidence and willingness to try again. As a future teacher, this helps me see how important it is to intentionally create opportunities for all students to build connections in a safe, supportive way so no one feels left out or discouraged.
-
Some classroom management issues can stem from anxiety. Many students with differences and disabilities are anxious during class because they are unsure about teacher expectations and what will be asked of them that day (Zeichner, 2003). It can be very helpful to have a written or pictorial schedule of activities or a rehearsal order for students to use as a guide. This alleviates anxiety regarding performance expectations. It also gives students an idea regarding the amount of time they will be asked to sit still, move about the classroom, pay close attention, or work in groups.
I really connect with this section because I’ve seen firsthand how much structure can help students feel calmer and more engaged. When students know what’s coming next, they’re less anxious and more willing to participate. I love the idea of using a visual or written schedule because it shows that the teacher cares about making the classroom predictable and welcoming for everyone. It reminds me how small adjustments like this can make a big difference in helping students feel secure and ready to learn.
-
tudents need regular praise for appropriate social and academic behaviors. Unfortunately, we can often find ourselves correcting behavior more often than praising great behavior.
I think this section is a great reminder that positive reinforcement is just as important as correction. Students thrive when their good choices are noticed and acknowledged. Focusing on praise helps build motivation and encourages students to repeat positive behaviors. It also creates a more supportive and uplifting classroom atmosphere where students feel valued for their efforts.
-
In these cases, create a special signal or gesture to let this student know that their behavior is not appropriate.
I think this part makes a really strong point about using subtle and respectful strategies to manage behavior. Creating a private signal helps maintain the student’s dignity while still addressing the issue in the moment. It also shows how teachers can be proactive and compassionate, focusing on communication rather than punishment. This kind of approach helps build trust and keeps the classroom environment positive and supportive for everyone
-
It is also important to point out that using the words “good behavior” and “bad behavior” can be problematic. If a student hears that they are exhibiting “bad” behavior often, the student can develop self-esteem issues. Even worse, the student can start to build an identity that is centered around “bad” behavior as a way of gaining the attention of the teacher. Just refer to behaviors as what they are: behaviors.
I really like this section because it shows how the language teachers use can deeply affect how students see themselves. Labeling behavior as good or bad can unintentionally make students believe those labels define who they are instead of what they do. It is an important reminder that our words matter and that describing behavior in clear and objective terms helps students focus on their actions rather than feeling personally judged.
-
-
openknowledgemaps.org openknowledgemaps.org
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
g Powerful: Trolling sometimes
I really understand the interpretation of troll, cause nowadays we can find troll on many social media app. At first, I don't know why there are so many troll, but now I realized maybe they are just want to. Maybe show they are really smart and know beyond than others, but actually they just posts a troll. Or maybe they just want other people pay more attention on them and transfer the focus points. I think those kinds of people, they might just cannot get attention from others in reality so they will find a presence online. But now I know that maybe it just want to punish or stop. It brings a new idea for me, maybe next time I can focus on those points.
-
Feeling Smart: Going with the gatekeeping role above, trolling can make a troll or observer feel smarter than others, since they are able to see that it is trolling while others don’t realize it.
I've always had this same thought of "why do people take time out of their days to just troll via online or in person?". One of the ideas that I had originally was that it came from a place of sadness. Perhaps they aren't in the best situation at home or maybe they're going through something so they take it out on other people by "trolling" and to feel smarter than everyone else. I feel like this would be a good explanation as to why most people troll, specifically the ones who seem to do it out of spite and not in a comedic way.
-
-
writingcommons.org writingcommons.org
-
You will need to figure out the best and most reliable way to answer each question (and the questions will probably each need a different research strategy)
I agree , each research will have a different outcome.
-
Researchers follow an iterative process to solve problems
To repeatedly research an Idea ,will help The mind Understand what you are looking an answer for.
-
-
Local file Local file
-
W h ite suffragists felt that w h ite m en were insulting w hitew om anhood by refusing to grant them privileges that were tobe granted black men.
whiteness as property, contra lou hamer
-
panel at "their” conference
ownership, naming
-
Racism took precedence over sexual alliances in both the white world’s interaction with Native Americans and African Americans, just as racism overshadowed anybonding between black women and white women on the basisof sex.
think of mommas baby poppas maybe
-
-
-
You should invest in individual stocks if -- and only if -- you have the time and desire to thoroughly research and evaluate stocks on an ongoing basis. If this is the case, we 100% encourage you to do so.On the other hand, maybe quarterly earnings reports and moderate mathematical calculations don't sound appealing. In that case, there's absolutely nothing wrong with taking a more passive approach.
You should invest in individual stocks if you already have prior knowledge on the individual stock.
-
-
www.agatheringtogether.com www.agatheringtogether.com
-
But eventually we spoke of him less and less, and fewer and fewer of my thoughts would turn to him throughout the day. Now it was like those first days again where the thought of him would pop into my mind so much, except that I didn’t speak to Rami or Yama about it because I didn’t want to tell them that I didn’t know if I wanted to see Baba now. It wasn’t because Yama had repeatedly threatened over the years to let him know of all the infractions I had committed, especially when I would storm out of the French boardinghouse; I knew she wouldn’t. It was that I wondered how things would change with him now that he spent so long in America, and if we would still feel like family to him.
this is rlly sad and unfortunate that manal thinks of her father this way, now that he's been gone a long time
-
The people she saw in the streets irked her, the way they looked at us, our long hair and full-length dresses that were so different from their short hair and short dresses
this shows how culture can differ from one country to another
-
I resented Baba and Yama for feeding those British officials so much, depleting our supplies nourishing well-fed men
this can represent how one may need to do anything in order to survive
-
That’s why we have to fight! They have to know that we won’t leave.” That seemed to be take the last of Yasmeen’s strength because she covered her face and began weeping as the baby woke up with a cry.
yasmeen is resilient and i admire her for trying to fight for her homeland
-
Baba explained patronizingly that it was the British and the Jewish settlers who were invading our homeland, not the Americans. “In America, there are more protections for our property, our homes,
this represents colonization which is the conflict of this story
-
-
human.libretexts.org human.libretexts.org
-
California differed from these national patterns in several ways: some California males seem to have been less strongly committed to their parties, and ethnicity seems less significantly related to party affiliation in California than elsewhere.
California is still this way
-
-
sk-sagepub-com.offcampus.lib.washington.edu sk-sagepub-com.offcampus.lib.washington.edu
-
The assumption that society is the result of individuals, each acting in accordance with self-interest, is the very basis of utilitarianism.… Saussure, Durkheim, and Freud seem to have recognized that this view gets things the wrong way around. For human beings, society is a primary reality, not just the sum of individual activities… and if one wishes to study human behavior, one must grant that there is a social reality.… In short, linguistics and psychoanalytic psychology are possible only when one takes the meanings which are attached to and differentiate objects and actions in society as a primary reality. (p. 87)
I agree with this take
-
I’m not sure whether semiotics is a subject, a movement, a philosophy, or a cultlike religion.
Why would it be a cultlike religion?
-
-
mail.google.com mail.google.com
-
Scott Bessent has aimed for lower bond yields, a cheaper dollar, cheap oil and strong stocks. Between them, they keep the economy juicing nicely, aid competitiveness and minimize the experience of inflation. And he’s getting all of them
motives?
-
-
zihanhei.quarto.pub zihanhei.quarto.pub
-
Facebook_Usage_num 0.3189 0.1450 2.199 0.0279 *
the result is different from what I have in the posit cloud.
-
-
docdrop.org docdrop.orgview3
-
I would like to suggest that some of the problems may cer-tainly be as this young man relates. Yet, from my work with teachers in many settings, I have come to believe that a major portion of the problem may also rest with how these three groups of teachers interact and use language with their stu-dents. These differences in discourse styles relate to certain eth-nic and class groups. For instance, many African-American teachers are likely to give directives to a group of unruly stu-dents in a direct and explicit fashion, for example, "I don't want to hear it. Sit down, be quiet, and finish your work NOW!" Not only is this directive explicit, but with it the teacher also displays a high degree of personal power in the classroom. By contrast, many middle-class European-American teachers are likely to say something like, "Would you like to sit down now and finish your paper?", making use of an indirect command and downplaying the display of power. Partly because the first instance is likely to be more like the statements many African-American children hear at home, and partly because the second statement sounds to many of these youngsters like the words of someone who is fearful (and thus less deserving of respect), African-American children are more likely to obey the first explicit directive and ignore the second implied directive. The discussion of this issue is complex but in brief many ' ' ' of the difficulties teachers encounter with children who are different in background from themselves are related co this underlying attitudinal difference in the appropriate display of explicitness and personal power in the classroom. If teachers are to teach effectively, recognition of che impor-tance of student perception of teacher intent is critical. Prob-lems arising from culturally different interactional styles seem to disproportionately affect African-American boys, who, as a result of cultural influences, exhibit a high degree of physicality ,,,.
The issue of education is not only related to students, but also involves the language and interaction methods of teachers. Teachers from different backgrounds have different "discourse styles".
-
The clash between school culture and home culture is actual-ized in at least two ways. When a significant difference exists between the students' culture and the school's culture, teach-ers can easily misread students' aptitudes, intent, or abilities as a result of the difference in styles of language use and incer-actional patterns. Secondly, when such cultural differences exist, teachers may utilize styles of instruction and/or disci-pline that are at odds with community norms.
When there is a significant difference between the school culture and the family culture, two main problems arise. Firstly, teachers may misunderstand students' abilities or intentions due to differences in language and interaction styles.
-
In any discussion of education and culture, it is important to remember that children are individuals and cannot be made to fit into any preconceived mold of how they are "supposed" to act. The question is not necessarily how to cre-ate the perfect "culturally matched" learning situation for each ethnic group, but rather how to recognize when there is a problem for a particular child and how to seek its cause in the most broadly conceived fashion. Knowledge about culture is bur one tool that educators may make use of when devising solutions for a school's difficulty in educating diverse children.
In discussions about education and culture, children are individual entities and cannot be confined to a fixed pattern. The focus is not on designing a "perfect fit" learning environment for each ethnic group, but rather on identifying when a child encounters problems in their learning and looking for causes from a broad perspective.
-
-
www.reddit.com www.reddit.com
-
reply to u/EdmundDante718 at https://reddit.com/r/typewriters/comments/1o5x527/missing_carriage_releases_on_scm/
It's incredibly common for these 6 series Smith-Coronas to have broken plastic carriage release levers (a major design flaw). You can call around to shops with parts machines for original replacements. https://site.xavier.edu/polt/typewriters/tw-repair.html
There are numerous YouTube repair videos and ideas including these few I've bookmarked before, though there are surely others: - https://www.youtube.com/watch?v=zNcQvfUk23s - https://www.youtube.com/watch?v=Gb9VlrKcXcM
I've not seen anyone 3-D print a version (yet), but designs for one might be floating around out there.
I've also seen people jury rig all sorts of plastic replacements which is an option as well.
In practice, you generally only need one working one for your dominant hand.
-
-
nmoer.pressbooks.pub nmoer.pressbooks.pub
-
As you conduct research, you will want to take detailed, careful notes about your discoveries
important notes
-
-
saalck.pressbooks.pub saalck.pressbooks.pub
-
Both its strengths and weaknesses are linked to the fact that Wikipedia is open to anyone, has a large contributor base, and contains articles written by consensus.
It's nice to see that people are understanding Wikipedia as a decent resource for information on the Internet. The thing about research and paper is that there is a lot of it and there is a variety of journals and articles of resources with all varying scholar and reliability. They're only a couple a few encyclopedias that are on the Internet made for research, wikipedia being one known for its open access and open source format. This allows for it to be approached from a communal sense allowing for a variety of experiences ideas and perspectives to be given, so often at the cost of credibility coming from an author that is renowned in their field for the subject.
-
-
saalck.pressbooks.pub saalck.pressbooks.pub
-
Perhaps even after narrowing your research topic you still find an overwhelming amount of resources.
I think especially with the Internet and that being the primary space where people are researching, it could be especially hard and overwhelming finding resources. I think key trait of a researcher is flexibility and being able to understand the scope and resources you have your disposal when doing research. Even in the context of more professional work you are often given a certain budget a certain timeline that will restrict your project in a certain way. I think it's just essential that from the beginning you have a clear understanding of what your budget is quote unquote into sure to ask and refine with peers.
-
-
www.nytimes.com www.nytimes.com
-
Addressing the state Parliament of North Rhine-Westphalia in Germany in 2023
Even in old age, Weiss urged global resistance to racism and injustice
-
After her stint at The Guardian, Ms. Weiss left London and returned to Africa in 1970 as business editor of The Times of Zambia.
Her career spanned continents, from London and Zambia to Germany, where she became a respected witness to history
-
But she soon ran afoul of the government there — and of Prime Minister Ian Smith, who had declared the country’s independence from Britain
Weiss’s reporting on Rhodesia’s sanctions evasion led to her expulsion and eventual exile from southern Africa
-
“We covered the emergence of MK” — the military wing of the African National Congress, the oldest liberation movement in Africa — “the arrests and detentions, and the government’s decision to leave the Commonwealth
As a reporter, she covered the rise of South Africa’s liberation movements while under government scrutiny
-
Ms. Weiss wrote some of his articles for him, under his name — initially the ones dealing with economics, as she had worked for a large South African insurance company — and, in the process, she became a journalist.
She began her journalism career ghostwriting for her ill husband before establishing her own reputation
-
“Blacks under apartheid — Jews under the swastika. Was it all that different?” she asked in a lecture in Nuremberg
Weiss drew direct parallels between antisemitism and apartheid in her writing and speeches
-
Her long life and the hundreds of articles and many books she wrote were shaped by twin experiences of discrimination: first, as a girl, when her life was upended after the Nazis came to power in 1933, and then, three years later, when her family immigrated to Johannesburg
Her early life as a Jewish refugee shaped her lifelong opposition to oppression
-
Ruth Weiss, a South African journalist forged by the Nazi persecution she experienced as a child in Germany, who covered the malignant flowering of apartheid in the early 1960
Ruth Weiss survived Nazi persecution and went on to expose racial injustice in apartheid South Africa
-
-
saalck.pressbooks.pub saalck.pressbooks.pub
-
Establishing the boundaries for your research may come from your instructor’s assignment guidelines.
I completely agree with this sentence I think establishing boundaries for your research is especially important but starting off with what your teacher has is important. For the context of academic papers written as a student your audience is a bit ambiguous generally speaking the only people who will read your academic papers is your professor and so understanding the guidelines and what necessarily the professor needs out of that paper is important. The purpose of the paper is to demonstrate that you not only can do research but that you are actively learning engaging and articulating the information you are researching. It's important that not only instructor headlines are clear and concise but also that in the moments that they aren't that we are asking and refining to ensure that it is an acceptable essay for the assignment.
-
-
findingmastery.com findingmastery.com
-
There’s a saying in Japan, “All of us are smarter than any one of us.” And I would say that all of us are better than any one of us, no matter what the game is, business or sports.
This makes me think of my club lacrosse motto. It is We>Me. We had that written on all our shirts one year.
-
. And I would argue, and our data shows that the leaders that people love to work for, the coaches that people love, can be tough when they need to, but they’re basically caring
This reminds me of my mom. She can be tough at times, but she has built so much care that I know it is out of love. And that in turn makes me listen to her.
-
I think that being compelled into meditation to manage my anxiety as an undergrad helped me see that you can train your mind, that you can take control in a sense, not in a tight sense but an easygoing sense of what’s going on inside you.
This is a good reminder that growth doesn’t come from suppressing emotion. it comes from observing it with curiosity and calm. It takes discipline!!
-
-
opentextbooks.library.arizona.edu opentextbooks.library.arizona.edu
-
Youth are addicted to social media, and this is a new phenomenon
This is 100% true. I even know it about myself, most of us are a this point. I don't think I'm as bad as some people, because some people let it spill out of just social media but overall my generation is mostly in some way addicted to social media.
-
Technological determinism is the belief that technologies are fully responsible for grand shifts in our world
Technology is always changing the world, and has always changed the world since tools and fire. every period in time is defined by what tech was invented and at the cutting edge. Each period's most important figures always include Politicians, Artists, and inventors. and it can even be argued that art is another kind of technology that is ever changing with the world. So two thirds of my list of who's important in a time period is inventors when you think about it.
-
it is also common to find social media use viewed as the downfall of society – a dystopia, or imagined society where everything is terrible
I think this is what would happen if social media was left un checked. But with cyber security laws and parents becoming more understanding of it it's moved away from that. People have become much more aware of things like fake new, engagement bait, and grifters that overall it's become a lot more sanitized, it's no longer the wild west of the internet.
-
relationships, work, social life, politics, government, and even life itself—through social media
I feel like with my generation who have been on the forefront of social media this rings truer for us. We have grown up right along side social media and it's populated our entire lives. We've been around long enough to see how our schools grew to handle social media. We post, like, comment, scroll and share. A giant chunk of our communication goes through there and it's weird for people my age to not be on social media.
-
Social media platforms, content, and algorithms influence societies, and societies influence them
Social media sites use whatever they can to get more clicks. So the most shocking stuff is going to be pushed to the forefront instead of what's really going on. I think back to the Tide pod "Trend" which exploded getting a ton of media coverage even though very few people were actually eating any tide pods. It was mostly jokes about it that the main stream media took seriously and started reporting on like crazy and the statistics they used were dishonest. The statistics they used were about death by cleaning supplies and those statistics were almost identical from years prior. But even with it not being real it still began a frenzy and scared a ton of people.
-
“Reopen protests”
These were genuinely so dumb. You could see the death tolls of coronavirus and they were still like let's go make it worse. I think the worst part about it was that it did in fact lead to more deaths and all because these people weren't allowed to leave their houses. Like be smart for two seconds and think critically about this like what motive would the government have to lie to you about a pandemic. It actively hurt our economy and these people were so excited to make it last longer.
-
highly critical of Black Lives Matter.
This is because of the mass misinformation campaigns aimed to hurt movement and make it more divisive. Which is why platforms like Facebook and Twitter had to implement fact checkers to combat misinformation on their sites.
-
-
ocscoes.github.io ocscoes.github.io
-
Introducción
escribir a partir de los antecendentes las secciones siguientes (que salen entonces de la secciones)
-
-
ocscoes.github.io ocscoes.github.io
-
Observatorio de Cohesión Social
personalizar a los autores, sugiero orden según el número de commits
-
ELSOC
falta el link al repo en esta barra
-
Documento metodológico Medición de Cohesión Social en Chile con ELSOC
Medición de cohesión social longitudinal en Chile
Y en la presentación mencionar que es con ELSOC ... y qué es ELSOC, qué es COES, sentido del documento, etc etc. Es decir, falta redactar bien la presentación.
-
-
socialsci.libretexts.org socialsci.libretexts.org
-
personality forms during the first few years of life and that the ways in which parents or other caregivers interact with children have a long-lasting impact on children’s emotional states
Freud's theory
-
-
socialsci.libretexts.org socialsci.libretexts.org
-
Sequential research
combo of cross-sectional and longitudinal
-
-
social-media-ethics-automation.github.io social-media-ethics-automation.github.io
-
“Boys throw stones at frogs in fun, but the frogs do not die in fun, but in earnest.”
This quote highlights how while trolls may think that they are just jokes made "in fun", they could cause pain "in earnest". The humor is one sided and inherently malicious because of how it is created at the real expense of another (humor created by killing/scaring frogs). This quote shows the thoughtlessness of human nature.
-
-
cerritos.instructure.com cerritos.instructure.com
-
The language is plain and conversational rather than literary,
Almost child-like too--a faux-naive. It's as if Brainard tasked himself to describe the memory but not indicate how he felt about it (that's up to us to speculate).
-
e is able to create depth and meanin
Well, at least it fights against writer's block
-
uncommon
Many people get upset reading it. They scream, "What is this? There's no story, no plot, no characters!"
-
So far, this has been the simplest and easiest text I’ve read in 2025.
Not the strangest?
-
meaningful feeling
Quite the opposite. Repetition in Pop Art mocks the idea of an artwork as "one of a kind."
-
ere taught it different type of essay se
Do you think you can write your entire biography in "I remember" sentences?
-
s how our minds actually recall things
YES! The randomness
-
collage.
Collage works through juxtaposition: one image against another suggests a connection or meaning. Same with the I remember sentences.
-
pop art is repetitive and creative
Repetition sort of incantatory--like a spell: you have to say the same two words to access the memory.
Warhol's repetition seemed to mock art being a "one of a kind" type of thing. I imagine Brainard's primary use was to write as many memories down without stopping, and using the same two words could help. Also, I would venture that the repetition signals to the readers that the memories are mundane, basic, and, except for him, not particularly memorable.
-
hat he did and cared about what he did to the point of perfection.
I think he was also riddled with self-doubt. He didn't seem to like being tied to one thing.
-
o connect with themsel
It defeats writer's block, too, if you always have the same two words to start a sentence.
-
It adds a bit of silliness to the poem, which makes it stand out
There is a general playfulness to Brainard's writings and art.
-
-
www.youtube.com www.youtube.com
-
Résumé de la vidéo [00:00:14][^1^][1] - [00:28:20][^2^][2]:
Cette vidéo explore la managérialisation des associations et ses impacts.
Elle aborde les défis et propose des solutions pour renforcer le monde associatif face à cette tendance.
Temps forts:
- [00:00:14][^3^][3] Introduction et contexte
- Accueil des participants
- Présentation du webinaire
- Objectifs de la série
- [00:03:27][^4^][4] Enjeux de la managérialisation
- Définition et historique
- Impact sur les associations
- Comparaison avec d'autres modèles
- [00:07:03][^5^][5] Conséquences et critiques
- Perte de dimension démocratique
- Réduction des relations humaines
- Exemples concrets et témoignages
- [00:15:01][^6^][6] Solutions et alternatives
- Importance de la participation
- Réappropriation des termes
- Exemples de bonnes pratiques
- [00:22:00][^7^][7] Conclusion et perspectives
- Invitation à l'action collective
- Importance de la cohérence interne
- Appel à la réflexion et à l'innovation
Résumé de la vidéo [00:28:22][^1^][1] - [00:54:06][^2^][2]:
Cette vidéo explore la gestion et la gouvernance des associations face à la managérialisation.
Elle met en lumière l'importance de la circulation de l'information, de l'intelligence collective, et de la délibération pour une gouvernance démocratique et efficace.
Points forts : + [00:28:22][^3^][3] Circulation de l'information * Importance de la diffusion de l'information * Mise en commun des connaissances * Héritage des sociétés savantes + [00:29:57][^4^][4] Intelligence collective * Animation et maïeutique * Création d'espaces de travail collaboratif * Qualité de l'animation + [00:31:02][^5^][5] Délibération et décision * Importance de la délibération pour de bonnes décisions * Définition de la démocratie par Paul Ricœur * Travail sur les contradictions + [00:35:02][^6^][6] Tensions et réussites * Identification des tensions dans la gouvernance * Conditions de réussite * Création d'une communauté apprenante + [00:39:02][^7^][7] Exemple pratique * Transformation de la gouvernance au sein du Réseau d'Échange et de Services aux Associations du Pays de Morlaix * Passage à un système de cercles thématiques * Participation et implication des salariés et bénévoles
Ces points forts couvrent les principaux aspects abordés dans la vidéo, offrant une vue d'ensemble des défis et des solutions pour une gouvernance associative efficace.
Résumé de la vidéo [00:54:11][^1^][1] - [01:19:33][^2^][2]:
Cette partie du webinaire traite de la gestion et de l'organisation des associations, en mettant l'accent sur la coprésidence et la participation collective.
Points forts : + [00:54:11][^3^][3] Introduction de la coprésidence * Modification des statuts en 2020 * Importance de la participation collective * Fonctionnement en commissions thématiques + [00:57:02][^4^][4] Formation et participation * Formation annuelle sur la gestion collective * Ouverture des chantiers de travail aux adhérents * Importance de la transparence et de la clarté + [01:00:00][^5^][5] Déplacements et cohésion * Budget pour les déplacements collectifs * Renforcement des liens entre membres * Importance de la convivialité et du plaisir + [01:03:09][^6^][6] Intégration de nouveaux membres * Augmentation du nombre de membres du CA * Processus d'intégration et d'accompagnement * Maintien de la transparence et de la confiance + [01:09:09][^7^][7] Réflexion sur le temps et la gouvernance * Importance de la gestion du temps * Opposition au néolibéralisme * Outils pratiques pour la gouvernance associative
Résumé de la vidéo [01:19:36][^1^][1] - [01:46:07][^2^][2]:
Cette vidéo traite de la managérialisation des associations et des défis liés à la gestion collective et à la formation continue des membres.
Temps forts: + [01:19:36][^3^][3] Partage d'expériences * Importance de partager les échecs * Encouragement à la discussion collective * Utilisation des retours d'expérience + [01:22:01][^4^][4] Formation continue * Formation des équipes salariées * Importance de la coopération * Nécessité de réexpliquer aux nouveaux membres + [01:27:03][^5^][5] Suivi des salariés * Organisation de réunions de médiation * Importance du bien-être au travail * Gestion des conflits internes + [01:33:00][^6^][6] Rôle du syndicalisme * Conditions de travail et temps de travail * Complémentarité entre engagement associatif et syndical * Importance de la démocratie interne + [01:38:00][^7^][7] Taille des associations * Impact de la taille sur la gestion * Importance de la volonté politique * Réflexion sur la géographie et l'échelle d'action
Résumé de la vidéo [01:46:09][^1^][1] - [01:58:34][^2^][2]:
Cette partie du webinaire aborde divers aspects de la gestion et de l'organisation des associations, en mettant l'accent sur les défis et les solutions possibles.
Temps forts: + [01:46:09][^3^][3] Questions sur la loi 3DS * Impact des certifications qualité * Partage de ressources et d'expertises * Importance de la loi pour les associations + [01:49:01][^4^][4] Réorganisation de la GD * Inclusion des salariés et bénéficiaires * Partenariat avec les financeurs * Protection des salariés uniques + [01:50:24][^5^][5] Participation des financeurs * Explication des projets aux financeurs * Importance de leur inclusion dans le CA * Délégation des responsabilités au sein de l'équipe + [01:53:06][^6^][6] Prévention des conflits d'intérêts * Retrait des élus des instances associatives * Importance de maintenir un lien fort avec les financeurs * Anticipation des changements législatifs + [01:55:00][^7^][7] Conclusion et perspectives * Recueil des expériences et des échecs * Construction d'une communauté apprenante * Invitation à partager des ressources et à poursuivre les échanges
- [00:00:14][^3^][3] Introduction et contexte
Tags
Annotators
URL
-
-
www.sanfoundry.com www.sanfoundry.com
-
Imp. Different topic
-
-
www.youtube.com www.youtube.com
-
La Prévention des Conflits d'Intérêts : Collectivités et Associations
Synthèse
Ce document de synthèse analyse les enjeux juridiques et pratiques liés à la prévention des conflits d'intérêts dans les relations entre les collectivités territoriales et les associations.
Basé sur les interventions d'experts juridiques et de formateurs d'élus, il met en lumière les risques pénaux encourus et propose des préconisations concrètes.
Les points critiques à retenir sont les suivants :
-
1. Le conflit d'intérêts n'est pas une infraction, mais un signal d'alerte. La situation devient délictuelle lorsqu'un élu ou un agent public, conscient de ce conflit, ne se déporte pas et participe à une décision, tombant ainsi sous le coup de la prise illégale d'intérêt, une infraction pénale sévèrement sanctionnée (jusqu'à 5 ans d'emprisonnement et 500 000 € d'amende).
-
- La notion d'intérêt est extrêmement large. Elle couvre les intérêts matériels, mais aussi moraux ou familiaux. Il n'est pas nécessaire que l'élu se soit enrichi personnellement ou que la collectivité ait subi un préjudice ; la simple apparence d'une impartialité compromise peut suffire à caractériser l'infraction.
-
- La règle pour les élus impliqués dans une association est le "déport général". Qu'ils soient membres du bureau à titre personnel ou en tant que représentants de la commune, ils doivent s'abstenir de toute participation à une délibération concernant cette association.
Ce déport doit être total :
- ◦ Absence de participation à l'instruction du dossier.
- ◦ Absence de participation aux débats.
- ◦ Absence de participation au vote.
-
◦ Sortie physique de la salle du conseil durant les débats et le vote.
-
- Les élus locaux sous-estiment massivement ce risque. Les formations de terrain révèlent que la préoccupation principale des élus concerne les aspects techniques des subventions, tandis que le risque de conflit d'intérêts est souvent ignoré, en particulier dans les petites communes où les interférences entre mandats électifs et vie associative sont pourtant maximales.
-
- Des outils et des bonnes pratiques existent pour sécuriser les processus.
La responsabilité première incombe à chaque élu, qui doit s'auto-évaluer en permanence.
Pour sécuriser les décisions, il est préconisé de voter les subventions au cas par cas, de systématiser la déclaration des conflits en début de séance et de s'appuyer sur des ressources externes comme la Haute Autorité pour la Transparence de la Vie Publique (HATVP) et le référent déontologue, désormais obligatoire pour toutes les communes.
1. Le Cadre Juridique et les Risques Pénaux
L'analyse juridique, menée par Luc Brunet de l'Observatoire SMAC, souligne la nécessité de distinguer deux notions fondamentales qui sont souvent confondues.
Définitions Fondamentales : Conflit d'Intérêts vs. Prise Illégale d'Intérêt
Le conflit d'intérêts est une situation, tandis que la prise illégale d'intérêt est une infraction pénale qui découle de la mauvaise gestion de cette situation. Caractéristique Conflit d'Intérêts Prise Illégale d'Intérêt Nature
Une situation d'interférence entre un intérêt public et des intérêts (publics ou privés) de nature à influencer ou paraître influencer l'exercice d'une fonction.
Une infraction pénale. Le fait de prendre, recevoir ou conserver, directement ou indirectement, un intérêt de nature à compromettre son impartialité.
Source Légale Loi du 11 octobre 2013
Article 432-12 du Code pénal
Sanction
Aucune (ce n'est pas une infraction). La situation doit être prévenue ou résolue.
Jusqu'à 5 ans d'emprisonnement et 500 000 € d'amende.
"Le conflit d'intérêts, c'est la vie. Nous avons tous des conflits d'intérêts. [...] Là où c'est pas normal [...] c'est quand on va se dire 'je vais surtout pas le dire que je suis en situation de conflit d'intérêt'. Et c'est là qu'on franchit la ligne jaune et qu'on passe [...] du côté du code pénal avec le délit de prise illégale d'intérêt." - Luc Brunet
Le Champ d'Application Vaste de la Prise Illégale d'Intérêt
Le délit de prise illégale d'intérêt est l'infraction numéro un pour laquelle les élus locaux sont poursuivis. Son champ d'application est particulièrement étendu :
• Tous les domaines : Contrairement au délit de favoritisme (limité à la commande publique), il s'applique à toutes les décisions d'une collectivité : urbanisme, recrutement, vente de biens, et notamment les subventions aux associations.
• Intérêt moral ou familial : L'intérêt n'est pas nécessairement matériel ou financier.
• Absence de préjudice requis : L'infraction est constituée même si la collectivité n'a subi aucun préjudice, voire si elle a bénéficié de l'opération.
• Intérêts indirects : Le délit couvre les intérêts pris par personne interposée (conjoint, ascendants, descendants, mais aussi amis proches).
La jurisprudence retient une vision très large : "l'infraction s'arrête où le soupçon s'arrête".
• La notion d'apparence : Il ne faut pas seulement ne pas être en conflit d'intérêts, mais aussi ne pas donner l'apparence de l'être.
La Doctrine de la Haute Autorité pour la Transparence de la Vie Publique (HATVP)
La HATVP a établi une doctrine pour clarifier les niveaux de risque. Pour les relations avec les associations, le risque est considéré comme large.
• Zone Rouge (Risque Large) : Concerne la participation d'un élu au sein d'un organisme de droit privé, comme une association, que ce soit à titre personnel ou comme représentant de la commune.
• Règle Appliquée : Le déport général. L'élu concerné doit s'abstenir de participer à toute délibération relative à cet organisme, y compris en l'absence d'enjeu financier direct. Adhérent ou Dirigeant : Une Distinction Cruciale ?
La question se pose de savoir si un simple adhérent est soumis aux mêmes règles qu'un membre du bureau (président, trésorier, etc.).
• Position de la HATVP (Avis du 3 mai 2022) : Le simple fait d'être adhérent ne justifie pas un déport systématique.
Cependant, une analyse au cas par cas doit être menée en fonction de la nature de l'association, de son nombre d'adhérents et de l'objet de la délibération.
• Conseil de Prudence : Face à l'incertitude de l'analyse au cas par cas, il est recommandé aux simples adhérents, par mesure de sécurité, de se déporter systématiquement lors du vote d'une subvention.
2. Règles Pratiques et Préconisations La prévention repose sur une démarche rigoureuse et transparente.
Les Quatre Étapes de la Prévention
-
1. Identifier les situations à risque : L'élu doit se poser les bonnes questions sur ses liens personnels, familiaux ou associatifs en rapport avec les dossiers de la collectivité.
-
2. Déclarer le conflit d'intérêts : Conformément à la Charte de l'élu local, l'élu doit faire connaître ses intérêts personnels avant le débat et le vote.
-
3. Se déporter complètement : Le déport ne se limite pas au non-vote. L'élu ne doit participer ni à l'instruction du dossier, ni aux débats qui précèdent le vote.
-
4. Ne pas influencer : L'élu doit s'abstenir de toute intervention, même informelle ("tirer les ficelles par derrière").
Jurisprudence : Des Exemples Concrets et Marquants Deux cas illustrent la sévérité avec laquelle la justice appréhende ce délit :
• Le maire de Plougastel-Daoulas : Des élus membres du bureau d'une association ad hoc n'ont pas participé au vote de la subvention, mais sont restés dans la salle.
Ce simple fait a été jugé suffisant pour caractériser une influence et a conduit à leur condamnation pour prise illégale d'intérêt.
• Une commune rurale de 250 habitants : Des élus, membres du bureau d'une association organisant la fête du village, ont participé au vote d'une subvention de 250 €.
Ils ont été condamnés pour prise illégale d'intérêt suite à la plainte d'un opposant politique.
Ces exemples démontrent que ni la bonne foi, ni la poursuite de l'intérêt général, ni le faible montant de la subvention ne constituent des protections contre une condamnation.
Préconisations pour Sécuriser les Délibérations
• Pas de vote global : Les subventions aux associations doivent être votées une par une, jamais en bloc.
• Sortir de la salle : L'élu concerné doit physiquement quitter la salle du conseil avant le début des débats et ne revenir qu'une fois le point de l'ordre du jour traité. Cette sortie doit être consignée au procès-verbal.
• Instaurer un "tour de table" déontologique : En début de chaque conseil, le maire peut demander à chaque élu de signaler d'éventuels conflits d'intérêts au regard de l'ordre du jour.
3. Le Témoignage du Terrain : Entre Méconnaissance et Difficultés d'Application
Le témoignage de Sophie Van migom, directrice d'un centre de formation pour élus, révèle un décalage important entre les exigences légales et la perception des élus sur le terrain.
Une Prise de Conscience Limitée chez les Élus
Lors des formations, les préoccupations des élus portent majoritairement sur des questions techniques (conventionnement, prêt de matériel, contrôle financier).
Le risque de conflit d'intérêts est très rarement abordé spontanément, en particulier par les élus des petites communes.
"Sur 90 participants, je n'ai que deux élus qui m'ont parlé de conflit d'intérêt. [...] Les élus des petites communes ne se posent pas la question, alors qu'il y a forcément des interférences entre leur mandat électif, leur vie familiale, leur vie associative." - Sophie Van migom
Les Conséquences Pratiques et les Défis Opérationnels
L'application stricte des règles de déport peut engendrer des difficultés de fonctionnement :
• Problèmes de quorum : Dans une commune de 620 habitants, la mise en place de règles de déport strictes a conduit à ce que la moitié du conseil municipal sorte de la salle, empêchant le quorum d'être atteint. La seule solution est de reconvoquer le conseil, ce qui retarde la décision.
• Paralysie de l'action des élus : Un élu engagé pour son expertise associative (ex: président de l'association des parents d'élèves devenu adjoint aux écoles) peut se retrouver dans l'incapacité d'agir sur les dossiers pour lesquels il a été élu.
Les Doubles Sanctions : Pénale et Administrative Le non-respect des règles de déport expose l'élu et la collectivité à un double risque :
1. Le risque pénal : L'élu est poursuivi pour prise illégale d'intérêt et le maire pour complicité.
2. Le risque administratif : La délibération elle-même est illégale.
Elle peut être annulée par le juge administratif suite à un recours d'un opposant, d'un contribuable ou du préfet. L'association pourrait alors être contrainte de rembourser la subvention perçue.
4. Outils et Bonnes Pratiques
La Responsabilité Personnelle de l'Élu
C'est à chaque élu d'évaluer sa propre situation, d'informer le maire et le conseil, et de prendre la décision de se déporter.
Cette réflexion doit être menée dès le début du mandat pour clarifier les limites de ses fonctions.
Les Aides à la Décision
Les élus ne sont pas seuls face à ces questionnements complexes. Ils peuvent solliciter :
• La Haute Autorité pour la Transparence de la Vie Publique (HATVP) : Il est possible de saisir la HATVP pour obtenir un avis confidentiel et rapide sur une situation personnelle.
• Le référent déontologue : Sa désignation est une obligation pour toutes les collectivités. Il offre un avis qui va au-delà du strict droit, en abordant les questions de probité et d'exemplarité.
Cas Spécifiques Abordés
• Agents de la collectivité : Ils sont également concernés par le délit.
S'ils sont en situation de conflit d'intérêts sur un dossier (ex: instruction d'un marché public pour l'entreprise d'un proche), ils doivent le signaler à leur hiérarchie pour que le dossier leur soit retiré.
• Subventions en nature : La mise à disposition de locaux, de matériel ou d'agents est considérée comme un avantage et suit exactement les mêmes règles de déport que les subventions financières.
• Associations "transparentes" : Une association qui n'est en réalité que le prolongement de la collectivité (ex: toutes les décisions sont prises par la commune) pose des problèmes juridiques majeurs.
Toutes les règles de la collectivité (comptabilité publique, marchés publics) s'appliquent alors à elle, créant un risque juridique élevé.
-
-
-
nmoer.pressbooks.pub nmoer.pressbooks.pub
-
To evaluate your research sources, use critical thinking skills consciously and deliberately.
Always use critical thinking and make sure to evaluate carefully.
-
-
onlinelibrary-wiley-com.brooklyn.ezproxy.cuny.edu onlinelibrary-wiley-com.brooklyn.ezproxy.cuny.edu
-
我们可能无法控制女孩们对你的言行和言论，但我们可以控制你在情感和行为上的反应。
So powerful! I used to too concern about how people will be thinking about me. It really tressed me out, but I don't right now. Because I know people will always say something whatever you do, even though I can't control other minds, but I can control myself and don't care what people thinking about me.
-