Iain McGilchrist for my book, he shared that he views matter as ‘a phase of consciousness’ in a similar way to how ice is a phase of water

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Or, did you ever see a dog with a marrowbone in his mouth,—the beast of all other, says Plato, lib. 2, de Republica, the most philosophical? If you have seen him, you might have remarked with what devotion and circumspectness he wards and watcheth it: with what care he keeps it: how fervently he holds it: how prudently he gobbets it: with what affection he breaks it: and with what diligence he sucks it. To what end all this? What moveth him to take all these pains? What are the hopes of his labour? What doth he expect to reap thereby? Nothing but a little marrow

calendrier annuel du CESC

In a piece like this, writing is the expression and exploration of an idea (or collection of ideas). It is only through the writing that I can fully understand what I think.

As ajournalist, historian, novelist, and autobiographer, Adams was con-stantly focused on the American experiment, testing a statementoffered by another figure in Democracy: ‘You Americans believe your-selves to be excepted from the operation of general laws. You care notfor experience’ (LA 37–8).

Although these approaches may differ, all of them concur onthree essential points:

Instead of weighing the balance of pleasure and pain,individuals tend to think about a good life in terms of their life beingmeaningful to them

Often, environmental and social analysts focus on threats, dangers,and damage. They highlight negatives, in terms of limited or non-renewable resources, or the impacts of excessive emissions or effuents.But what if one took the opposite approach and focused on the posi-tives that we want to strive for? We – the authors – believe that everyhuman being, that is you and us and everybody close and far away,wants to be able to live a good life, a life that is worth living. Giventhat the Earth’s resources are limited and distributed highly unevenly,the core objective has to be how everybody can live well within limits.

It requiresa deep and profound orientation toward the good life. It requires usto ponder what the good life is, what conditions must be fulflled forindividuals to live it, and what it takes to create these conditions.

By tying the question of limits to human needsand requirements for their satisfaction, they neither demand asceti-cism or renunciation, nor pursue unspecifed moral suasion in termsof “we should consume less.” Rather, they highlight the necessity –diffcult to pursue but rich in participatory rewards – to jointly defnethe conditions necessary to live a good life, and the subsequent stepsnecessary to make such a good life possible for all individuals. By pro-viding freedom to pursue the good life in an ecologically and sociallyfrayed world, these limits offer the beneft of ensuring that all otherindividuals living now and into the future can do so as well.

Justice in the context of consumption corridorsmeans that every person deserves access to a defned minimum level ofecological and social resources necessary to be able to live a good life,solely because they are a human being (what scholars call a natural-law-based perspective on justice).

1944

cas échéant aux directeurs académiques des services de l’Éducation nationale qui ont un pouvoir de substitution, pour leur demander de procéder à l’admission des enfants

¿QUÉ SE ENTIENDE POR AMBIENTE EDUCATIVO?

Dans les cas lesplus complexes, les juristes du pôle Servicespublics prennent en charge eux-mêmes lamédiation.

TEA

One online company, Books by the Foot, offers to ‘curate a library that matches both your personality and your space’, promising to provide books ‘based on colour, binding, subject, size, height, and more to create a collection that looks great’.

we have preserved Eco’s handwritten index cardresearch system in all its detail, precisely because it is the soulof How to Write a Thesis.

Nombre de réclamationsreçues* :

L’enquête « Accès aux droits » confirme cedécalage conséquent entre les discriminationsressenties ou vécues et les recours engagésauprès de la police, de la justice ou encore duDéfenseur des droits. Parmi les personnesayant déclaré avoir été confrontées à unediscrimination, quel qu’en soit le motif, seules20 % ont entamé une démarche en saisissantune instance de recours [Défenseur des droits2020].

Or, de par les réclamationsdont il est saisi et grâce aux résultats de l’étudeEVASCOL portant sur la scolarisation de cesélèves qu’il a initiée [Armagnague 2019a &2019b],

Selon l’étude del’Observatoire du Samusocial de Paris soutenuepar le Défenseur des droits [Samusocial deParis 2018, Défenseur des droits 2019b], lesadolescents vivant en hôtel social vivent unvéritable parcours du combattant pour entrerà l’école

Éducation nationale

JEA 2020 Comment assurer la mobilité de tous en milieu rural ? 102 vues 28 mai 2021 Alternatives Economiques

Les réseaux sociaux numériques pour chercheurs connaissent, depuis 2010, une croissance exponentielle.

TikTok offers an online resource center for creators seeking to learn more about its recommendation systems, and has opened multiple transparency and accountability centers where guests can learn how the app’s algorithm operates.

Scaling a single VCS to hundreds of developers, hundreds of millions lines of code, and a rapid rate of submissions is a monumental task. Twitter’s monorepo roll-out about 5 years ago (based on git) was one of the biggest software engineering boondoggles I have ever witnessed in my career. Running simple commands such as git status would take minutes. If an individual clone got too far behind, it took hours to catch up (for a time there was even a practice of shipping hard drives to remote employees with a recent clone to start out with). I bring this up not specifically to make fun of Twitter engineering, but to illustrate how hard this problem is. I’m told that 5 years later, the performance of Twitter’s monorepo is still not what the developer tooling team there would like, and not for lack of trying.

In very large code bases, it is likely impossible to make a change to a fundamental API and get it code reviewed by every affected team before merge conflicts force the process to start over again.

“...it can be very useful for coming up with ideas out of thin air, essentially. All you need is a little bit of seed text, maybe some notes on a story you've been thinking about or random bits of inspiration and you can hit a button that gives you nearly infinite story ideas.”- Eugenia Triantafyllou

essentializing attributes or properties, such as openness and fluidity, are also accorded to the digital format. I therefore also do not want to claim that the potential for increased collaboration and open forms of publishing will be a guaranteed outcome of “digital innovation.” Experimenting with new forms of communication is hard work, involving more than only the overcoming of technological barriers. As I outline throughout Living Books, it also entails a critical redesign of scholarship. Digital promises and utopias will similarly face scrutiny. It is my intention to examine those aspects that might actually be exciting, experimental, and perhaps more ethical in digital scholarship.

Many GLAM institutions see it as a part of theirmission to make their collections accessible aswidely and freely as possible

what it means to be human and in our own humanness explore how do we fit into an every changing, evolving environment in a transforming world and universe. What does it mean to be human.  It appears to be forgotten in this world we live in. A quote from a recent article which I wrote "Recreating a  world of wonder" "But, somehow, we have lost our sense of wonder, buried our curiosity, and gravitated into a quagmire of deception, misbelief, and angry fear, fed to us by those who wish to control everything, as if that were even possible."

L'affichage des coordonnées des associations de parents d'élèves est-il obligatoire ? Oui. Dans chaque établissement scolaire, la liste des associations de parents d'élèves, avec mention des noms et coordonnées des responsables, doit être affichée dans un lieu accessible au public. Il en est de même pour la liste des fédérations, unions ou associations de parents d'élèves représentées au Conseil supérieur de l'éducation et aux conseils académiques et départementaux de l'Éducation nationale.

Elle peut obtenir, à titre gratuit de la part de l’État ou des collectivités territoriales, du matériel informatique qui n'est plus utilisé.

Enseignements artistiques :Élaboration des schémas départementaux de développementdes enseignements artistiques dans les domaines de lamusique, de la danse et de l’art dramatique qui définissentl’organisation du réseau des enseignements artistiques et lesmodalités de participation financière des départements

Consultation sur l’implantation d’établissementsd’enseignement supérieur

Définition, après avis du conseil départemental de l’éducationnationale, de la localisation des collèges publics, de leurcapacité d’accueil, de leur secteur de recrutement et du moded’hébergement des élèves en tenant compte de critèresd’équilibre démographique, économique et social

Responsabilité du fonds départemental d’aide aux jeunes endifficulté

Les actions visant au développement social

La mise en œuvre de la mesure d’accompagnementsocial personnalisé (MASP) instituée par la loi du 5 mars 2007 surla protection juridique des majeurs

de « contribution à la mise en œuvre du développement del'apprentissage de manière équilibrée sur son territoire » (L6121-1 ducode du travail)

définition des objectifs particuliers de santé, ainsi que ladétermination et la mise en œuvre des actions correspondantes

participation aux différentes commissions exécutives des agencesrégionales de santé

Recommandation 8. Inscrire l’éducation à la sexualité dans les projets académiques et les projetsd’établissement

Recommandation 24. Systématiser les bilans annuels à tous les niveaux, local, départemental, académique.

Recommandation 23. Établir, dans chaque établissement, un tableau récapitulant les actions menées surl’éducation à la sexualité en interne et avec les intervenants extérieurs, leur durée, leur financement, et levolume horaire consacré

Recommandation 18. Inciter les établissements scolaires à monter des projets liés à l’éducation à la sexualitéet les proposer, le cas échéant, dans le cadre des appels à projets faits par exemple par les collectivitésterritoriales

mesure n° 2 du plan de lutte contre les violences faites aux enfants 2020-2022

L’EAS a fait l’objet d’un certain nombre de rapports (en particulier ceux du Haut Conseil à l’égalité entre les femmes et les hommes, du Haut Conseil de la santé publique, du défenseur des droits en 2016 et 2019) qui ont regretté son manque d’efficacité et d’effectivité. En 2018, un rapport élaboré par l’inspection générale de l’éducation nationale (intégrée ensuite à l’IGÉSR) a dressé un état des lieux en milieu scolaire dans le premier et le second degrés.

’EAS est désormais considérée comme une composante de la construction de la personne et de l’éducation du citoyen.

en lien étroit avec le ministère de la santé et les autres ministères chargés de l’égalité et de la protection de l’enfance et en collaboration avec les collectivités territoriales.

En raison de l’absence de représentants de l’IGAS, la mission, composée seulement de deux inspectrices générales de l’IGÉSR, a vu son ambition et son périmètre considérablement réduits

2. Les Etats parties prennent toutes les mesures appropriées pour veiller à ce que la discipline scolaire soit appliquée d'une manière compatible avec la dignité de l'enfant en tant qu'être humain et conformément à la présente Convention

A Complete Guide to Scatter Plots

个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性

The hypothesis of linguistic relativity, also known as the Sapir–Whorf hypothesis /səˌpɪər ˈwɔːrf/, the Whorf hypothesis, or Whorfianism, is a principle suggesting that the structure of a language influences its speakers' worldview or cognition, and thus people's perceptions are relative to their spoken language.

La Défenseure des droits recommande denouveau au Gouvernement de proscrirele placement en zone d’attente pour lesmineurs non accompagnés étant entenduqu’aujourd’hui, toute personne se déclarantmineure en zone d’attente doit se voir nommerun administrateur ad hoc « sans délais », avantmême toute contestation ou remise en causede son âge.La Défenseure des droits recommandeégalement de faire évoluer la législationpour proscrire dans toutes circonstances leplacement de familles avec enfants en centrede rétention administrative

You could find yourself learning how buildings and structures are put together, as well as the guidelines and building requirements that govern the industry.

A new economic paradigm for people and planet

Recommandation 35Développer des espaces de WIFI gratuit etconduire une consultation sur un « droità la connexion » ou un « droit d’accèsau numérique », en y associant aussibien les fournisseurs d’accès à internetque les personnes précaires. Mener desexpérimentations pour déterminer le meilleurmodèle qui rendrait internet accessible à tous.

the one meal one main meal a day he would be grateful for i'm sure

Did you see the rest of my post too? If you are reading the replies only in email, don't. Visit the forum and open the thread. Because when we edit a post, you don't receive the modification by email, only the initial post. I added few things to my last one...

le décalage de cadres culturels et de genrescommunicatifs des deux groupes peut aussi constituer des sources de malentendus non linguistiques

Au sein de ce couranten gestation, ce n'est plus la recherche autour des types de collaboration qui prédomineront, commele nom de télécollaboration le suggérait, mais les aspects interculturels.

es postulats du modèle théorique

e paradigme de la cognitiondistribuée s'intéresse au système fonctionnel, défini comme un espace commun entre les individus etles éléments de la situation [Salembier96]

tout apprentissage est imbriqué dans la situationdans laquelle il a lieu

les outils technologiques jouent un rôle majeur dans la structuration et la gestion desmécanismes cognitifs des acteurs qui, à leur tour, agissent sur l'outil et s'en servent pour donner dusens à leurs pratiques instrumentées

not the technology itself that will bring about the learning or solve pedagogic prob-lems in the language classroom, but rather the affordances of those technologies andtheir use and integration in a well-formulated curriculum

What principles do we need toconsider for task sequencing when taking into account both language and technol-ogy?

how does the technol-ogy affect the complexity of a task?

it will be interesting to investigatethe impact that multimodality may have on TBLT,

The integration of technology and tasks is insufficiently groundedin a general interest in stand-alone tasks and instead must find its firm roots in a fullTBLT program approach, from needs analysis all the way to assessment and evaluation(Norris 2009)

a)redefining target language competence and identifying real world tasks in view ofthe diversity of technological needs and options that constantly emerge in a learningcontext; (b) being able to foresee the needs of the students and adapt our pedagogi-cal choices to them; (c) utilizing a multilevel evaluation framework that would cap-ture not only planned tasks but tasks as performed by students; and (c) all of thesewithin a programmatic approach that includes a critical stance towards the inclusionof technology.

Chapelle (Chapter 12) provides an overview ofhow the field of tasks and technology, and the role of the language teaching innovator,has evolved in the last decade and how issues such as the importance of a well-definedand operationalized concept of tasks are still essential in today’s technology-mediatedTBLT.

Nielson (Chapter 11)

Winke (Chapter 10)

Two concerns frequently voiced by educators when considering the implemen-tation of TBLT in foreign (as opposed to second) language contexts are that in suchcontexts (a) grammar plays an important role that is not to be dismissed and (b) pro-ficiency levels can be expected to be lower and of a narrower range relative to typicalcurricular levels that exist in second language contexts.

Canto, de Graaff, and Jauregi (Chapter 7)

Croquelandia canbe completed online by individual students interacting alone with avatars in virtual

Oskoz and Elola (Chapter 5) report on a classroom study, like Solares,

Solares (Chapter 4) presents an action research study in which she gauged theimplementation of a multi-stage online writing task with three intact classrooms

a firststep to help unpack thinking into how TBLT principles and transformative uses oftechnology can be fully integrated into each other and put to the service of progress inlanguage education.

We propose the term technology-mediated TBLT to refer to thisunderstanding of the relationship of tasks and technology

technology-mediated performance-based assessment should be the logical way of evaluating learners

he development of pedagogic tasks shouldtake full advantage of a chosen technology to do what cannot be done in the classroomwith paper and pencil

technologies, in particular, must becomepart of the full programmatic cycle that shapes a TBLT curriculum, from needs analy-sis all the way to explicit learning outcomes for assessment and evaluation

the goal ofeducation (including language education) is construction of knowledge and intel-lectual and moral growth

five key definitional features of a task in the con-text of technology-and-task integrations

from the most general “classroom event that has coherence and unity, witha clear beginning and an end, in which learners take an active role” (Cameron 1997:p. 346) passing through the popular definition by Willis (1996) of a “goal-orientedcommunicative activity with a specific outcome, where the emphasis is on exchangingmeaning, not producing specific language forms”

What would be required for the integration of tasks and technologyto be thoroughly reciprocal, and for pedagogic tasks to maximally benefit from thetransformative nature of new technologies?

language learning tasks which are mediated by new technologies can help minimizestudents’ fear of failure, embarrassment, or losing face; they can raise students’ motiva-tion to take risks and be creative while using language to make meaning; and they canenable students to meet other speakers of the language in remote locations, opening uptransformative exposure to authentic language environments and cultural enactments,along with tremendous additional sources of input. More generally, we believe fruitfulblends of technology and tasks can promote active student engagement in learning

TBLT can be greatly enriched as anapproach to language pedagogy by the infusion of new technologies, on the one hand,and the new technologies can become uniquely useful for language learning whenundergirded by programmatic TBLT thinking, on the other.

key pro-ponents of task-based language learning have also long noted the benefits of incor-porating technology into task-based instructional designs (Doughty & Long 2003;Skehan 2003)

wo task-related issues have receivedconsiderable attention by the CALL research community

tasks direct methodologists tolook toward how learners are expected to learn through their interactions with thematerials and other learners

Nevertheless, we would argue thatthe relations between the two fields have been tenuous and the potential for a numberof acknowledged fruitful synergies remains unfulfilled

itwould be advantageous to make technology a simultaneous target of instruction inTBLT curricula.

and oftentimes language learning opportunities areextended in ways that would be difficult to orchestrate in traditional classroom set-tings

mediumroles for technology

the tutor and tool roles of technology

Do you plan to continue merging MR and releaseing new versions for this Gem? I don't think there is any similar gem like this, so it would be sad to see it fade away.

But these models typically focus on a single country and fail to take into account cross-border dynamics, such as movements of capital and currency. For example, if markets are spooked by low growth in one country, some companies might move their capital overseas, which could adversely affect the original country’s currency and increase borrowing costs. Conditions such as these posed severe financial problems for Argentina in 2001 and Greece in 2010. International cooperation for tighter border control of capital movements needs to be considered and the effects modelled.

We know the information. But information is not changing our minds. Most people make decisions on the basis of feelings, including the most important decisions in life – what football team you support, who you marry, which house you live in. That is how we make choices.”  “Thought is at the basis of our feelings, and before we have ideas we have feelings that lead to those ideas. So how do we change minds? A change in feelings changes minds.”

i'll be talking to you for four weeks 00:06:02 um about what i call losing yourself that is really understanding the idea of no self of selflessness not in the moral sense specifically though that will get there but not having a self 00:06:14 and of what it is to exist as a person uh without a self and i'll be doing this um from a variety of perspectives and one of the things that might make this 00:06:27 set of talks different from a lot of the talks that the barry center supports is that it won't be specifically or uniquely buddhist doctrine i will be relying on a lot of 00:06:40 buddhist arguments because i do that but also addressing a lot of western arguments in western literature and i won't be interested in doing a lot of textual work in fact i won't do any textual work at all even though i love doing that this will be really about the 00:06:53 idea about really how to understand the idea of not having a self and the idea and how to understand what it is to be a person so i'll draw on buddhist ideas and non-buddhist ideas on western ideas 00:07:07 but i won't be specifically giving a course in the history of buddhist thought about no-self nor will i be talking about practice this will be a very theoretical um set of lectures um but i think what i have to say will 00:07:20 be relevant um to those who are coming here in order to enrich their practice but i won't be specifically talking about that um most of what i'm doing will be based on a book that is 00:07:33 now in press called losing yourself how to be a person without a self

what i want you to do is to now imagine somebody whose body you would like to have 00:28:23 as your own either for a few minutes or maybe long term i'm not going to ask you why you want that body i don't want to get that deep into your psyche and that might be very personal um 00:28:35 but i'll tell you whose body i'd like to have and for how long just to give you a warm-up feel for this i really would like to have usain bolt's body of a few years ago for 9.6 seconds 00:28:47 because i would love to know what it feels like to run 100 meters that fast now when i form that does i think it's a coherent desire how do i why do i think that because i really do desire it i would love it i'd pay a lot of money to 00:28:59 do that um but what i don't want is to be usain bolt because usain bolt is already the same bolt and that doesn't do me any good um what i want is to be me 00:29:12 j with usain bolt's body so i can know what it feels like to run really really fast now i'm not claiming that this is a coherent desire i'm not claiming that it's 00:29:24 possible for me to remain jay and have usain bolt's body but i am claiming that i can desire it and if you are anything like me for some body or other you can desire to 00:29:36 have it for some time or other if you can form that desire then you in deep in your gut don't believe that you are your body you believe that you have a body and that 00:29:48 you might have a different body just like you might have a different hat or a different cat and if you believe that then you really do believe that whatever you are you are not your body 00:30:01 now you might think well that's obviously true i've never thought i was my body um but maybe on my mind i don't think you really believe that either and i want to do the same thought 00:30:13 experiment to convince you of that now i want you to think about somebody's mind that you'd really like to have maybe not for a long time maybe only for a few minutes um i'll tell you mine again i'm really 00:30:25 big and divulging you know hyper sharing over sharing personal secrets um i would really love to have stephen hawking's mind when he was still alive of course not now um and i'd like to have it only for about five or ten 00:30:36 minutes because what i would really like is to be able to really understand quantum gravity and i can't really understand it but if i had stephen hawking's mind for a few minutes then i could understand it now i obviously 00:30:48 don't want to be stephen hawking for one thing he's dead for another thing he was already stephen hawking and it didn't do me a damn bit of good what i want is to be me jay with his mind so that i can 00:31:00 use it to understand quantum gravity um i think that'd be really cool again i'm not claiming this is coherent i'm not claiming that it's possible but i am claiming that it's a 00:31:11 psychologically possible state to be in to crave somebody else's mind and if you like me can form that desire then you like me deep in your gut do not believe that you are your mind 00:31:25 you believe that you're something that has a mind just like you have a body um and that you possessed that mind and you could still be you with another mind and another body i mean just imagine having 00:31:37 the same bolts body in stephen hawking's mind that would be totally cool then i could understand quantum gravity while setting a new record for the 100 meter sprint um but that's not going to happen alas 00:31:50 um the moral of these experiments um takes us right back to chandragiri serpent i think the moral of these experiments is that deep down at an atavistic gut 00:32:02 level we believe that we are something that stands behind our minds and our bodies that thing is the self the thing that is not the mind in the body but possesses the mind in the body that's the thing 00:32:14 that sean decurity identifies as the serpent in the wall our arguments are going to be aimed at that not at our bodies not as our minds not as our personal identities they're 00:32:27 going to be aimed at that self that we really atavistically believe stands behind all of those that's the illusion that's the thing that causes us to be incompetent morally that causes us to be 00:32:41 confused about our own identities and to be confused about our role and our place in the world

Books and Presentations Are Playlists, so let's create a NeoBook this way.

in the third section we're going to focus on the ethical implications of all of this because i think that's really important that's why we do this and then in the fourth part we'll be 00:10:51 talking about what life looks like as a person as opposed to a self and why we should take all of this very seriously