3,001 Matching Annotations
  1. Feb 2023
    1. Schade eigentlich, dass sich Schmidt für solche Privatheiten gar nicht interessieren soll. Denn das Ziel seines Forschungsprojekts, das von der NRW-Akademie der Wissenschaften und der Künste finanziert wird, ist es, den wissenschaftlichen Nachlass des Niklas Luhmann für dessen wissenschaftliche Nachfahren aufzubereiten. Wenn alles gescannt ist, muss Zettel für Zettel von der Handschrift in Maschinenschrift übertragen werden. Dann sollen sämtliche Querverweise, mit denen Luhmann seine Zettel untereinander vernetzt hat, auch digital verlinkt werden. „Und am Ende könnten vielleicht einzelne Abteilungen des Kastens auch in Buchform veröffentlicht werden“, erklärt Schmidt. Laufzeit des Projekts: 16 Jahre.

      google translate:

      It's a pity that Schmidt shouldn't be interested in such private matters. Because the aim of his research project, which is funded by the NRW Academy of Sciences and Arts, is to prepare Niklas Luhmann's scientific estate for his scientific descendants.

      When everything is scanned, note by note must be transferred from handwriting to typescript. Then all cross-references with which Luhmann has networked his slips of paper should also be linked digitally. "And in the end, individual sections of the box could perhaps also be published in book form," explains Schmidt. Duration of the project: 16 years.

      Schmidt's work on Niklas Luhmann's scientific estate is funded by the NRW Academy of Sciences and Arts, and the project is expected to last 16 years. The careful observer will notice that this duration is over half of Luhmann's own expected project length of 30 years. The cost of which is also significantly more than the "cost: none" that Luhmann projected at the time.

      link to https://hypothes.is/a/zUjEIvfWEeykOiO1E8YAYw


      Researchers ought to account for the non-insignificant archival cost of their work once it's done.

    1. both evolution and learning must fit the same 00:10:33 formal regularities or so-called laws how does an organism know how to evolve okay so there must be some sort of process that requires that 00:10:46 it be unseen otherwise what you would have is the organism continuing to do what it does with its familiarness
      • = key insight
      • evolution is about change
      • when a species repeats known patterns, it sustains itself but it can never evolve
      • to evolve, the unseen must play a role
    2. around that same time i got a call from my daughter you know leave it to your kids and she said you know mom it's 00:03:48 just that all the problems we're dealing with in the world right now are insidious and um you know it came up last night siva was talking about the insidiousness 00:04:01 of the facebook problem and and this was an unlocker for me of what what does it mean for something to be insidious so i looked it up and i started to 00:04:14 explore and it turns out that insidious is defined and i think this is from the you know the oxford on the internet not the original but um that there's proceeding in a gradual 00:04:27 subtle way but with very harmful effects in other words there's something that's that's gathering combining in an unseen way that's leading to danger
      • comment
      • this is an example of how granular social learning, the evolution of consciousness and entangled and individual and collective learning takes place in a mundane way
        • another person relays an idea to us
        • it resonates with us by connecting to some point
        • in our salience landscape
        • in this case, caused Nora to look up the word "insidious" that appeared in the words of her daughter
        • and caused her to think of the meaning as something that starts out small and apparently harmless,
        • but gathering and combining in an unseen way to become dangerous
    1. And a theory of "multilayered social worlds", when fully developed, can be a helpful tool in understanding why, in modern Europe, certain phenomena became common enough to catch the attention of physicians, scientists, artists and philosophers. In a current unpublished work, STP suggests that, if the logic of affinity is properly conceptualized, both in terms of its essentially paraconsistent properties as a social logic and in terms of its historical presentation throughout very different societies, one arrives at the conclusion that modern families – in the sense of nuclear familiar units composed of heterossexual parents and their children – do not logically form a basic "atom of kinship" in Levi-Strauss' sense. That is, in modern capitalist societies, the logic of affinity is not composed in such a way as to form a world of its own, it has little synthetic power. In fact, the logic of affinity is most consistent within capitalist worlds at the points where it is tasked with "stitching together" dynamics dominated by property and value – at the point of contact between family and the production of independent adult workers, or at the intersection between affinity and the State, where the nation-form is born, etc. Because capitalist structures do not respect the internal logic of kinship – which would allow people to socially map not only those that are part of their families and those who are not, but also those that occupy strangely indeterminate positions in this social fabric – it is up to individuals themselves, as they grow up, to develop ways to supplement to this fractured logic. This is what Lacan called the "individual myth of the neurotic": how, in order to become persons  , we must supplement our social existence before other people with an invisible partnership with an "Other", a figure that helps us determine how to distinguish these indeterminate elements of affinity logic and that capitalist sociality does not help to propagate in a consistent and shared way.

      Posits the necessity, imposed by capitalism, of an individual myth of the neurotic (Lacan) as a problem that psychoanalysis was created to solve.

    1. The story on canvassymbolises the importance of traditional law, explains the transmutation of the Moon,and exposes the raw power of human emotion. T

      Notice how in the story of Garnkiny, the Moon Man, and Dawool, that the power of emotion is used as a means of strengthening not only the story, but the memory of the other associated elements.

    1. Wie durch ein Wunder blieben vier Holzkisten mit hochbrisantem Inhalt verschont. Sie waren zum Zeitpunkt des Infernos in einem anderen Gebäude eingelagert. Sie enthielten 20'000 Gästekarten, die Concierges und Rezeptionisten zwischen 1920 und 1960 heimlich geführt hatten.

      srf.ch/kultur/gesellschaft-religion/brisanter-fund-geheime-gaestekartei-ueberlebt-hotelbrand-und-birgt-zuendstoff

      Google translate:

      four wooden boxes with highly explosive contents were spared. They were stored in a different building at the time of the inferno. They contained 20,000 guest cards that concierges and receptionists had kept secretly between 1920 and 1960.

      The Grandhotel Waldhaus burned down in 1989, but saved from the inferno were 20,000 guest cards with annotations about them that were compiled between 1920 and 1960.

    2. At the Grandhotel Waldhaus in Vulpera, Switzerland concierges and receptionists maintained a business-focused zettelkasten of cards. In addition to the typical business function these cards served denoting names, addresses, and rooms, the staff also made annotations commenting on the guests and their proclivities.

      The old Grandhotel Waldhaus in Vulpera attracted the noble and the rich from all over the world to the Lower Engadine. R GULER

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    1. Is Muni, is the Sage, the true Recluse! He who to none and nowhere overbound By ties of flesh, takes evil things and good Neither desponding nor exulting, such Bears wisdom’s plainest mark!

      In this excerpt, Krishna is explaining yoga and mindfulness to Arjuna. He describes how the saint, or "Muni", stays awake when the world is asleep, and does not take interest in what the world lives for. "Muni" translates to "the silent one"; someone who can "control and silence their illogical thoughts". (Prasad). By practicing silence, munis are able to reach a higher level of consciousness and more spiritual holiness is achieved.

  2. Jan 2023
    1. Goethe, Johann Wolfgang von. Maxims and Reflections. Penguin Classics. Penguin Books, 1998.

      urn:x-pdf:577d8c2ae537c748bc9ae3d1e12ecb38

    1. Our double task is now to preserve and foster both biological evolution as Nature designed it and cultural evolution as we invented it, trying to achieve the benefits of both, and exercising a wise restraint to limit the damage when they come into conflict. With biological evolution, we should continue playing the risky game that nature taught us to play. With cultural evolution, we should use our unique gifts of language and art and science to understand each other, and finally achieve a human society that is manageable if not always peaceful, with wildlife that is endlessly creative if not always permanent.

      !- Dual task: wrt biological and cultural evolution

    2. Biological and Cultural Evolution Six Characters in Search of an Author

      !- Title : Biological and Cultural Evolution Six Characters in Search of an Author !- Author : Freeman Dyson !- Date : 2019

    1. you've had problems in your area where you tried to get legislation and the oil and gas industry came in and fought you right in my state same thing every piece 00:44:08 of pro-climate legislation at the national level the regional level the local level Municipal level the oil and gas industry and the coal industry they come in and fight it tooth and nail and 00:44:21 they use their legacy network of political influence and wealth to stop progress the rest of us have to reform these International institutions so that the people of this world and including 00:44:34 the young people of this world can say we are now in charge of our own destiny we're going to stop using the sky as an open sewer we're going to save the future and give people hope we can do it 00:44:47 and remember that political will is itself a renewable resource

      !- oil and gas legislation : industry lawyers at every level

    2. there are amazing people worldwide that are working to protect the local to Global Commons the next step is to involve businesses 00:11:44 countries cities and people worldwide to accept Earth system boundaries and the just Transformations we need to live within these boundaries

      !- required transformation : global movement to accept and live writing these boundaries

    3. can we quantify safe and just Earth 00:04:20 system boundaries or an earth system corridor in 2019 the Global Commons Alliance created the Earth commission to answer this question

      !- key question : can we quantify a safe and just corridor?

    4. we need in this Century a safe and just Corridor for all people to exit the danger zone but also to ensure that all people have access to basic needs rights 00:04:07 uh rights to a water food energy and infrastructure

      !- definition : safe and just corridor

    5. we're taking colossal risks with the future of civilization on Earth We're degrading life support system that we all depend on we're actually pushing 00:00:57 the entire Earth system to a point of destabilization pushing Earth outside of the state that has support civilization since we left the last ice age 10 000 years ago this requires a transformation to safe 00:01:11 and just Earth system boundaries for the whole world economy

      !- Title : Leading the charge through earth’s new normal !- speakers : Johan Rockstrom et al.

    1. Premium feeds are rehosted by Apple and it's huge PITA because we have ad-supported public feeds and ad-free premium feeds and need to build them twice.

      The author here makes it sound like they have to reach out and grab content stream chunks, stitch them together with their own hands, and then plonk them down on the assembly line for 14 hours a day or something.

      It's a program. You write a program that does the building.

    1. 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
    1. MATERIALS AND METHODS

      What do you notice about the position of the method section in the paper? Is this the same as in the Report Writing Guidelines?

    1. “A human being is a part of the whole, called by us, ‘Universe’, a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest - a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty. Nobody is able to achieve this completely, but the striving for such achievement is in itself a part of the liberation and a foundation for inner security.”

      !- quotable : Einstein on holism

    2. A re-evaluation of ‘Holism and Evolution’ by Jan Christian Smuts after 90 years.

      !- Title : A re-evaluation of ‘Holism and Evolution’ by Jan Christian Smuts after 90 years. !- Author : Claudius van Wyk

    1. Note 9/8j says - "There is a note in the Zettelkasten that contains the argument that refutes the claims on every other note. But this note disappears as soon as one opens the Zettelkasten. I.e. it appropriates a different number, changes position (or: disguises itself) and is then not to be found. A joker." Is he talking about some hypothetical note? What did he mean by disappearing? Can someone please shed some light on what he really meant?

      On the Jokerzettel

      9/8j Im Zettelkasten ist ein Zettel, der das Argument enthält, das die Behauptungen auf allen anderen Zetteln widerlegt.

      Aber dieser Zettel verschwindet, sobald man den Zettelkasten aufzieht.

      D.h. er nimmt eine andere Nummer an, verstellt sich und ist dann nicht zu finden.

      Ein Joker.

      —Niklas Luhmann, ZK II: Zettel 9/8j

      Translation:

      9/8j In the slip box is a slip containing the argument that refutes the claims on all the other slips. But this slip disappears as soon as you open the slip box. That is, he assumes a different number, disguises himself and then cannot be found. A joker.

      Many have asked about the meaning of this jokerzettel over the past several years. Here's my slightly extended interpretation, based on my own practice with thousands of cards, about what Luhmann meant:

      Imagine you've spent your life making and collecting notes and ideas and placing them lovingly on index cards. You've made tens of thousands and they're a major part of your daily workflow and support your life's work. They define you and how you think. You agree with Friedrich Nietzsche's concession to Heinrich Köselitz that “You are right — our writing tools take part in the forming of our thoughts.” Your time is alive with McLuhan's idea that "The medium is the message." or in which his friend John Culkin said, "We shape our tools and thereafter they shape us."

      Eventually you're going to worry about accidentally throwing your cards away, people stealing or copying them, fires (oh! the fires), floods, or other natural disasters. You don't have the ability to do digital back ups yet. You ask yourself, can I truly trust my spouse not to destroy them?,What about accidents like dropping them all over the floor and needing to reorganize them or worse, the ghost in the machine should rear its head?

      You'll fear the worst, but the worst only grows logarithmically in proportion to your collection.

      Eventually you pass on opportunities elsewhere because you're worried about moving your ever-growing collection. What if the war should obliterate your work? Maybe you should take them into the war with you, because you can't bear to be apart?

      If you grow up at a time when Schrodinger's cat is in the zeitgeist, you're definitely going to have nightmares that what's written on your cards could horrifyingly change every time you look at them. Worse, knowing about the Heisenberg Uncertainly Principle, you're deathly afraid that there might be cards, like electrons, which are always changing position in ways you'll never be able to know or predict.

      As a systems theorist, you view your own note taking system as a input/output machine. Then you see Claude Shannon's "useless machine" (based on an idea of Marvin Minsky) whose only function is to switch itself off. You become horrified with the idea that the knowledge machine you've painstakingly built and have documented the ways it acts as an independent thought partner may somehow become self-aware and shut itself off!?!

      https://www.youtube.com/watch?v=gNa9v8Z7Rac

      And worst of all, on top of all this, all your hard work, effort, and untold hours of sweat creating thousands of cards will be wiped away by a potential unknowable single bit of information on a lone, malicious card and your only recourse is suicide, the unfortunate victim of dataism.

      Of course, if you somehow manage to overcome the hurdle of suicidal thoughts, and your collection keeps growing without bound, then you're sure to die in a torrential whirlwind avalanche of information and cards, literally done in by information overload.

      But, not wishing to admit any of this, much less all of this, you imagine a simple trickster, a joker, something silly. You write it down on yet another card and you file it away into the box, linked only to the card in front of it, the end of a short line of cards with nothing following it, because what could follow it? Put it out of your mind and hope your fears disappear away with it, lost in your box like the jokerzettel you imagined. You do this with a self-assured confidence that this way of making sense of the world works well for you, and you settle back into the methodical work of reading and writing, intent on making your next thousands of cards.

    1. He saw that her suitcase had shoved all his trays of slips over to one side of the pilot berth.They were for a book he was working on and one of the four long card-catalog-type trays wasby an edge where it could fall off. That's all he needed, he thought, about three thousand four-by-six slips of note pad paper all over the floor.He got up and adjusted the sliding rest inside each tray so that it was tight against the slipsand they couldn't fall out. Then he carefully pushed the trays back into a safer place in therear of the berth. Then he went back and sat down again.It would actually be easier to lose the boat than it would be to lose those slips. There wereabout eleven thousand of them. They'd grown out of almost four years of organizing andreorganizing and reorganizing so many times he'd become dizzy trying to fit them all together.He'd just about given up.

      Worry about dropping a tray of slips and needing to reorganize them.

    1. All that remained was the small matter of actually writing the chapter. I don’t do this in Obsidian: I think it would be asking for trouble to mix notes and their end-products in the same place.

      I've not seen this explicitly laid out as advice before though in most contexts people's note taking spaces have historically been divorced from their writing spaces for publication because slips and notes are usually kept physically separate from the working spaces or finished parts, but Richard Carter specifically separates the digital spaces in which he takes his notes and then uses them for creating end products. While he could both take notes in Obsidian, his tool of choice for notes, as well as write his finished pieces there, he actively changes contexts to use a different digital app to compose his notes into final pieces.

      What affordances does this context shift provide? <br /> - blank slate may encourage reworking and expansion of original notes - is there a blank slate effect and what would it entail? - potentially moves the piece into a longer format space or tool which provides additional writing, formatting or other affordances (which? there don't seem to be any in this case aside from a potential "distraction free mode" which may tend to force one to focus only on the piece at hand rather than the thousands of other pieces (notes) hiding within the app)

      What affordances does this remove?<br /> - He's forced to repeat himself (cut & paste / DRY violation)

      Is it easier or harder (from a time/effort perspective) to provide citations with such a workflow? Carter does indicate that for him:

      Having links to original sources in my outline makes the compilation of references for the chapter far easier than it used to be.

    1. igal needs Perl to run and it also relies on a few other programs that come standard with most Linux distributions.
    1. the development of media technologies and their global distribution have long since made usfamiliar with the idea that we ourselves are media.

      This claim relates to later statements about humans being in the middle (like medium thinking as media being both an infrastructure of how we act and are) of the pandemic mediation in that humans are part of the process of transformation and intersection between themselves and other nonhuman powers. I think intersection in this instance is more of a cooperative and cohesive existence with nonhuman and human entities that naturally intersect.

    1. he \111,111d1g11alplane, 1ha1 ma1enah,cs here "one diJIrequ1r(:.)addressing the war~ 111 whtlh cnnronmenial data and momtonng m1gl11fnn:dO\l. J\much as propose d1ffcrc111planc1.iry 1nh.1h11.1lion

      This claim of the sensors data and monitoring of the common planet creates a sense-able Earth digital planet which requires a review of how environmental data and monitoring might arrive and exhibit different planetary inhabitations and relations. Thus these sensors express how observation practices are both experiences of the Earth and expressions of how to collectively inhabit Earth. This kinda of relates to Imbler's idea of collectively actively inhabiting the Earth through anthropomorphism.

    1. as though one were looking at the cosmos from afixed perspective, but rather to capture the temporal unfolding of a visualawareness that unites us with the cosmos in the very moment that it dividesus from ourselves.

      This claim of the art capturing the temporal unfolding of a visual awareness that unites us with the cosmos in the very moment and divides us from ourselves furthers his later statements on the art both opening the visual field that (in the instance of the stars in the painting) gives the atmosphere of the sky as long as it merges with the field of the viewer or artists attention connecting ourselves with the cosmos.

    1. social, political and institutional mechanisms.

      !- Comment : Bruce Jennings - Jennings addresses precisely these mechanisms in his essay "Entangling Humanism - https://hyp.is/go?url=https%3A%2F%2Fhumansandnature.org%2Fentangling-humanism%2F&group=world

    2. eading evolutionary theorist David Sloan Wilson and influential economist Dennis Snower have long advocated for an improved understanding of economics as a complex system. Across a recent series of major articles, they argue for a paradigm shift away from the orthodox, neoclassical model of economics, which focuses on individual challenges to be tackled through decisions by individual decision-makers and views ‘externalities’ as a phenomenon to be ‘corrected’ through government intervention, in favour of a new multilevel paradigm, based on insights from evolutionary science.

      !- Comment : similar aims to - This goal of shifting away from "individualism" to mutuality is also aligned with a number of other perspectives including: - Bruce Jennings - Entangling Humanism - https://hyp.is/go?url=https%3A%2F%2Fhumansandnature.org%2Fentangling-humanism%2F&group=world - David Loy - https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2F1Gq4HhUIDDk%2F&group=world

    3. A new economic paradigm for people and planet

      !- Title: A new economic paradigm for people and planet !- Date: Jan 30, 2023 !- Organizer: RSA !- Speakers: David Sloan Wilson, evolutionary biologist & Dennis Snower, economist

    1. Since 2015 a digitalized card index of Greek functionwords in Coptic is available online (as part of the DDGCL)

      A digitized version of Gertrud Bauer's zettelkasten has been available online since 2015.

    1. CollectionCho Chikun Encyclopedia of Life and Death - Elementary (350-499)Difficulty12 Kyu

      bent four is alive unless it bends at 1-1

    1. Richter, Tonio Sebastian. “Whatever in the Coptic Language Is Not Greek, Can Wholly Be Considered Ancient Egyptian”: Recent Approaches towards an Integrated View of the Egyptian-Coptic Lexicon.” Journal of the Canadian Society for Coptic Studies. Journal de La Société Canadienne Pour Les Études Coptes 9 (2017): 9–32. https://doi.org/10.11588/propylaeumdok.00004673.

      Skimmed for the specifics I was looking for with respect to Gertrud Bauer's zettelkasten.

    2. Tami Gottschalk,

      As a complete aside I can't help but wonder if Tami Gottschalk is related to Louis R. Gottschalk, the historian who wrote Understanding history; a primer of historical method?

    1. While structural injustice and inequality do impede autonomy by fostering force and fraud, oppression and exploitation, these structural conditions also undermine autonomous self-recognition by impeding the psycho-social development integral to fulfilling the capability to be an autonomous self and agent. This is one convergence of symbiotic theorizing and the recognitional practice of autonomy. Through symbiotic practices, the assistance or “affordances” of the material and social worlds can be drawn on to actualize the inherent potential for autonomous action that resides in each human being.[16]

      !- key insight : autonomy and symbiosis

    2. Entangling Humanism By Bruce Jennings

      !- Title : Entangling Humanism !- Author : Bruce Jennings !- Website : Humans and Nature - https://humansandnature.org/entangling-humanism/

    3. A deliberative democracy in which competent citizens participate in policy decisions about the long-term challenges facing their society is an ideal setting for confronting the threat of climate change. Democratic deliberation is designed to help selfish individuals reformulate their interests in the language of the communities to which they belong—to allow them to move from “me thinking” to “we thinking” and to substitute long-term, future-minded thinking for the short-term, present-minded, special-interest thinking. It allows private opinion to be shaped by shared belief and the discipline of inter-subjective (“scientific”) knowledge.

      !- Key concept : deliberative democracy of competent, participative citizens driving long term policy decisions is ideal for confronting climate change - transform self-centered individual to group-centered - shift from Me to We (invert the M) - shift from short term to long term thinking - intersubjective scientific knowledge

    4. Democracy and Climate Change: How Cities Can Do What States Can’t

      !- Title: Democracy and Climate Change: How Cities Can Do What States Can't !- Author: Benjamin Barber

    1. After browsing through a variety of the cards in Gertrud Bauer's Zettelkasten Online it becomes obvious that the collection was created specifically as a paper-based database for search, retrieval, and research. The examples and data within it are much more narrowly circumscribed for a specific use than those of other researchers like Niklas Luhmann whose collection spanned a much broader variety of topics and areas of knowledge.

      This particular use case makes the database nature of zettelkasten more apparent than some others, particularly in modern (post-2013 zettelkasten of a more personal nature).

      I'm reminded here of the use case(s) described by Beatrice Webb in My Apprenticeship for scientific note taking, by which she more broadly meant database creation and use.

    1. In summer 2010, Professor Peter Nagel of Bonn forwarded seven cardboard boxes full of lexicographical slips to the DDGLC office, which had been handed over to him in the early '90s by the late Professor Alexander Böhlig.

      In the 1990s Professor Alexander Böhlig of the University of Tuebingen gave Gertrud Bauer's zettelkasten to Professor Peter Nagel of Bonn. He in turn forwardd the seven cardboard boxes of slips to the Database and Dictionary of Greek Loanwords in Coptic (DDGLC) office for their use.

    2. The original slips have been scanned and slotted into a database replicating the hierarchical structure of the original compilation. It is our pleasure to provide a new lexicographical tool to our colleagues in Coptology, Classical Studies, and Linguistics, and other interested parties.

      The Database and Dictionary of Greek Loanwords in Coptic (DDGLC) has scanned and placed the original slips from Gertrud Bauer's zettelkasten into a database for scholarly use. The database allows the replication of the hierarchical structure of Bauer's original compilation.

    1. https://www.youtube.com/watch?v=SYj1jneBUQo

      Forrest Perry shows part of his note taking and idea development process in his hybrid digital-analog zettelkasten practice. He's read a book and written down some brief fleeting notes on an index card. He then chooses a few key ideas he wants to expand upon, finds the physical index card he's going to link his new idea to, then reviews the relevant portion of the book and writes a draft of a card in his notebook. Once satisfied with it, he transfers his draft from his notebook into Obsidian (ostensibly for search and as a digital back up) where he may also be refining the note further. Finally he writes a final draft of his "permanent" (my framing, not his) note on a physical index card, numbers it with respect to his earlier card, and then (presumably) installs it into his card collection.

      In comparison to my own practice, it seems like he's spending a lot of time after-the-fact in reviewing over the original material to write and rewrite an awful lot of material for what seems (at least to me—and perhaps some of it is as a result of lack of interest in the proximal topic), not much substance. For things like this that I've got more direct interest in, I'll usually have a more direct (written) conversation with the text and work out more of the details while reading directly. This saves me from re-contextualizing the author's original words and arguments while I'm making my arguments and writing against the substrate of the author's thoughts. Putting this work in up front is often more productive at least for areas of direct interest. I would suspect that in Perry's case, he was generally interested in the book, but it doesn't impinge on his immediate areas of research and he only got three or four solid ideas out of it as opposed to a dozen or so.

      The level of one's conversation with the text will obviously depend on their interest and goals, a topic which is relatively well laid out by Adler & Van Doren (1940).

    1. Before they were sent, however, the contents of itstwenty-six drawers were photographed in Princeton, resulting in thirty mi-crofilm rolls. Recently, digital pdf copies of these microfilm rolls have been

      circulating among scholars of the documentary Geniza.

      Prior to being shipped to the National Library of Israel, Goitein's index card collection was photographed in Princeton and transferred to thirty microfilm rolls from which digital copies in .pdf format have been circulating among scholars of the documentary Geniza.

      Link to other examples of digitized note collections: - Niklas Luhmann - W. Ross Ashby - Jonathan Edwards

      Are there collections by Charles Darwin and Linnaeus as well?

    1. can dive deeper into how you how you practice a spirituality that promotes both an individual well-being and the 00:09:02 health of our society and our environment like well it's interesting you ask that question because at the root of it or you could say the the presumption of that is is the kind 00:09:14 of duality or separation between the two right yeah exactly i mean i'm i'm reminded of something joanna macy uh said um the world has a role to play in our awakening 00:09:28 um i think many of us still have a kind of romanticized idea about the path even the bodhisattva path the idea that somehow you might go off to a cave and meditate really hard or something and 00:09:40 then when you're deeply enlightened then you return to the world and become engaged you know returning to the marketplace and i think frankly that's a bit simplistic if not if not naive it's like 00:09:54 the two go hand in hand uh because they reinforce each other you know um i think that when we start buddhist practice perhaps inevitably there there's a kind 00:10:07 of self-preoccupation because what brings us to it i mean there's some some suffering some dissatisfaction in our own lives why else would we spend so much time energy and money you know 00:10:20 making sore legs and backs for ourselves um but as we progress you know as as we get more insight into what's going on then if things are going well we eventually 00:10:33 begin to realize that at the root of our dissatisfaction is the delusion of separation yes from from other people and from the rest of the world

      !- integrating : individual and collective wellbeing - David Loy offers a clear explanation of the entangled nature of self-and-other - we begin the journey of self improvement due to problems in our personal lives, that is the motivation - but as we continue the journey, we may discover that it is our separation from others and from nature herself that is the cause of our dis-satisfaction - David quotes Joanna Macy, who said that "the world has a role to play in our awakening"

    2. you have to 00:07:05 make that decision for yourself right and yet somehow we also have to transform society well i i think that that's it that's maybe the most 00:07:18 important the single most important thing that buddhi buddhism has to offer which is the ecosatur path frankly or sorry not not just regards ecology but let's call it the the bodhisattva path 00:07:31 or the new bodhisattva path that that what's what's so wonderful about that path is one has a double or dual practice you know we we continue to work on our own transformation but we know that 00:07:44 that's in itself insufficient it's still at a certain point that can actually reinforce the the root delusion of separation that my well-being is separate from yours and other people 00:07:56 so you know we also are engaged out in the world and and what i think one of the really important things about that i think is the way those two reinforce each other that um 00:08:10 it's not simply that they go well together but that if you are working and transforming yourself by being engaged in the world it's helping to overcome our kind of deeply rooted self-preoccupied habits so 00:08:23 i think that that's really important in fact given the kind of very critical situation we face right now may be the most important thing of all that buddhism has to offer

      !- work on self : entangle with work on others - Loy acknowledges the fact that one cannot truly work on the self in isolation, - lest it actually increase the root separation that is the cause of the problem we have - working on breaking the illusion of the self-concept is also working on clearly seeing our entanglement with the other

    1. as long as the system of  of political finance and you know parties and   campaigns and media and think tank you know  are largely controlled by by large wealth   00:29:11 holders you know our collective ability to  change the distribution of wealth and the   you know through through taxation or that  consolation and or what you know whatever   the method is going to be limited so it will take  major political fights and in some cases you know   changing the political rules of the game and the  political institution to to to changes and and   you know the good news is that this has  always been like this or this has always   00:29:39 and and still sometimes you know it has worked  in the in the past but it has worked you know   i mentioned the french revolution you know of  course that's a huge popular mobilization uh also   in the 20th century i mentioned after world war  ii after world war one well let's be clear it's   only because there was a very powerful uh you know  labor movement a socialist movement and communist   counter model in the east which in the end put  pressure uh on the on the uh and you know and on   00:30:09 the in effect and the elite governing elite in in  in the west so that they they they had to accept   a number of decisions you know which which were  limited in their scope but still which transform   the economic and social system in in a very  substantial way as compared to the pre-world   war one and 19th century economic system but it's  only through this enormous political mobilization   00:30:34 and collective organization and you know it will  be the same in in the past

      !- Thomas Piketty : limited ability for real change as long as elites can lobby governments - but in the past, there has been success, as the two cases previously mentioned - so it is possible, but will take just as enormous a political mobilization of the people

    2. i don't feel like we have any major  uh disagreement about you know everything you just   said michael uh let me say also regarding you know  my book capital in the 21st century you know it's   a book that has lots of limitations and and you  know i have on many issues you know i've tried to   00:26:31 to to to make progress since then so this  was written 10 years ago i wrote capital   and ideology much more recently which i  think addresses some of the shortcomings   but this is and still this book has also a  lot of limitations so you know i'm trying to   make progress all the time and i certainly  don't pretend that all the answers are in   you know one book and that being said i think you  know many many things that you've mentioned you   know again i fully agree with

      !- Thomas Piketty : Agreement with Michael and limitations of past books - Piketty states that every book has a lot of limitations. Capital and Ideology is his recent book and addresses some of the shortcomings of Capital in the 21st Century

    1. The story includes a detailed description of Goliath’s weaponry: acopper helmet, a coat of mail, a spear, a javelin, and leg guards. Goliath’sequipment has never been found in an archaeological context, and a largenumber of articles have attempted to establish the date of composition ofthe tradition based upon this weaponry. Some date it to Iron Age I (11th–10th centuries BCE), others to the 7th century BCE, and yet others to thePersian period (5th–4th century BCE).4

      Comparing stories of Goliath's weaponry to the known archaeology of the time might help us better place the story and dating.

    2. It is thusclear that the biblical author had access to historical information originatingin the 10th and 9th centuries BCE.
    3. Goliath the Gittite(from the city of Gath)
    4. the city of Khirbet Qeiyafa, radiocarbon dated to the end ofthe 11th and the beginning of the 10th century BCE, existed during theperiod to which the biblical tradition attributes this battle. The question thenarises if and how the excavation at Khirbet Qeiyafa contributes to ourunderstanding of this tradition.

      Since Khirbet Qeiyafa is radiocarbon dated to the end of the 11th and beginning of the 10th century BCE in a location where the biblical tradition situates the battle between David and Goliath, how might its excavation contribute to our knowledge of this time period and these events?

    1. hume is not in book one arguing that persons do not exist in fact in book two he's going to spend most of his time explaining what persons 01:17:41 are he when instead what he's claiming is that persons don't have selves

      !- David Hume : book 1 and 2 - book 1 explains what persons are - book 2 explains that persons don't have selves

    2. tells a great story says there's this guy um who is pretty sure he's got a snake in the wall of his house and in india um 00:14:13 that's still a problem and it was a much bigger problem back in the 7th century that snakes especially crates but also cobras would in order to get warm take up residence in the nooks and crannies of the stone wall of a house so this guy 00:14:26 is afraid that he's got a snake in the wall of his house and he's in order to dispel his own fear he walks around the house convincing himself that there's no elephant there and chandra charity says wouldn't this 00:14:40 guy be a public laughingstock who tries to assuage his fear of the snake by convincing himself that there's no elephant and what's the point of this weird story 00:14:52 you might ask well the moral of the story is this the snake is the self it's the self that you really do john vacardi thinks believe that you have and 00:15:05 the elephant is all of the things you might convince yourself that you don't have or that the self isn't um in order to really convince yourself that you're a really cool no self person so you might say hey i know my body's not a 00:15:18 self i've really got no self down pat or i know my mind isn't the self i've got myself myself i've got myself really on the right track here or all of these things and chandra kiriti thinks that a lot of the time when we think that we're refuting 00:15:32 the idea of a self we're actually refuting something else and so that the first important thing to do is to identify what that thing is that is the target of 00:15:43 our critical inquiry

      !- Explanation : Snake and Elephant story from Chandrakirti - the snake represents the self - and the elephant represents what we impute the self to be - All those things we refute (the elephant) are actually not the self at all:

  3. Dec 2022
    1. 2030 (UNGA, 2015) provides a global consensus on key justice principles of access and a starting point for an analysis of a safe and just corridor that aims to ensure that “no one will be left behind.

      !- starting point : Agenda 2030, UNGA 2015

    2. By identifying safe and just target ranges, the question arises: How can we achieve these targets and live within the corridor? Transforming toward a “just” world may be a pre-condition for being able to achieve a “safe” world. Leverage points to achieve such transformations are essential for governing our commons.

      !- role : leverage points - Leverage points play a critical role to achieve transformation to a safe and just corridor

    3. We propose that the stricter of the safe and just target ranges for each variable should define the safe and just corridor (Figure 2). Furthermore, we propose to identify a spread of safe and just targets corresponding to different physical risk tolerances and different understandings of environmental justice.

      !- range : safe and just corridors - identify a range of safe and just corridors for society to choose - depending on different physical risk tolerances / environmental justice

    4. Second, a key question is how biophysically “safe” targets can be achieved while also meeting goals for human well-being and justice. For example, meeting the social goals of Agenda 2030 without widespread transformations may lead to crossing safe targets for the biophysical state of the Earth system (Sachs et al., 2019). Achieving biophysical targets, such as 1.5°C for climate or increasing ecosystem protection, can undermine well-being, if, for example, bioenergy competes with food production, or protected areas undermine local livelihoods (Hasegawa et al., 2020).

      !- safe and just : tradeoffs - something that is safe can still be unjust - ie. meeting Agenda 2030 for human wellbeing without widespread transformation may lead to violating safe biophysical targets

    5. First, an “unsafe” world is likely to increase inequality, so “safe” would seem a necessary pre-condition for “just”—but not always a sufficient one. A “safe” target from a biophysical perspective may not be adequate to prevent large-scale risks to humans in specific contexts. For example, there are large risks for many human populations even with a 1.5°C climate target (Hoegh-Guldberg et al., 2018).

      !- safe and just : tradeoffs - safe can still result in unjust

    6. Identifying safe ranges for these systems in isolation, for example as the planetary boundary framework has done (Rockström et al., 2009; Steffen, Richardson, et al., 2015), will not be enough to describe a safe corridor.

      !- limitations : planetary boundary framework - planetary boundary framework is insufficient to describe a safe corridor

    7. An integrated framework is needed that aligns safe and just Earth system variables while also accounting for sub-global scales and interactions between Earth system processes.

      !- identified need : integrated framework to align safe and just earth system variables while accounting for sub-global scales and interactions between earth system processes

    8. our goal of synthesizing a range of safe and just conditions rather than prescribing any specific solution.

      !- goal : safe and just corridor research - develop a range of safe and just conditions for civilization to choose from

    9. An integrated people and planet perspective is required to guide human development and use of the global commons We outline an approach to defining a safe and just corridor for a stable and resilient planet supporting human development A conceptual framework for linking safe and just Earth system targets is proposed

      !- key points: for a safe and just corridor - 1. Integrated people and planet strategy - 2. outline of an approach that defines safe and just corridor - 3. conceptual framework linking safe and just targets

    10. safe as primarily referring to a stable Earth system and just targets as being associated with meeting human needs and reducing exposure to risks.

      !- in other words : "safe" and "just" - thinking in terms of doughnut economics, safe refers to staying within biophysical constraints and just refers to staying within socio-economic constraints of human civilization to ensure wellbeing

    11. Keeping the Earth system in a stable and resilient state, to safeguard Earth's life support systems while ensuring that Earth's benefits, risks, and related responsibilities are equitably shared, constitutes the grand challenge for human development in the Anthropocene. Here, we describe a framework that the recently formed Earth Commission will use to define and quantify target ranges for a “safe and just corridor” that meets these goals.

      !- Earth Commission : framework for safe and just corridor

    1. https://youtu.be/VFs3_COOMp8?t=1130

      He mentions (not seriously) getting into a spat with his wife who threatens to throw his zettelkasten out the window as a means of retaliation! 🤣

    2. https://youtu.be/VFs3_COOMp8?t=1103

      Mention of worry over losing a zettelkasten due to fire or water damage, versus digital loss due to electric/power failure.

      Hard drive failure and lack of back ups are also a problem.

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    1. “She had engaged to go as governess to Mrs. Smallridge’s children—a dear friend of Mrs. Elton’s—a neighbour of Maple Grove; and, by the bye, I wonder how Mrs. Elton bears the disappointment?”

      Mrs. Elton thought she had taken on Jane as a 'pet' and this was helping her, but now Jane has to back out of her promise to teach those children. How precarious educational opportunities were for children, even in the upper classes.

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    1. Half a dozen natural children, perhaps—and poor Frank cut off!—This, though very undesirable, would be no matter of agony to her. It inspired little more than an animating curiosity.

      I read somewhere about how having a lot of children is looked down upon for poor people but merely eccentric for the wealthy. Another instance of the varying expectations of rich and poor. In Regency England, I think children were expected to not get in the way of adult life and not draw attention to themselves. Charles Dickens work expresses more about the burden children in poverty were perceived as during the time.

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    1. Emma, on reaching home, called the housekeeper directly, to an examination of her stores; and some arrowroot of very superior quality was speedily despatched to Miss Bates with a most friendly note. In half an hour the arrowroot was returned, with a thousand thanks from Miss Bates, but “dear Jane would not be satisfied without its being sent back; it was a thing she could not take—and, moreover, she insisted on her saying, that she was not at all in want of any thing.”

      Immaturity on Jane's part, I think. Both for being so picky about eating as to make it the pressing concern of all your relations, to refuse perfectly good arrowroot, and then to scour the meadows for your own.

      Arrowroot is a food of low nutritional value that was sought after by people who had various food intolerances.

      There are connections to racism as it relied on slavery for mass production and exportation and the obsession with 'purity' also has ideological similarities with reference to race.

      http://www.digitalussouth.org/vegetable/vegetable.php?vegName=Arrow%20Root

      https://janeaustensworld.com/tag/historical-food/

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    1. Yes, indeed, there is every thing in the world that can make her happy in it. Except the Sucklings and Bragges, there is not such another nursery establishment, so liberal and elegant, in all Mrs. Elton’s acquaintance. Mrs. Smallridge, a most delightful woman!—A style of living almost equal to Maple Grove—and as to the children, except the little Sucklings and little Bragges, there are not such elegant sweet children anywhere. Jane will be treated with such regard and kindness!—It will be nothing but pleasure, a life of pleasure.—And her salary!—I really cannot venture to name her salary to you, Miss Woodhouse. Even you, used as you are to great sums, would hardly believe that so much could be given to a young person like Jane.” “Ah! madam,” cried Emma, “if other children are at all like what I remember to have been myself, I should think five times the amount of what I have ever yet heard named as a salary on such occasions, dearly earned.”

      Jane will have a good living because there will be lots of children to teach (as she is trained as a governess).

      Emma tries to be self-depricating about her childhood but given her other actions it could also come off as insincere.

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    1. trusting that you will some time or other do me greater justice than you can do now

      Among other things, this is an admonishment to grow up.

    2. An old married man

      Pushing away from any association with childhood, adolescence, or youth.

    3. Emma, glad to be enlivened, not sorry to be flattered, was gay and easy too, and gave him all the friendly encouragement, the admission to be gallant, which she had ever given in the first and most animating period of their acquaintance; but which now, in her own estimation, meant nothing, though in the judgment of most people looking on it must have had such an appearance as no English word but flirtation could very well describe.

      Adolescent need to be flattered and entertained at every moment. Her immaturity comes to a head later on on the chapter and Mr. Knightley acts as an elder and scolds her. It is unsettling for a number of reasons but one of which it is that it highlights their age difference and then also positions him as superior in terms of emotional maturity as well. Questions are raised as to what the role of a partner should be in such circumstances. On the one hand, it is good be honest with one another about how unkind behavior affects social dynamics, but also one cannot be partners with someone who is always telling you your social failings or someone who needs constant social monitoring.

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    1. Mr. Knightley’s excessive curiosity to know what this word might be, made him seize every possible moment for darting his eye towards it, and it was not long before he saw it to be Dixon. Jane Fairfax’s perception seemed to accompany his; her comprehension was certainly more equal to the covert meaning, the superior intelligence, of those five letters so arranged. She was evidently displeased; looked up, and seeing herself watched, blushed more deeply than he had ever perceived her, and saying only, “I did not know that proper names were allowed,” pushed away the letters with even an angry spirit, and looked resolved to be engaged by no other word that could be offered. Her face was averted from those who had made the attack, and turned towards her aunt.

      Adolescent teasing. Similar to flirting and teasing from earlier.

    2. Emma was pleased with the thought; and producing the box, the table was quickly scattered over with alphabets, which no one seemed so much disposed to employ as their two selves. They were rapidly forming words for each other, or for any body else who would be puzzled. The quietness of the game made it particularly eligible for Mr. Woodhouse, who had often been distressed by the more animated sort, which Mr. Weston had occasionally introduced, and who now sat happily occupied in lamenting, with tender melancholy, over the departure of the “poor little boys,” or in fondly pointing out, as he took up any stray letter near him, how beautifully Emma had written it.

      Playing a children's game. Also, a re-emergence of the word play from the riddles earlier.

      Mr. Woodhouse also conflates childhood with poverty again: "poor little boys."

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    1. “Here,” resumed Harriet, turning to her box again, “here is something still more valuable, I mean that has been more valuable, because this is what did really once belong to him, which the court-plaister never did.”

      To borrow from an earlier conversation, is the box of treasures, Child-like or Child-ish?

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    1. gipsies

      Here is a link to a post about the Romany of England during the regency. It says that to even have spoken with these people during the time was a crime and that might account for some of Harriet's fear. It also adds another dimension to the conflation of 'othering' of children, the poor, and racism.

      https://janeaustensworld.com/tag/gypsies-in-regency-england/

    2. She had an unhappy state of health in general for the child of such a man, for she hardly knew what indisposition was; and if he did not invent illnesses for her, she could make no figure in a message.

      Another connection between childhood and ill/wellness

    3. when the other very person was chancing to pass by to rescue her!

      Mr. Churchill was supposed to rescue Harriet from her childhood of poverty (represented by the 'gang' of unruly children), being single, her embarrassment at being rejected by Mr. Elton, and more...

    4. Harriet was soon assailed by half a dozen children, headed by a stout woman and a great boy, all clamorous, and impertinent in look, though not absolutely in word.—More and more frightened, she immediately promised them money, and taking out her purse, gave them a shilling, and begged them not to want more, or to use her ill.—She was then able to walk, though but slowly, and was moving away—but her terror and her purse were too tempting, and she was followed, or rather surrounded, by the whole gang, demanding more.

      This brood of children, called a 'gang' later on in the paragraph is to be feared in the book. The 'stout' woman may be the mother. They are poor people intending to rob Harriet. The scene sets up another instance where the poor are symbolized not just by children, but by them behaving badly.

    1. I have deep doubts about the intellectual and social value of schooling.

      I believe that correlation and causation does not pertain to this argument, nor can I think of a way this particular argument would benifit.

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    1. Why she did not like Jane Fairfax might be a difficult question to answer

      There are tinges of sibling rivalry here. Mr. Knightley notices and points them out.

    2. By birth she belonged to Highbury: and when at three years old, on losing her mother, she became the property, the charge, the consolation, the foundling of her grandmother and aunt, there had seemed every probability of her being permanently fixed there; of her being taught only what very limited means could command, and growing up with no advantages of connexion or improvement, to be engrafted on what nature had given her in a pleasing person, good understanding, and warm-hearted, well-meaning relations. But the compassionate feelings of a friend of her father gave a change to her destiny. This was Colonel Campbell, who had very highly regarded Fairfax, as an excellent officer and most deserving young man; and farther, had been indebted to him for such attentions, during a severe camp-fever, as he believed had saved his life. These were claims which he did not learn to overlook, though some years passed away from the death of poor Fairfax, before his own return to England put any thing in his power. When he did return, he sought out the child and took notice of her. He was a married man, with only one living child, a girl, about Jane’s age: and Jane became their guest, paying them long visits and growing a favourite with all; and before she was nine years old, his daughter’s great fondness for her, and his own wish of being a real friend, united to produce an offer from Colonel Campbell of undertaking the whole charge of her education. It was accepted; and from that period Jane had belonged to Colonel Campbell’s family, and had lived with them entirely, only visiting her grandmother from time to time. The plan was that she should be brought up for educating others; the very few hundred pounds which she inherited from her father making independence impossible. To provide for her otherwise was out of Colonel Campbell’s power; for though his income, by pay and appointments, was handsome, his fortune was moderate and must be all his daughter’s; but, by giving her an education, he hoped to be supplying the means of respectable subsistence hereafter.

      I read a theory that Jane Fairfax is Jane Bates are mother an daughter. The evidence was Miss Bates affection and their same name, because Georgian women named their daughters after themselves. The paragraph that says decidedly that Jane had a mother that she lost when she was three, so I prefer an interpretation about a trauma bond where a woman who lost her husband takes an interest in a small child without a mother.

      We also see another instance similar to Harriet where people take in an orphaned girl with the intention of making her a toy or doll for themselves or another child and they think they are helping by 'giving' her a destiny--in this case, training to be a governess.

      This is affronting, even through the Campbell's are regarded as good people.

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    1. panic as pleasure

      This recalls Maria Lucas meeting Lady Catherine in Pride and Prejudice

    2. Goddard

      What happens to children who are not as wealthy but who are orphaned...they go to a school like Mrs. Goddard's. So now the number of people in the book without a mother in childhood is 4 (Emma, Isabella, Frank, and Harriet).

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    1. Upon my word,” exclaimed Emma, “you amuse me! I should like to know how many of all my numerous engagements take place without your being of the party; and why I am to be supposed in danger of wanting leisure to attend to the little boys. These amazing engagements of mine—what have they been? Dining once with the Coles—and having a ball talked of, which never took place. I can understand you—(nodding at Mr. John Knightley)—your good fortune in meeting with so many of your friends at once here, delights you too much to pass unnoticed. But you, (turning to Mr. Knightley,) who know how very, very seldom I am ever two hours from Hartfield, why you should foresee such a series of dissipation for me, I cannot imagine. And as to my dear little boys, I must say, that if Aunt Emma has not time for them, I do not think they would fare much better with Uncle Knightley, who is absent from home about five hours where she is absent one—and who, when he is at home, is either reading to himself or settling his accounts.”

      More perhaps ventriloquization about being an aunt. Maybe an expansion of expectations of motherhood that moves beyond biological childbirth.

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    1. Mrs. Weston, with her baby on her knee, indulging in such reflections as these, was one of the happiest women in the world. If any thing could increase her delight, it was perceiving that the baby would soon have outgrown its first set of caps.

      Will there be opportunities for sibling rivalry with Anna and Emma similar to the rivalry with Jane.

    2. “Do you?—I have no doubt. Nature gave you understanding:—Miss Taylor gave you principles. You must have done well. My interference was quite as likely to do harm as good. It was very natural for you to say, what right has he to lecture me?—and I am afraid very natural for you to feel that it was done in a disagreeable manner. I do not believe I did you any good. The good was all to myself, by making you an object of the tenderest affection to me. I could not think about you so much without doating on you, faults and all; and by dint of fancying so many errors, have been in love with you ever since you were thirteen at least.” “I am sure you were of use to me,” cried Emma. “I was very often influenced rightly by you—oftener than I would own at the time. I am very sure you did me good. And if poor little Anna Weston is to be spoiled, it will be the greatest humanity in you to do as much for her as you have done for me, except falling in love with her when she is thirteen.”

      This is strong example of the undercurrent of nature and nurture with regard to children but also with regard to social class.

    3. “That is,” replied Mr. Knightley, “she will indulge her even more than she did you, and believe that she does not indulge her at all. It will be the only difference.” “Poor child!” cried Emma; “at that rate, what will become of her?” “Nothing very bad.—The fate of thousands. She will be disagreeable in infancy, and correct herself as she grows older. I am losing all my bitterness against spoilt children, my dearest Emma. I, who am owing all my happiness to you, would not it be horrible ingratitude in me to be severe on them?” Emma laughed, and replied: “But I had the assistance of all your endeavours to counteract the indulgence of other people. I doubt whether my own sense would have corrected me without it.”

      Mr. Knightley might be making a commentary about Emma.

    4. Mrs. Weston’s friends were all made happy by her safety; and if the satisfaction of her well-doing could be increased to Emma, it was by knowing her to be the mother of a little girl. She had been decided in wishing for a Miss Weston. She would not acknowledge that it was with any view of making a match for her, hereafter, with either of Isabella’s sons; but she was convinced that a daughter would suit both father and mother best. It would be a great comfort to Mr. Weston, as he grew older—and even Mr. Weston might be growing older ten years hence—to have his fireside enlivened by the sports and the nonsense, the freaks and the fancies of a child never banished from home; and Mrs. Weston—no one could doubt that a daughter would be most to her; and it would be quite a pity that any one who so well knew how to teach, should not have their powers in exercise again. “She has had the advantage, you know, of practising on me,” she continued—“like La Baronne d’Almane on La Comtesse d’Ostalis, in Madame de Genlis’ Adelaide and Theodore, and we shall now see her own little Adelaide educated on a more perfect plan.”

      Mrs Weston (Miss Taylor)'s baby. Emma feels Mrs. Weston was able to 'practice' on her. This baby has a mother in Mrs. Weston and a 'sister' in Emma.

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    1. languor of ill-health.

      This is interesting. In the previous chapter, there is a nostalgia for overcoming childhood illness, but in this chapter, ill health in ladies is something commmonplace that influences one's schedule and connections.

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    1. Poor little Emma! You were very bad with the measles; that is, you would have been very bad, but for Perry’s great attention. He came four times a day for a week. He said, from the first, it was a very good sort—which was our great comfort; but the measles are a dreadful complaint. I hope whenever poor Isabella’s little ones have the measles, she will send for Perry.”

      Childhood disease and the survival of it as germane to childhood.

    2. rs. Weston, who is carefulness itself. Do not you remember what Mr. Perry said, so many years ago, when I had the measles? ‘If Miss Taylor undertakes to wrap Miss Emma up, you need not have any fears, sir.’ How often have I heard you speak of it as such a compliment to her!”

      In Persuasion, nursing does not belong to a man, it isn't his province, and here in Emma is a description of nursing a child as a compliment to womanhood.

  18. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. Now, if your friends have any gratitude, they will say something pretty loud about you and me in return; but I cannot stay to hear it.”

      The dancing and talking and giggling seem to remind of Georgian childhood ideals. Is there a positioning by Austen in here where being rich or part of the leisure class offers some extension of certain childhood pleasures?

  19. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. enry is a fine boy, but John is very like his mama. Henry is the eldest, he was named after me, not after his father. John, the second, is named after his father. Some people are surprized, I believe, that the eldest was not, but Isabella would have him called Henry, which I thought very pretty of her. And he is a very clever boy, indeed. They are all remarkably clever; and they have so many pretty ways. They will come and stand by my chair, and say, ‘Grandpapa, can you give me a bit of string?’ and once Henry asked me for a knife, but I told him knives were only made for grandpapas. I think their father is too rough with them very often.” “He appears rough to you,” said Emma, “because you are so very gentle yourself; but if you could compare him with other papas, you would not think him rough. He wishes his boys to be active and hardy; and if they misbehave, can give them a sharp word now and then; but he is an affectionate father—certainly Mr. John Knightley is an affectionate father. The children are all fond of him.” “And then their uncle comes in, and tosses them up to the ceiling in a very frightful way!” “But they like it, papa; there is nothing they like so much. It is such enjoyment to them, that if their uncle did not lay down the rule of their taking turns, whichever began would never give way to the other.” “Well, I cannot understand it.” “That is the case with us all, papa. One half of the world cannot understand the pleasures of the other.”

      Descriptions of the boys. I wondered why the effort to describe them when they are not thought of as primary characters. Is it that they give hints to the personalities of the main characters or are these attempts by Austen to describe people in her life and a little nod to nephews, siblings or other children she knows? From my understanding of her life, she was delighted with and invested in her role as aunt. It is interesting to read her books with this in mind.

    2. “Harriet must give us as much of her company as she can while my brother and sister are here. I am sure she will be pleased with the children. We are very proud of the children, are not we, papa? I wonder which she will think the handsomest, Henry or John?”

      Tandem of brothers to match the two sisters: Emma and Isabella.

    3. “But I do not see why poor Isabella should be obliged to go back so soon, though he does. I think, Emma, I shall try and persuade her to stay longer with us. She and the children might stay very well.”

      Concern for Isabella's health and the children is interesting in light of our understanding that Emma's mother died. Did she die in childbirth? Did Emma also lose a sibling?

    4. CHARADE.

      Is this really a game for adults? Or it is something more common to children and adolescents?

  20. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. Emma felt herself so well acquainted with him, that she could hardly believe it to be only their second meeting. He was not exactly what she had expected; less of the man of the world in some of his notions, less of the spoiled child of fortune, therefore better than she had expected.

      Emma is relieved the man is not a 'child of fortune'--which is a disparaging term that she doesn't see in herself.

    2. But you, who have known Miss Fairfax from a child, must be a better judge of her character, and of how she is likely to conduct herself in critical situations, than I can be.” “I have known her from a child, undoubtedly; we have been children and women together; and it is natural to suppose that we should be intimate,—that we should have taken to each other whenever she visited her friends. But we never did. I hardly know how it has happened; a little, perhaps, from that wickedness on my side which was prone to take disgust towards a girl so idolized and so cried up as she always was, by her aunt and grandmother, and all their set. And then, her reserve—I never could attach myself to any one so completely reserved.” “It is a most repulsive quality, indeed,” said he. “Oftentimes very convenient, no doubt, but never pleasing. There is safety in reserve, but no attraction. One cannot love a reserved person.”

      Jane Fairfax as a child being described in ways that provide the opposite of Emma's description earlier.

  21. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. “She always declares she will never marry, which, of course, means just nothing at all. But I have no idea that she has yet ever seen a man she cared for.

      It is a fair argument that in Austen's time, to marry is to finish resigning childhood or maybe formally committing to the attempt at bearing and raising children?

    2. “There is hardly any desiring to refresh such a memory as that,”—said Mr. Knightley, feelingly; and for a moment or two he had done. “But I,” he soon added, “who have had no such charm thrown over my senses, must still see, hear, and remember. Emma is spoiled by being the cleverest of her family. At ten years old, she had the misfortune of being able to answer questions which puzzled her sister at seventeen. She was always quick and assured: Isabella slow and diffident. And ever since she was twelve, Emma has been mistress of the house and of you all. In her mother she lost the only person able to cope with her. She inherits her mother’s talents, and must have been under subjection to her.”

      More insight into Emma's childhood and the development of her personality. Clever, assured, confident, competent. We also learn that Emma is like her mother and therefore, it is reasonable to assume that she does what her mother might do if she were here.

    3. twelve

      Insight into Emma's childhood personality--reading, drawing, and lists.

  22. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. Harriet

      Does Emma see Harriet, not so much as a person to find a husband for as a surrogate child to worry about?

  23. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. playfully

      Is Emma flirting or is this a younger sister teasing an older brother?

      The age gap and the family relationship both can make this a little icky - though people talk about it less than Marianne and Colonel Brandon in Sense and Sensibility

    2. remembrance

      Suggestion here that mother's caresses are or can be an integral part of childhood and remembering them is important to adult personality.

    3. two

      There is potential for a bond of sisterhood here like in other novels, but it doesn't materialize. Nonetheless, we have a sense of Emma's childhood with a widower and a governess who took up some of the mothering.

    4. childhood

      In a wealthy family, would your mother have done this, or would a governess or nanny done it?

  24. www.janeausten.pludhlab.org www.janeausten.pludhlab.org
    1. father

      Mr. Churchill's mother also died, as did Emma's. His stand in mother was Mr. Weston's sister? From this vantage point, he and Emma seem to have this thing in common that would give rise to a similar personality?

    1. even Socrates himself, we learnby way of his followers, derided the emerging popularity of taking physicalnotes.

      I recall portions about Socrates deriding "writing" as a mode of expression, but I don't recall specific sections on note taking. What is Ann Blair's referent for this?

      The "emerging popularity of taking physical notes" seems not to be in evidence with only one exemplar of a student who lost their notes within the Blair text.

    1. Eno was moving toward a music that changed your perception of the space around you. Geography could be as memorable as melody.

      ways to link this to oral traditions in music and memory?!?

    1. The “Book of Roads and Kingdoms”, an eleventh-century geography text by Abu Abdullah al-Bakri, describes the Vikings as “Majus”, a term for heathens and fire-worshipers.

      Majus cognate with magi, magic?

    1. Six months passes and while you had almost forgotten about your little project, you now have got some new ideas that could make it even better. The project also has a few open issues and feature requests that you can take care of. So you come back to it. “Let’s start”, you whispered to yourself with excitement. You run npm install in your terminal like an innocent man and switch to your browser to scroll on Twitter while you are waiting for the dependencies to be installed. Moments later you return to your terminal and see… an error!
    1. credentials need to be enhanced with additional data aboutindividual courses/modules a person has studied, together with the learning outcomes(skills/knowledge) obtained in each of those modules and other documentation of ability.Credentials should also be used to connect to evidence of achievement such as architecturalportfolios or coding projects. Wherever possible, credentials should refer to occupational standardsor sectoral competence frameworks to increase the ability to interpret them in a specific context

      Transparency is an equity issue. Adding common language and richer data on skills and competencies to credentials means: * More data about courses/module * Learning outcomes from those modules * Connect to evidence of achievement * Refer to occupational standards/competency frameworks

    2. Multiple initiatives have tried to make various kinds of social recommendations by issuingcredentials. However, up to this point they have worked better in closed social networks rather thanas open credentials due to the ability of social networks to tie a recommendation with the profile(and identity) of the recommender. There are also several nascent initiatives to create open linkeddata around which skills, credentials and issuers are valued by employers.

      Clearly, the LinkedIn recommendations use case is an example of one of these initiatives. It has not succeeded in creating strong social signals anchored in trust models. We are wise to consider what's missing from efforts like this. An even greater concern however, and one that I believe is an essential if we are to realize the transformative potential of digital credentials, is how to design social signals built on trust models that help all people. In a world long-governed by "it's not what you know, it's who you know," the social signals and trust models are overweighted in favor of people with connections to other people, organizations and brands that are all to some degree legacies of exclusionary and inequitable systems. We are likely to build new systems that perpetuate the same problems if we do not intentionally design them to function otherwise. For people (especially those from historically underserved populations) worthy of the recommendations but lacking in social connections, how do they access social recommendations built on trust models?

    1. that envisions credential transparency and open data as tools to  unlock the learn-and-earn ecosystem nationwide and help every learner make more informed decisions about the credentials they might pursue

      WHY this stuff matters. It's a responsibility to our learners (eg consumers)

    1. By Brad J. Cox, December 06, 2004

      NB: the footnote at the end indicates that this was originally published in Byte Magazine (October 1990). By a reasonable guess, the 2004 date here is when this online copy was published to drdobbs.com?

    1. The migration would not be complete without calling out that I was unable to build the Mastodon code base on our new primary Puma HTTP server.
    1. I often think back to MySpace’s downfall. In 2007, I penned a controversial blog post noting a division that was forming as teenagers self-segregated based on race and class in the US, splitting themselves between Facebook and MySpace. A few years later, I noted the role of the news media in this division, highlighting how media coverage about MySpace as scary, dangerous, and full of pedophiles (regardless of empirical evidence) helped make this division possible. The news media played a role in delegitimizing MySpace (aided and abetted by a team at Facebook, which was directly benefiting from this delegitimization work).

      danah boyd argued in two separate pieces that teenagers self-segregated between MySpace and Facebook based on race and class and that the news media coverage of social media created fear, uncertainty, and doubt which fueled the split.

      http://www.danah.org/papers/essays/ClassDivisions.html

    1. I continued to use this analog method right up through my Ph.D. dissertation and first monograph. After a scare in the early stages of researching my second monograph, when I thought all of my index cards had been lost in a flood, I switched to an electronic version: a Word doc containing a table with four cells that I can type or paste information into (and easily back up).
    1. https://werd.io/2022/the-fediverse-and-the-indieweb

      The idea behind this is great, but the hurdles for supporting dozens of publishing specifications can be awfully daunting. Where do we draw the line?

    2. So instead of Publishing on my Own Site and Syndicating Elsewhere, I plan to just Publish and Participate.

      The easiest publishing (syndication) workflow of all.

    1. The modern understanding of the plasma membrane is referred to as the fluid mosaic model. The plasma membrane is composed of a bilayer of phospholipids, with their hydrophobic, fatty acid tails in contact with each other. The landscape of the membrane is studded with proteins, some of which span the membrane. Some of these proteins serve to transport materials into or out of the cell. Carbohydrates are attached to some of the proteins and lipids on the outward-facing surface of the membrane. These form complexes that function to identify the cell to other cells. The fluid nature of the membrane owes itself to the configuration of the fatty acid tails, the presence of cholesterol embedded in the membrane (in animal cells), and the mosaic nature of the proteins and protein-carbohydrate complexes, which are not firmly fixed in place. Plasma membranes enclose the borders of cells, but rather than being a static bag, they are dynamic and constantly in flux.
      • Provides edge to the cell
      • Controls the entry and exit of material.
      • Fluid-mosaic model explains the structure and function of the membrane.
      • High control of intracellular conditions.
  25. Nov 2022
    1. But. I somehow changed-ish laptop, and you know the problem where you change laptop and suddenly you lose access to a few things? Yes. That's one of my problems. This site was using nini to statically generate pages and interconnect them with backlinks, and it's great. But I figured I'll keep it to simple html pages that don't need any compilation for now, so that when I change this laptop, I'll still be able to publish without having to install anything.
    1. Weaver distinguishes ‘three levels of communication problems’, beginning with the technical problem (A), which is concerned with the f idelity of symbol transmission and thus the level where Shannon’s mathematical def inition and measure of information are situated. But Weaver then also postulates a semantic problem (B) that refers to the transmission of meaning and an ef fectiveness problem (C) that asks

      Three levels of communication problems: technical problem, semantic problem, and effectiveness problem. (Shannon and Weaver. 1964. A Mathematical Theory of Communication)

    1. Trope, trope, trope, strung into a Gish Gallop.

      One of the issues we see in the Sunday morning news analysis shows (Meet the Press, Face the Nation, et al.) is that there is usually a large amount of context collapse mixed with lack of general knowledge about the topics at hand compounded with large doses of Gish Gallop and F.U.D. (fear, uncertainty, and doubt).

    1. Discussion, revision and decision


      Decision

      Verified with reservations: The content is scientifically sound, but has shortcomings that could be improved by further studies and/or minor revisions.

      Dr. Bañuelos: Verified manuscript

      Dr. Morris: Verified with reservations


      Revision

      Response to Reviewer 1 (Dr. Bañuelos)

      1. Most importantly, I would like to see an introduction that explains the authors’ general arguments about grading changes – including the trajectory of these changes at Dalhousie and why this arc contributes to our knowledge of the history of higher education more broadly. Then, the authors might continually remind us of the arc they present at the outset of their paper – especially when they are highlighting a piece of evidence that illustrates their central argument. To me, the quotes from students and faculty responding to grading changes are among the most interesting parts of the paper and placing these in additional context should make them shine even more brightly!

      Our Response: Thank you so much for your thoughtful review. We have added a larger new introduction section of the paper (paragraphs 1-5 in the latest draft are new) that outlines the general importance of the topic, the Canadian context, details on Dalhousie University, and our overall thesis statement (i.e., most decisions were to improve the external communication value of grades). Moreover, we have added three new student quotes form the Dalhousie Gazette to build a stronger picture for student reactions, and to build a better case for our overall thesis statement (i.e., that changes in grading were often to increase the external communication value of grades). Moreover, throughout we have added some details on the overall funding trajectory for institutions in Canada that created some pressure to standardize grading. We think that these changes have improved the manuscript.

      1. I’d like to read a little more about Dalhousie itself – why it is either a remarkable or unremarkable place to study changes in grading policies. Is it representative of most Canadian universities and thus, a good example of how grading changes work in this national context? Is it unlike any other institution of higher education and thus, tells us something important about grades that we could not learn from other case studies? I don’t think this kind of description needs to be particularly long, but it should be a little more involved than the brief sentences the authors currently include (p.3, paragraph 1) and should explain the choice of this case.

      Our Response: This comment revealed that two additional pieces of context were needed for the introduction: (a) some national context for higher education policy in Canada and (b) some extended description of Dalhousie University when compared to other universities in Canada. To this end, two new paragraphs have been added to the paper (paragraphs 2 & 3 in the current draft).

      Notably, Jones (2014) notes that “Canada may have the most decentralized approach to higher education than any other developed country on the planet” (pg 20). With this in mind, any historical review of education policy is by necessity specific to province and institution – that is, the information can be placed in its context, but resists wide generalization to the country as a whole. In the newest draft, we tried to describe the national, provincial, and institutional context in some more detail in paragraphs 2 & 3.

      1. I’d also like to know more about the archival materials the authors used. The authors mention that they drew from “Senate minutes, university calendars, and student newspapers” (p. 3), but what kinds of conversations about grades did these materials include? At various points, the authors engage in “speculation” (e.g. p.4) about why a particular change occurred. This is just fine and, in fact, it’s good of the authors to remind us that they are not really sure why some of these shifts happened. But, they might go one step further and tell us why they have to speculate. Were explicit discussions of grading changes – including in inter- and intradepartmental letters and memo, reports, and other documents – not available in these archives? Why are these important discussions absent from the historical record?

      Our Response: We have added a new paragraph (paragraph 4) to the paper discussing the sources in some more detail. It is true that the verbatim discussions are frequently absent from the record, especially earlier in history – or if they exist, we have not found them! Instead, we frequently are reviewing meeting minutes or committee reports, which are summaries of discussions. As we now note in the paper, “Thus, the sources used showed what policy changes were implemented, when they were implemented, and a general sense of whether there was opposition to changes; however, there were notable gaps in faculty and student reactions to grade policy changes, as these reactions were frequently not written down and archived.”

      This gap was most apparent in the Senate minutes around the 1940s, where I (the first author) could not find any direct discussions of why changes were implemented. Under the 1937-1947 heading, we more clearly indicate that the rationale for the changes was absent from the Senate minutes during this period. I add some further speculation on why these records might be absent, based on summaries from Waite (1998b); specifically, the university president of the time often made unilateral decisions, circumventing Senate, which might account for why the changes are absent from the records.

      This will hopefully make the limitations of what can be learned from this approach more apparent.

      1. At various points, the authors make references to the outside world – for example, WWII (p. 5), the Veteran’s Rehabilitation Act (pp. 6-7), and British versus American grading schemas (p. 6). But, these references are brief and seem almost off-handed. I know space is limited, but putting these grading changes in their broader context might help make the case for why this study is interesting and important. Are the changes in the 1940s, for example, related to the ascendance of one national graduate education model over another (e.g. American versus British)? Are there any data on how many Canadian undergraduates enrolled in British versus American graduate programs over time? If so, I would share any information you might have on these broader trends.

      Our Response: To our knowledge, there isn’t any comparable report to what we’ve written here documenting the transition from British “divisions” to American “letter grades” in Canadian Universities, making our report novel in this regard. It might well be that a similar historical arc exists in many of the 223 public and private universities in Canada, but we don’t believe such data exists in any readily accessible way – excepting perhaps undergoing a similar deep dive into historical documents at each respective institution! So, we do not have the answer to your question: “Are there any data on how many Canadian undergraduates enrolled in British versus American graduate programs over time?” However, we did add one reference which provided a snapshot point of comparison in 1960, noting in the paper “Baldwin (1960) notes that the criteria for “High First Class” grades in the humanities was around 75-80% at Universities of Toronto, Alberta, and British Columbia in 1960, suggesting that Dalhousie’s system was similar to other research-intensive universities around this time.” That said, there are a few major national events related to the funding of universities in Canada that we have elaborated on in the text to address the spirit of your recommendation for describing the national context:

      a) In the “Late 1940s” section of the paper, we added: “Though Dalhousie had an unusually high proportion of veterans enrolled relative to other maritime universities during this period (Turner, 2011), the Veteran’s Rehabilitation Act was a turning point for large increases in enrollment and government funding Canada-wide, at least until the economic recession of the 1970s (Jones, 2014).”

      b) In the 1990s, there were major government cuts to funding, creating challenging financial times for the university. We discuss the funding pressures that likely contributed to standardization of grading during this time by saying the following in the 1980s-2000s section: “Starting in in the 1980s-1990s there were major government cuts to university funding nation-wide, with the cuts becoming more severe in the 1990s (Jones, 2014; Higher Education Strategy Associates, 2021). Because of the nature of the funding formulas, cuts in Nova Scotia were especially deep. Beyond tuition increases, university administrators knew that obtaining external research grants, Canada Research Chairs, and scholarship funding was one of the few other ways for a university to balance budgets, so there was extra pressure to be competitive in these pools. […] The increased standardization was likely related to increased financial pressures at this time – standardization is an oft-employed tool to deal with ever-increasing class sizes with no additional resources.”

      c) In the 2010s section of the paper, we added context to how universities in country-wide have become increasingly dependent on tuition fees for funding: “Following the 2008 recession, federal funding decreased again (Jones, 2014; Higher Education Strategy Associates, 2021); however, this time universities tended to balance budgets by increasing tuition and international student fees. This trend towards increased reliance on tuition for income is especially pronounced in Nova Scotia, which has the highest tuition rates in the country (Higher Education Strategy Associates, 2021). Thus, the university moved closer to a “consumer” model of education, so it makes sense that a driving force for standardization was student complaints.”

      1. This is a very nitpicky concern that doesn’t fit well elsewhere, so please take it with a grain of salt. I was surprised at the length of the reference list – it seemed quite short for a historical piece! I wonder, again, if more description of the archival material - including why you looked at these sources, in particular, and what was missing from the record – would help explain this and further convince the reader that you have all your bases covered.

      Our Response: In the introduction section, paragraph 4, we describe our sources in more detail including what is likely missing from the record and why we used them. Regarding the length of the reference list, we did add ~12 new references to the list in the course of making various revisions, which partially addresses your concern. Beyond this though, it’s worth noting that some of the sources more extensive than they seem, even though they don’t take up much space in the reference list (e.g., there is one entry for course calendars, but this covers ~100 documents reviewed!). Moreover, there were many dead-ends in the archives that are not cited (e.g., reviewing 10 years of Senate minutes in the 1940s produced little of relevance), so the reference list is curated to only those sources where relevant materials were found.

      Reviewer response to revisions

      The new introduction to the piece addresses many of my previous questions about the authors’ general arguments, the Dalhousie context, and the source material. Thank you for addressing these! Reading this version, it is much clearer that the key argument is that standardized, centralized grading practices were “to improve the external communication value of the grades, rather than for pedagogical reasons” (p. 6). I also really enjoyed the added quotes from students in the Dalhousie Gazette.

      The authors’ response to Reviewer 2 really gave me a better sense of why they wrote this piece and also helped me to more clearly put my finger on what was troubling me in the first round. It still reads a little like a report for an internal audience – which is just fine and, in fact, can be extremely useful for historians of the future. But, as Reviewer 2 notes, this means it does not really seem like a piece of historical scholarship. I do worry that shaping it into this form would take an extensive revision and might not be in the spirit of what the authors intended to do.

      A different version of this article might start with this idea that grades were standardized for external audiences and in response to financial pressures. It would then develop a richer story behind the sudden importance of these external audiences and the nature (i.e. source, type) of financial pressures Dalhousie was facing. It would highlight the impact such changes had on students and their future careers/graduate experiences. It could then connect these trends to other similar changes for external audiences and the increasing interconnectedness of American, Canadian, and British systems through graduate education. It might even turn to sociological theories of organizational change and adaptation and make an argument for when (historically) similar forms of decoupling were likely to occur in the Canadian higher education system. Finally, it might connect these grading changes to current trends – including accusations of grade inflation and accepted best practices for measuring learning outcomes.

      But, it doesn’t seem that the authors necessarily want to do this, which I can understand and respect. I think there is enormous value in a piece of scholarship like this existing – both for internal audiences and for future historians. Indeed, imagine if every university had a detailed history of its grading policies like this available somewhere online! Comparing such practices across institutions would certainly tell us a lot about why grading currently looks the way it does.

      Decision changed

      Verified manuscript: The content is scientifically sound, only minor amendments (if any) are suggested.


      Response to Reviewer 2 (Dr. Morris)

      The authors dove headfirst into Dalhousie’s archives, unpacking the subtle shifts in grading policy. Their work seems to be comparable to archaeologists, digging deep beneath mountains of primary sources to find nuggets of clues into Dalhousie’s grading evolution. I particularly liked when the authors were able to link these changes to student voices, as seen in moments when they referenced student publications.

      Ultimately, I kept coming back to one main comment that I wrote in the margins: “So what?” I would humbly suggest that the authors reflect on why this history matters to them. Granted, they do this in the conclusion, where they touch on Schneider & Hutt’s argument that grades evolved to increasingly be a form of external communication with audiences beyond school communities. Sure. But I want more. I wanted to see a new insight that this microhistory of Dalhousie significant to the history of Canada or the history of education more generally.

      If the authors are so inclined, there might be several approaches to transform this manuscript. I would suggest the following. First, instead of tracing the entire history of grading at the institution, choose one moment of change that you think is the most important. Perhaps in the 1920s and the lack of transparency in grading, or the post-war shift toward American grading. Second, show me – don’t tell me – what Dalhousie was like at this moment. Paint a picture of the institution with details about student demographics, curriculum, educational goals, the broader town, etc. Make the community come alive. Show me what makes Dalhousie unique from other institutions of higher ed. Once you establish that picture, perhaps you could link the change in grading practices to subtle changes at the university community, thereby establishing a before and after snapshot. This will require considerable amounts of work, and the skills of a historian. You will have to find primary and secondary sources that go far beyond what you’ve relied on thus far.

      In the end, I found myself wanting the authors to humanize this manuscript, meaning I wanted them to show me that changes in grading practices have tangible effects on real-life human beings. A humanization of their research would mean going narrower and deeper; or, in other words, eliminating much of what they have documented.

      However, if that is too tall of an order, I would ask that the authors clarify for themselves who this manuscript is for. Is this a chronicling of facts for an internal audience at Dalhousie’s faculty, alumni, and students? Fine. But my guess is that even members of the Dalhousie community want to read something relatable.

      I am suggesting revisions, although not because of objective errors. History is more of an art, in my opinion. With that in mind, I would suggest that the authors paint a more vivid picture (metaphorically) of Dalhousie, showing me how changes one moment of change in grading practices impacted the lives of human beings.

      Our Response: Thank you very much for taking the time to read our paper and provide your thoughts and recommendations. It may be helpful to begin by describing why I (the first author) decided to write this paper. Ultimately, I wrote this paper to satisfy my own personal curiosity and to connect with other people at my own place of employment by exploring our shared history. At present day, Dalhousie has a letter grading scheme with a standardized percentage conversion scheme that all instructors used. I wanted to know why this particular scheme was used, but I quickly realized that nobody at Dalhousie really knew how we ended up grading this way! There was an institutional memory gap, and a puzzle that was irresistible to me. So, I wrote this paper for the most basic of all academic reasons: Pure curiosity. I do very much recognize that the subject matter is very niche, perhaps too niche for a traditional journal outlet. Thus, my publishing plan is to self-publish a manuscript to the Education Resources Information Center (ERIC) database and a preprint server as a way of sharing my work with others who might be interested in what I found. Nonetheless, I believe in the importance and value of peer review, especially since I am writing in a field different than most of my scholarly work. That is why I chose PeerRef as a place to submit, so that I could undergo rigorous peer review to improve the work while still maintaining the niche subject matter and focus that drives my passion and curiosity for the project. Of course, if you feel the whole endeavor is so flawed that it precludes publication anywhere, then we can consider this a “rejection” and I will not make any further edits through PeerRef.<br /> The core of your critique suggested that I should write a fundamentally different paper on different subject matter. While I don’t necessarily disagree that the kind of paper you describe might have broader appeal, it would no longer answer the core research question I wanted an answer to: How has Dalhousie’s grading changed over time? So, I must decline to rewrite the paper to focus on a single timeframe as recommended. All this said, I did try my best to address the spirit of your various concerns to improve the quality of the manuscript. Below, I will outline the various major changes to the manuscript that we made to improve the manuscript along the lines you described, while maintaining our original vision for the structure and focus of the paper. The specific changes are outline below:

      a) Two new paragraphs (now paragraphs 1-2 of the revised manuscript) were added to explain the “so what” part of the question. Specifically, we describe why we think the subject matter might be of interest to others and summarize the general dearth of historical information on grading practices in Canada as a whole.

      b) Consistent with recommendations from the other reviewer, we now state a core argument (i.e., that most major grading changes were implemented to improve the external communication value of the grades) earlier in the introduction in paragraph 5 and describe how various pieces of evidence throughout the manuscript tie back to that core theme.

      c) In an attempt to “humanize” the manuscript more, we added more student quotes from the Dalhousie Gazette throughout the paper so that readers can get a better sense of how students thought about grading practices at various times throughout history. Specifically, three new quotes were added in the following sections: 1901-1936, late 1940s, 1950s-1970s. We also added this short note about the physical location where grades used to be posted: “Naturally, this physical location was dreaded by students, and was colloquially referred to as “The Morgue” (Anonymous Dalhousie Gazette Author, 1937).”

      d) Early in the paper, we describe why we chose Dalhousie and the potential audience of interest: “As employees of Dalhousie, we naturally chose this institution as a case study due to accessibility of records and because it has local, community-level interest. The audience was intended to be members of the Dalhousie community; however, it may also be a useful point of comparison for other institutions, should similar histories be written.”

      e) We have described some of the limitations of our sources in paragraph 4, which may explain why the manuscript takes the form it does – it has conformed to the information that is available!

      f) We have linked events at Dalhousie to the national context in some more detail, by detailing some national events related to the funding of universities in Canada. See our response to Reviewer 1, #4 above for more details on the specific changes.

      g) Consistent with your stylistic recommendations, we have changed various spots throughout the paper from the present tense (e.g., “is”) to the past tense (e.g., “was”), and were careful in our new additions to maintain the past tense, when appropriate. If there are any spots that we missed, let us know the page number / section, and we will make further changes, as necessary.

      h) We retained the first person in our writing – this may be discipline-specific, but in Psychology (the first author’s home discipline), first person is acceptable in academic writing. If you feel strongly about this, we can go through the manuscript and remove all instances of the first person, but we would prefer to keep it, if at all possible.

      Hopefully this helps address the spirit of your concerns, and I look forward to hearing your thoughts in the second round of reviews.

      Decision changed

      Verified with reservations: The content is scientifically sound, but has shortcomings that could be improved by further studies and/or minor revisions.

    1. In v3, svelte-preprocess was able to type-check Svelte components. However, giving the specifics of the structure of a Svelte component and how the script and markup contents are related, type-checking was sub-optimal. In v4, your TypeScript code will only be transpiled into JavaScript, with no type-checking whatsoever. We're moving the responsibility of type-checking to tools better fit to handle it, such as svelte-check, for CLI and CI usage, and the VS Code extension, for type-checking while developing.
    1. The Console now supports redeclaration of const variables across separate REPL scripts (such as when you run a statement in the Console), in addition to the existing let and class redeclarations. This support allows you to experiment with different declarations for const variables without refreshing the page. Previously, DevTools threw a syntax error if you redeclared a const binding.

      Edge version of this matching release note from the matching Chrome feature:

      https://hyp.is/d9XEKGfOEe2a27vFWUjjSA/developer.chrome.com/blog/new-in-devtools-92/

      Interesting, they're copying some content, but not all of it verbatim.

    1. Any MSU Libraries public service desk

      Should this be more specific, now that the main library really only has one public service desk?

    1. Continuous remote monitoring of COPD patients—justificationand explanation of the requirements and a surveyof the available technologies

      Continuous remote monitoring of COPD patients—justification and explanation of the requirements and a survey of the available technologies

    Tags

    Annotators

    1. This includes candidates whose experience has been in a different industry, andwho may not use the appropriate terminology when describing their own skills or even be awarethat they would qualify for jobs in a separate industry even though they have all the skills required

      Helping earners appropriately articulate their own skills is an equity issue.

    1. Author response


      To: Reviewer: Heikki Vapaatalo, MD, PhD, Emeritus professor of Pharmacolog

      Dear reviewer Thank you very much for the insightful suggestions, the manuscript improved a lot with the changes performed. Please find the point-by-point answer to the raised questions. In the main text, all changes are highlighted in yellow. I hope that with the changes made the new version is suitable for publication.

      Best regards Valquiria Bueno

      General assessment

      The study is interesting and the title promises for me more than the MS finally contains.

      Answer: The manuscript is part of a project aiming to study ACE1 and ACE2 expression in cells from the immune system of aging and young adults. These initial results suggest that ACE1 (and probably ACE2) plays somehow a role in the process of aging.

      The background, question and the aim are relevant as explained in the introduction.

      Answer: We included a piece of information in the “Introduction” trying to link ACE1 expression in tissue cells and age-related diseases, as it follows:

      ACE1 has been suggested to influence age-related diseases (i.e. Alzheimer’s, sarcopenia, cancer) but the associated mechanisms are still under investigation. ACE1 polymorphisms were correlated with susceptibility to Alzheimer’s disease (AD). [15, 16] In addition, it was shown recently that in normal aging ACE1 expression is increased in brain homogenates and this expression is unchanged in early stages of AD. [17] Regarding sarcopenia, Yoshihara et al. [18] found a weak correlation between ACE polymorphism and physical function. In cancer (gastric or colorectal), patients presented higher expression of ECA1 in tumor when compared with healthy tissues. [19, 20]

      The major criticism concerns the small size of the material (subjects, n=6), the small age difference (64-67 years) and the lack of younger controls.

      Answer: We agree that the small number of studied subjects is a limitation of this study. In spite of the interesting results suggesting that ACE1 expression could be linked to the health status, it was not possible to perform correlation analysis due to the small sample size. Even though there is a small chronological difference between the subjects, the biological aging is very different among them and reflects the genetics, lifestyle, nutrition and comorbidities. Another limitation is the lack of younger controls to compare with the subjects studied. Our next steps are to include younger controls, to increase the number of studied subjects, and if possible to get samples from older subjects (i.e. 70-80, 80 and more years old)

      Minor notes:

      1)Title: Angiotensin converting enzyme (ACE) expression in leukocytes of older adults

      Answer: We evaluated only ACE1 expression, and thus, title, abstract, and main text were changed to ACE1 instead of ACE. We decided to change to title for: Angiotensin converting enzyme (ACE) 1 expression in leukocytes of adults from 64 to 67 years old

      2)Introduction: The last chapter, the Author should explain in more detail, how references 11-14 suggest that “ACE play an important role in the aging process”. Does this mean, that ACE is somehow regulating the aging process or in increasing age ACE -levels are changed?

      Answer: References 11-14 shows that age-related diseases occurring in older adults are associated with changes in the immune system. To complete the text we added:

      ACE1 has been suggested to influence age-related diseases (i.e. Alzheimer’s, sarcopenia, cancer) but the associated mechanisms are still under investigation. ACE1 polymorphisms were correlated with susceptibility to Alzheimer’s disease (AD). [15, 16] In addition, it was shown recently that in normal aging ACE1 expression is increased in brain homogenates and this expression is unchanged in early stages of AD. [17] Regarding sarcopenia, Yoshihara et al. [18] found a weak correlation between ACE polymorphism and physical function. In cancer (gastric or colorectal), patients presented higher expression of ECA1 in tumor when compared with healthy tissues. [19, 20]

      Material and Methods:

      The N-value of the subjects should be mentioned here, as well the relation of females/males.

      Answer: Text was correct as suggested Blood was collected from adults (n=6, four females and two males) aged 64-67 years old in 2015.

      Do the Authors really regard 64-67 “older age” nowadays?

      Answer: Nowadays the most common term used for individuals older than 65 years is “older adults”.

      Why first many years later the assays have been done in comparison to the collection of the blood? Are the samples still useable, not destroyed?

      Answer: Samples are part of UNIFESP Biobank and have been kept in adequate conditions. We wanted to test cells from a period anterior to COVID-19 and those samples were the only ones that attended our purpose. We compared samples used in this study with fresh blood samples (cell viability and percentage of CD4+, CD8+ and CD19+) and the results showed good preservation of the cells.

      Did the subjects have some diseases and/or drugs because the possibly were from hospital sample bank?

      Answer: Samples are part of UNIFESP Biobank, but unfortunately we do not have information about diseases and medicaments.

      Express the company details similarly than Amersham, cities and countries.

      Answer: Changes were done as required ACE CD143 FITC (R&D Systems, Inc, Minneapolis, USA)

      Results:

      “Table 1 shows that older adults…..” The comparison between the present data and historical studies belongs to the Discussion.

      Answer: Changes were done as required

      Give also individual ages and gender of the subjects in the table 1.

      Answer: The manuscript version sent to medrxiv@medrxiv.org had age and gender on tables, but due to their request, any possible variable that could identify the studied individual had to be removed. That is why in the present version these variables are not shown.

      What means p-values here? Compared with which or interindividual differences in the particular variable? Should be explained

      Answer: We used p-value for interindividual differences in each variable since individuals age differently (biological aging) and thus, physiological parameters could be affected by genetics, lifestyle, nutrition, and comorbidities. It is now explained in materials and methods

      The numbering of tables and the text seems to me confusing. Only three tables, but in the text mentioned four. Number 4 does not exist.

      Answer: For some reason table 2 is missing in the main text, please find the new version with Table 2 included

      It would be good to have a list of abbreviations used in the description of the cell types for an unfamiliar reader.

      Answer: In each figure and table we are now providing a description of cells evaluated.

      Discussion:

      A major part of the discussion deals with previous publications and not meaning or clinical significance of the present findings and comparison between the present and earlier studies.

      Answer: The discussion was changed as suggested:

      Our results show that for the studied population, chronological aging and biological aging don´t go at the same pace. Even individuals having a small chronological difference (64 to 67 years old), they are heterogeneous for physiological parameters such as glucose, urea, glycated hemoglobin (Hbglic), and C-reactive protein (CRP). Changes in the same functional parameters have been reported by Carlsson et al. [22] and Helmerson-Karlqvist [23] in healthy older adults. Carlsson’s study [22] found that CRP value was 2.6 with a coefficient variation of 1.4% whereas in our study, it was observed higher values of CRP in 5 out of 6 individuals. Increased CRP levels has been associated with inflammaging and our findings show that the studied population has changes in functional parameters which are likely associated with an inflammatory profile. [24] The link between RAS and inflammation has been suggested but its role is not completely clear under physiological and pathological conditions. [25, 26] In addition, the association between ACE1 altered expression in tissues (brain, muscle, heart and vessels) and the development and progression of age-related conditions such as Alzheimer’s, sarcopenia, and cardiovascular disease has been suggested but results are controversial. [17, 27, 28, 29, 30] There are few studies showing the association between ACE1 expression in cells from the immune system (monocytes, T cells) and the progression of kidney and cardiovascular disease. [9, 8, 31, 32]. Therefore, considering the lack of information on this issue, we questioned whether ACE1 (CD143) was highly expressed in cells from the immune system during the aging process. We found that ACE1 was expressed in almost 100% of T (CD4+, CD8+) and B lymphocytes and in all phenotypes of these cells. In non-lymphoid cells, ACE1 mean expression was 56,9%. In agreement with our findings, independent studies showed that T cells from healthy donors and monocytes from patients with congestive heart failure expressed ACE1, but there was no investigation on cell phenotype. [25, 26]. Our study is the first to show that either inexperienced (naive) or fully activated (memory) cells expresses ACE1. Our findings suggest a that the expression of ACE1 in lymphoid and non-lymphoid cells reflects the health status since our studied population presented changes in physiological parameters and high levels of ACE1 expression on immune cells. Previous independent studies showed that patients with unstable angina [32] or acute myocardial infarction [33] presented higher expression of ACE1 in T cells and dendritic cells than controls subjects. In addition, markers of the cell (lymphoid and non-lymphoid) functional status such as inflammatory or growth factors production could be modulated by ACE inhibitors (ACEi). Accordingly, mononuclear leukocytes from healthy subjects incubated with endotoxin exhibited high levels of tissue factor activity which was reduced in the presence of captopril in a dose-dependent pattern. This result could be related to the antithrombotic effect of ACEi. [34]. In patients with congestive heart failure, immune cells cultured with LPS secreted high levels of the pro-inflammatory TNF-alpha and these levels were significantly reduced in the presence of captopril. [35]

      In those previous studies, also ACE2 has been reported, why not studied here?

      Answer: Our next studies will be focused on ACE1 and ACE2 expression in cells from the immune system in both younger and older adults.

      In the limitations, the Authors fairly mention the real problem: The small sample size, and I would like to say lack of younger subjects.

      Answer: we agree with the limitations pointed and the text was changed as required:

      This study have limitations such as the small sample size and the lack of young adults for comparison. As an example, the subject with the highest CRP and albumin also exhibited a high percentage of ACE1 expression on T (CD4+, CD8+), B and non-lymphoid cells in addition to the lowest percentage of CD4+ naive cells, and the highest percentage of CD8+ terminally differentiated (EMRA) and DN B cells. However, due to the small sample size it was not possible to associate the high expression of ACE1 on immune cells with inflammaging and immunosenescence. It would bring important information to correlate physiological parameters/health status with ACE1 expression and to find out whether age and associated chronic diseases could lead to increased ACE1 expression.

      The COVID-19 point even tempting today, is too far from this study and unnecessary. Answer: Our point was to emphasize the negative impact of chronic diseases for the outcome of aging population during a viral infection and how ACE1/ACE2 expression could bring information to diagnosis and treatment. Therefore, we would like to maintain this piece of information.

      Linguistic checking would improve the MS. Answer: We checked for possible linguistic mistakes

      Reviewer, Heikki Vapaatalo:

      I read with pleasure the very detailed answers to my comments.

      I very warmly recommend acceptance of this MS for publications without any further notes.

      Decision changed:

      Verified manuscript: The content is scientifically sound, only minor amendments (if any) are suggested.


      To: Reviewer: Calogero Caruso

      Dear Prof.Caruso Thank you very much for the revision of this manuscript. It is a privilege to have a manuscript reviewed by a research with high expertise on the field of ageing. Please find the answers to your questions and in the main text the changes in bold.

      Sincerely yours,

      Valquiria Bueno

      The paper is essentially anecdotal because it studies the cells of 6 subjects without any comparison with other age groups. There is also a serious limitation because beyond the age and sex there is no information on the donors (how and why they were recruited, what drugs they took, etc.).

      It is really a limitation to have only 6 individuals for the study, but they were the only ones fitting in the proposal of the manuscript. The samples were from a central bank of cells at UNIFESP and participants were considered “healthy” but there was not further information in addition to what we displayed on the tables of the manuscript. They were not living on homecares or hospitalized.

      Our aim was to evaluate samples from individuals aged 60-69 years previously to COVID-19 and/or vaccination. In addition, there were no samples in the same conditions (PBMCs, -80oC) of young individuals and using fresh blood could bring a result that could not be compared mainly regarding to myeloid cells and B cells as is follows in the below reference. Braudeau C, Salabert-Le Guen N, Chevreuil J, Rimbert M, Martin JC, Josien R. An easy and reliable whole blood freezing method for flow cytometry immuno-phenotyping and functional analyses. Cytometry B Clin Cytom 2021;100(6):652-665. doi: 10.1002/cyto.b.21994.

      Our goal from now on is to expand this study with young and old adults samples since it is important to understand whether ageing is associated with an increase in ACE expression on immune cells.

      -To infer that chronological and biological ages do not match is inappropriate in the absence of the above information.

      This piece of information regarding chronological and biological age was required by another reviewer. I agree that the concept does not match without more information on the donors. However, the information is now referenced and should be considered when older adults are studied. Vasto S, Scapagnini G, Bulati M, Candore G, Castiglia L, Colonna-Romano G, Lio D, Nuzzo D, Pellicano M, Rizzo C, Ferrara N, Caruso C. Biomarkes of aging. Front Biosci (Schol Ed) 2010;2(2):392-402. doi: 10.2741/s72. PMID: 20036955.

      -However, the paper is of some interest because there are few studies on the topic.

      Thanks for this positive comment. Few studies on the topic was the reason why we decided to send the manuscript for publication even though there were some important information on the donors missing and limited number of individuals.

      Essential revisions that are required to verify the manuscript

      1) Although we do not have data on donors, placing an age and gender column in all tables adds a minimum of useful information for the reader.

      The first table submitted with age, but for requirement of MedRxiv, gender and age could no be linked to the metabolic results to preserve the anonymity of the donors.

      2) Inflamm-ageing means low grade of inflammation. The value of CRP 23.1 suggests acute inflammation (also because albumin has high values, while in chronic inflammation its values decrease). Therefore the Ly averages do not have to take this subject into account.

      Thank you for this comment. In a review of literature it was found an article (below) with CRP variation from 0.1 to 19.8 (Heumann Z, Youssim I, Kizony R, Friedlander Y, Shochat T, Weiss R, Hochner H, Agmon M. The Relationships of Fibrinogen and C-Reactive Protein With Gait Performance: A 20-Year Longitudinal Study. Front Aging Neurosci 2022;14:761948. doi: 10.3389/fnagi.2022.761948). There is also an article from your group showing CRPs <5g/dL and >5g/dL (Cancemi P, Aiello A, Accardi G, Caldarella R, Candore G, Caruso C, Ciaccio M, Cristaldi L, Di Gaudio F, Siino V, Vasto S. The Role of Matrix Metalloproteinases (MMP-2 and MMP-9) in Ageing and Longevity: Focus on Sicilian Long-Living Individuals (LLIs). Mediators Inflamm 2020;2020:8635158. doi: 10.1155/2020/8635158) that will be used to discuss how ageing impacts CRP levels. Considering the already small number of donors, data were maintained and statistics (mean + SD) with and without 23.1 mg/dL are now shown.

      This will be the new version (discussion) about CRP Carlsson’s study [22] found that CRP value was 2.6 with a coefficient variation of 1.4% whereas in our study, it was observed higher values of CRP in 5 out of 6 individuals. In addition, it was shown by Cancemi et al. in an evaluation of individuals from 40 years to older than 95 years (long-living) that CRP increases in an age-dependent manner. Increased CRP levels has been associated with low grade of chronic inflammation (inflammaging) and our findings show that the studied population has changes in functional parameters which are likely associated with an inflammatory profile. [24] However, an individual presented CPR 23.1 mg/dL suggesting acute inflammation instead, but as all donors were not hospitalized or living on homecares, this sample was considered as part of the study. Another study evaluating gait speed found CRPs varying from 0.1 to 19.8mg/dL (Front Aging Neurosci 2022;14:761948.). Our study has an important limitation that is the lack of data on donors such as the use of continuous medicaments or sarcopenia, hypertension, cognition, among others, and thus it was not possible to correlate CRP with age-related conditions.

      Table 1. Updated

      Other suggestions to improve the manuscript The authors write that their findings suggest that ACE1 could play a role in several processes linked to aging including the generation and activation of autoimmune cells, due to the experimental evidence that inhibitors of ACE suppress the autoimmune process in a number of autoimmune diseases such as EAE, arthritis, autoimmune myocarditis. [49] They do not appear to have these findings in their paper. So, it needs to change the sentence.

      Sentence changed to: According to experimental evidence, ACE inhibitors suppress the autoimmune process in a number of autoimmune diseases such as EAE, arthritis, autoimmune myocarditis. [49] Extrapolating these findings to our results, it is possible to suggest that ACE1 play a role in several processes linked to aging including the generation and activation of autoimmune cells.

      Rviewer: Calogero Caruso

      Decision changed:

      Verified manuscript: The content is scientifically sound, only minor amendments (if any) are suggested.

    1. BAX has been shown to translocate to lysosomes where it is suggested to trigger LMP and cell death under different pathophysiological conditions, including Parkinson’s disease, oxidative stress, and autophagic cell death (35–37). To assess BAX translocation to the lysosomal membrane and its colocalization with RECS1, we detected active BAX using the 6A7 conformational antibody. Analysis of RECS1 (using the Flag antibody) and the distribution of the lysosomal protein LAMP-2 in MEFs indicated that under basal conditions (no RECS1), BAX remained mainly cytosolic (fig. S4H). However, BAX colocalized with RECS1 in LAMP-2–positive vesicles following RECS1 induction (Fig. 3, E to G). After CQ treatment, BAX was redistributed into large LAMP-2–positive vesicles, an effect that was dependent on RECS1 expression (Fig. 3E). Active BAX was present preferentially in Flag-RECS1–positive lysosomes in cells treated with CQ (Fig. 3, F and G). Together, these results suggest that RECS1 induces cell death through LMP in response to lysosomal stress, correlating with the translocation of BAX to lysosomes

      Overexpression of RECS1 in CQ-stressed cells causes LMP and translocation of BAX to the lysosome, which induces cell death. BAX is a proapoptotic protein.

    1. "If the Reagans' home in Palisades (Calif.) were burning," Brinkley says, "this would be one of the things Reagan would immediately drag out of the house. He carried them with him all over like a carpenter brings their tools. These were the tools for his trade."

      Another example of someone saying that if their house were to catch fire, they'd save their commonplace book (first or foremost).

    1. highly recommended that the resulting image be just one concern per container; predominantly this means just one process per container, so there is no need for a full init system

      container images: whether to use full init process: implied here: don't need to if only using for single process (which doesn't fork, etc.)

    2. It is also nice for advanced users to take advantage of entrypoint, so that they can docker run official-image --arg1 --arg2 without having to specify the binary to execute.
    1. Doing everything PID 1 needs to do and nothing else. Things like reading environment files, changing users, process supervision are out of scope for Tini (there are other, better tools for those)
  26. Oct 2022
    1. I am not much like Turner ; but I believe that I am like him in that Iam aware that in history you cannot prove an inference. You cannotprove causation, much as you crave to do it. You may present sequencesof events, whose relationship suggests a link-up of cause and consequence ;

      you may carry on the inquiry for a lifetime without discovering other events inconsistent with the hypothesis which has caught your eye. But you can never get beyond a circumstantial case. . . .<br /> "A Footnote to the Safety-Valve," August 15, 1940, Paxson Papers (University of California Library, Berkeley)

    2. the writer of "scissors and paste history" ;

      One cannot excerpt their way into knowledge, simply cutting and pasting one's way through life is useless. Your notes may temporarily serve you, but unless you apply judgement and reason to them to create something new, they will remain a scrapheap for future generations who will gain no wisdom or use from your efforts.

      relate to: notes about notes being only useful to their creator

    3. He took it toWashington when he went into war service in 1917-1918;

      Frederic Paxson took his note file from Wisconsin to Washington D.C. when he went into war service from 1917-1918, which Earl Pomeroy notes as an indicator of how little burden it was, but he doesn't make any notation about worries about loss or damage during travel, which may have potentially occurred to Paxson, given his practice and the value to him of the collection.

      May be worth looking deeper into to see if he had such worries.

    1. Although we and other biologists will often only consider one direction of a reaction, keep in mind that catalysts do not determine the direction of a reaction- they simply allow the reaction to occur in whichever direction is energetically favorable

      Do Catalysts control the direction of a reaction?

    2. It means that the cell can control metabolic flux by controlling the availability of catalysts.

      Why is it actually favorable for a cell to not be constantly energetically favorable to create a chemical reaction? Why does catalysts help control metabolic flux?

    1. Today, the people in politics who most often invoke the name of Jesus for their political causes tend to be the most merciless and judgmental, the most consumed by rage and fear and vengeance. They hate their enemies, and they seem to want to make more of them. They claim allegiance to the truth and yet they have embraced, even unwittingly, lies. They have inverted biblical ethics in the name of biblical ethics.
    1. Filing is a tedious activity and bundles of unsorted notes accumulate. Some of them get loose and blow around the house, turning up months later under a carpet or a cushion. A few of my most valued envelopes have disappeared altogether. I strongly suspect that they fell into the large basket at the side of my desk full of the waste paper with which they are only too easily confused.

      Relying on cut up slips of paper rather than the standard cards of equal size, Keith Thomas has relayed that his slips often "get loose and blow around the house, turning up months later under a carpet or cushion."

      He also suspects that some of his notes have accidentally been thrown away by falling off his desk and into the nearby waste basket which camouflages his notes amongst similar looking trash.

    1. I am less worried about natural disaster than my own negligence. I take the cards with me too much. I am not stationary in my office and so to use the cards I am taking them. I am afraid they will lost or destroyed. I have started to scan into apple notes. I will see how that goes. It is easy and might be a great overall solution.

      episcopal-orthodox reply to: https://www.reddit.com/r/antinet/comments/y77414/comment/isyqc7b/

      As long as you're not using flimsy, standard paper for your slips like Luhmann (they deteriorate too rapidly with repeated use), you can frame your carrying them around more positively by thinking that use over time creates a lovely patina to your words and ideas. The value of this far outweighs the fear of loss, at least for me. And if you're still concerned, there's always the option that you could use ars memoria to memorize all of your cards and meditate on them combinatorially using Llullan wheels the way Raymond Llull originally did. 🛞🗃️🚀🤩

    1. Earlier this year, Police Commissioner James O'Neill admitted that a "theft of services" arrest (the legal code name for turnstile jumping) could in fact lead to an immigrant getting deported. And earlier this month, a series of bills the City Council passed last year encouraging the use of civil summonses instead of arrests for quality of life crimes like public drinking, public urination and littering went into effect.

      Excusing criminality in a matter of deference to foreign nationals who are unlawfully present in the United States is perverse. The immigration laws have many provisions by design to ensure that foreign nationals who violate the laws of the United States in certain ways are not allowed to remain and harm the safety of Americans.

    2. The change in how turnstile jumping will be prosecuted comes at a time when the city's reliance on Broken Windows policing is under fire because of its impact on New York's low-income non-white community

      Crime has a significant effect on the entire New York City community, but especially on the low income community. Many NYC officials prioritize minimizing the effect of the law on criminals over minimizing the effect of criminals on law-abiding citizens.

    3. Vance announced in a press release this morning that his office "will no longer prosecute the overwhelming majority of individuals charged with Theft of Services for subway-related offenses, unless there is a demonstrated public safety reason to do so," starting in September of this year.

      DA Vance ignoring the possibility that people who engage in theft of public services are more likely to present a risk to public safety than those who do not.

    1. Currently, most theft-of-service cases are handled with summonses and rarely reach prosecution, according to a spokesman for the Brooklyn District Attorney’s Office. Manhattan District Attorney Alvin Bragg does not prosecute fare beaters, according to a spokesman for his office.

      DA Alvin Bragg continuing Cyrus Vance's policy of declining to enforce theft of public services law.

    2. “We have seen over a 55% increase of assaults on officers this year,” NYPD Transit Chief Jason Wilcox said. “The majority of these assaults began as they were engaging persons who have committed fare evasion or other quality of life violations on the trains and stations.”

      Violent incidents wherein officers are attacked trying to issue summonses to criminals engaging in turnstile jumping.

    3. NYPD enforcement is also up. Police have issued 45, 667 summonses for fare beating this year, up from 36,669 in 2021, according to an NYPD spokesperson. Other transit crimes that have been a growing issue are grand larceny, robbery, and felony assault, according to Comp Stat figures.

      Increase in summonses for fare evasion in 2022 over 2021.