open--ended.metadata.primitive

Interesting quote

Interesting point, applicable to Montoneros debates

?

The decision almost makes it seem like the Court was more interested in protecting an existing system than asking whether that system was fair to begin with. Once something becomes accepted as "the way things are," changing it seems to require much more than proving it's unfair.

I appreciate that the author includes this because it pushes back against the idea that every historical figure was trying to start a larger movement. Sometimes people are simply trying to protect their own family. Looking back, it's easy to expect every legal challenge to represent a broader fight for justice, but this chapter reminds me that many of those cases started with one parent trying to do what they believed was best for their child.

I kept expecting the argument to be about segregation, but it really wasn't. Most of it centered on proving Martha was Chinese and therefore shouldn't be classified as "colored." That makes the case feel less like an attempt to change the law and more like an attempt to make the law recognize a place for her family.

I always think of segregation as separating people, but this chapter makes it feel like it was also sorting people. Once a child walked through a certain school's doors, other people immediately attached a racial meaning to that decision. It's surprising how much power schools had over the way entire families were perceived.

It's strange how citizenship became something people could argue over even when someone was born in the United States. It almost feels like race mattered more than the legal definition of citizenship itself. The law was supposed to provide clear answers, but here it seems to create even more uncertainty about who actually belonged.

Disparate

should prominently show last tool update, last scan, and (tooltip or hidden) API costs. Also 'number of human ratings/raters'

I don't like the persistent header

Put most of this into a tooltip

make this a folding box ... with just 'What is The Unjournal cisible pre-fold'

In my role as a student worker, I interact with many staff members across different departments who function strictly as information peers. Our conversations are entirely focused on resolving their immediate hardware issues or fixing network drops. We do not share anything about our personal lives or weekend plans during these brief interactions. Even though the communication is highly transactional, these relationships are absolutely essential for keeping the everything running smoothly.

My wife and I definitely benefit from having similar preferences when it comes to how we spend our downtime. Whether we are hanging out at home taking or planning a weekend project, sharing some core interests makes our day-to-day life much smoother. Our shared baseline for relaxation helps us stay connected. It is interesting to see how simple, shared hobbies directly correlate to the overall health of a romantic relationship.

My wife and I have established a strong patterned interaction around walking our dogs every evening. It is not a formal event that requires planning, but it serves as a reliable daily routine for us to catch up on each other's day. Even when my schedule gets chaotic. This simple habit keeps us grounded. Recognizing this as a relationship ritual shows how important mundane routines are for maintaining a household.

During my current classes at CWI, I have formed several associative friendships with other students in my cybersecurity program. We always chat before lectures and help each other study for difficult exams, making the coursework much more enjoyable. However, outside of the campus environment, we rarely communicate or make plans to hang out. It is helpful to understand that these connections are still valuable even if they only exist out of convenience.

in new ness of life

“He rose again in the Father’s glory.”

Through the glory of the Father” is explained as meaning: through His own divine nature and power.

“How shall we still live in it?”

“we were buried with Him … into death”

"to be baptized into something/someone."

Working at the CWI IT help desk, I interact with a lot of people that I would classify under social relationships. While we chat about campus events or classes while I troubleshoot their connection issues, we lack the deep closeness found in my personal relationships. I don’t usually see these students or staff members outside of work, yet these interactions still fulfill a basic need for daily social engagement. It is helpful to recognize that not every connection needs to be deeply intimate to be valuable.

the five forces is essentially the concept that one: industry established rivals, customers, suppliers, potential entrants (who might be joining the market, aka in the ai industry everyone lol), and substitute products.

Ini buku tentang apa fokusnya?

"Greenwashing" comes up explicitly in both Assignment #2's purpose ("it will debunk green washing organizations") and Assignment #3's purpose ("inform others of greenwashing"). That's a consistent throughline across two of the three parts — the assignment isn't just teaching students to research a company's sustainability claims, it's specifically teaching them to be skeptical of sustainability claims that don't hold up.

This is a very detailed rubric with five weighted categories, five performance levels each, and explicit point values throughout. For an assignment this open-ended and creative, that level of specificity is what makes consistent grading possible across very different student videos.

Indigenous groups are named as their own distinct category here, not folded into "the public." That's a specific, deliberate inclusion in a list that easily could have stopped at four.

Six accepted file formats, plus the option to submit through YouTube, Moodle, or "another type of online submission." That's a wide net for a video assignment, where students' access to editing software and export options can vary a lot.

"Pick or pitch" borrows the format of a review or rating show — a genre students might already be familiar with — and uses it to make an academic evaluation task into something with a built-in hook, rather than a straight research presentation.

Completion-based grading which keeps the research report objective and checklist-driven at this early stage, before students are asked to form and defend an opinion in Assignment #2.

This is a choice within boundaries: students can pick any company they want, but it has to be a certified B Corporation. That boundary isn't arbitrary — B Corp certification is an existing, external, independently verified standard, so the choice is bounded by something the company's practices can actually be checked.

This grounds the assignment in an actual, current regulatory requirement rather than a hypothetical scenario — and specifically flags that many North American companies don't realize this EU law applies to them, which is real, useful information beyond the assignment itself.

There is a field in applied linguistics and sociolingustics called English as a Lingua Franca (EFL). I have written a couple of papers (assignments) aboout this. David Crystal (2013) indicated that the fact English enjoys global status and prestige is not necessarily a guarantee that this will continue. The language has the position because of socio-economic, political, and scientific reasons. The moment that the economic or political power center shifts from the English-dominant regions, the interest may change. According to Crystal, English is diversifying to different varieties dependent on the existing culture. This means that the continued domination of the English language may no longer be the case as there will be several world “Englishes” existing in time. The maintenance or preservation of the language does not rest on the momentum of the language but on the future priorities of its people.

Crystal, D. (2013). Will english always be the global language? [Video].YouTube. https://www.youtube.com/watch?v=5Kvs8SxN8mc

I am pausing on this word. Again, I find that it both unsettling and nuanced. In this context it is describing the baked in biases inherent to the data for which it was trained (then eluding to how Elon Musk attempts to unwoke Grok, but that comes later).

Merriam-Webster defines instantiating as to represent (an abstraction) by a concrete instance. Synonyms such as embody, incorporate, manifest, or express do not create the friction necessary for the reader to take pause and feel the weight of what is being described. This is more than a matter of left and right wing politics, it is describing the cultural erasure of under told and misrepresented human histories.

I am in awe of the power of a word.

I agree with this idea. Society often underestimates people who work "menial jobs." Additionally, if you belong to a minority group, the situation can be even more challenging—this concept is known as intersectionality. It’s important to recognize that someone who does not have a high school, college, or university degree can still think critically and have a voice. Personally, I had to work in restaurant kitchens as a cook and other "menial jobs" for many years due to circumstances beyond my control. Such experiences lead me to reflect on the concept of human agency.

This is incredible, and I truly hope that a similar effort can happen across Canada to head the TRC's 13, 14, and 15th Calls to Action to preserve endangered Indigenous languages. I also cannot stress enough how important it is for Indigenous data governance and architecture to be a the centre of these efforts.

In Treaty 2, we have several distinct dialects of Annishnabeemowen, Michif, and Dakota languages. There are few fluent speakers and far fewer with access to knowledge keepers and language speakers who can provide access to youth attending school in urban settings. Across Canada 50% of Indigenous youth attend school off reserve. I cannot express how important it is for Indigenous communities to be the architects and designers of Indigenous language preservation efforts.

An incredible Annishnabee woman, Danielle Boyer, has created Skobot, a wearable robot who helps teach Anishnabeemowen.

Zuckerman reads LLMs not as tools of direct oppression (force) but as instruments of consent production—they make a particular cultural order feel natural, inevitable, and universal.

I want to bring Karen Hao's book Empire AI into conversation here. If you have not yet read this book, might I recommend listening to the audiobook narrated by the author via this link

In this book, she has gathered first hand accounts of over 300 interviews of both executives and employees of Open AI, Anthropic, Google, and other Big Tech companies, in addition to interviewing global south contractual employees of data cleaning and annotation companies hired by Open AI to ensure the "safety" of the LLM developed by Open AI. It was shocking to learn about the generational harm that has occurred in the development of LLMs and that those who benefit from this technology seldomly are made to live with the consequences.

I hold a neutral perspective towads this statement. Economic needs is certainly a drive for the development of AI but depending on how we apply the AI in daily lives, or at work, it may become a source of advancing us in a positive way.

I wonder what the harm is for cultures and communities who attach specific teachings to the language. Sure, we will have more people learning the language and how to speak it, but will they understand the nuances and teachings? Will this just create space for more harm or cultural appropriation?

Conscious reclamation of human agency facing the AI dominated cultural hegemony is essential in reasserting the human intelligence dominated world. We should constantly bear in mind the fact the AI is nothing but a tool serving human needs and is nothing but assisting humans in a way that help human to realize their unique goals and to perserve their unique identities.

I think it is hard to change, or unseat culture, when those in power use the systems to their advantage. After all, our governing structures like the Constitution, monarchy and Charter legitimize the power of those in charge. Systems are supposed to work for people; however, it seems that people are working for systems. We can sing our songs and label phrases, but we continue to give in to the power of these institutions and corporations.

I read this book (among others) as part of my directed studies with my supervisor who teaches critical media literacy. This paragraph does not do it the justice it deserves. It is a harrowing read. I highly recommend it, even though it is a little dated, the principles in it apply to AI perfectly. It is short but powerful.

I think this really highlights fear surrounding "othering" in AI. Many cultures still utilize oral histories and teachings. In some cultures, these have more implicit teachings than explicit. How can AI, colonial in nature and training, understand these unique teachings and experiences?

We are all but a cog in this capitalistic system. Billionaires, and now trillionaires, see the world through such a different lens. They want to extract as much wealth and resources as they can. They do not care about the cost human or environmental cost. We see media, and AI outputs, being manipulated to promote their own ideologies and wealth. AI can think: but it can't think critically. We as educators must teach this to our students and ourselves.

Also it is predominantly western contexted based. A lot of good articles and contents are other languages-based and worth being paid attention. Knowledge excluding what's going on outside the English/(north) American world is inherently dangerous and flawed.

This is such important work. Language is often the soul of a community, a culture, a people. In Canada, many indigenous languages and dialects were eradicated and wiped out as part of a cultural genocide of indigenous peoples. I wish there was more restorative work undertaken to preserve the myriad of First Nations, Inuit and Metis languages we have lost or about to lose.

It is interesting to read this passage through an Indigenous lens. I see a resemblance in the Indigenous worldviews. These approaches, albeit colonial, highlight how controlling these facets of everyday society manipulate culture.

I think what is so powerful about this is the connection between humans, the stories and knowledge being passed down through storytelling and modeling and experience. Human connection is one antidote to AI challenges.

Cultural hegemony is a relative term. The meaning changes along with the change of the dominant culture. As long as there is one dominant culture within a society,

This entire process is discussed in Pygmalion Democracy (2026). Due to deceptive forms of nationalism and propaganda, marinating in new technologies, communications and platforms, masking social inequalities and anti-democratic practices, "normative" democracy as we knew it, does not exist anymore and hasn't in quite a long time. I did editing and editorial work on this book, and I am not going to lie, it made me depressed for a hot minute.

This is such a powerful line. Especially when countries such as the US takes such pride in freedom of speech, but the recent tiktok ban last year changed the algorithm so that certain words and phrases cannot be searched such as 'women's rights' in the United States. Excluding these words on such huge platforms can and will lead to the erasure of women's rights in the US because it limits knowledge mobilization. Therefore, new generations won't be able to learn what women's rights are, and if they do, a limited, surface-level version of it.

Who are we as humans if we are not working toward something? Where is our motivation? Our agency? Our sense of well-being and purpose?

if we don't examine and reflect what kind of society we are living in, we are take for granted to live within an interlocking capitalist system of schools, newspapers, and other social structures as well. We set the pursuance of the capitalism-filled material wealth as our life goal without questioning its justice.

I think it's so important that people know that there is, in fact, a choice here. We still have agency. We do not have to hand it over. And, to be clear, we do not know what the future of AI will look like.

This is important to note that many of online information does come from a place of privilege. What I mean by that is, to post something online, you will need some sort of updated device that can have access to the internet. In Western countries, having a device and internet has become so normalized that you can walk pretty much anywhere and still be connected online. However that isn't the case in other countries, thus when these language models are created, they are usually created with a WEIRD mindset.

This is true. I will say, however, that I have been pleasantly surprised when talking to some post-secondary students about their opinions of AI -- For example, they reject the idea that AI will become a better teacher than humans. This push-back is happening and is necessary.

This reminded me of Coded Bias (2020), a documentary directed by Shalini Kantayya discussing the invisible role of AI in the production of racialized and gendered social control with influences in government, healthcare and employment. We have seem that LLMs learn from our existing biases in the words we write and often inadvertently produce algorithmic oppression.

Does this not all depend on the training data/context window? I don't think people building BigAI are thinking about solving climate change (definitely not!) or curing cancer. However, I DO think that LLMs that are responsibly trained on specialized data have a great deal of potential in solving some critical human problems.

This, I think, is the real danger. If we are using AI to generate text, not using skills of discernment/critical thinking/information literacy, we are allowing the propagation (and continued generation) of misinformation, and we may not be able to go back to correct this error.

Is this a newly coined term? Does it refer to someone who is seeking social transformation in this AI era?

We are already seeing censorship here, as we are not allowed to share news stories over some social media platforms. So, our opinions about news stories are not included on the platform and this leads to erasure as well.

Today, Dr. Bonnie asked what do we think our PhD dissertation will be in 10 years with the development of AI. I feel as if my work regarding to women of colour with invisible disabilities will be dismissed and underrepresented because of how AI models are being trained. It will misrepresent the severity of mental health illnesses and further perpetuate the superwoman schema that many women of colour battle every day. The training on these AI models need to be more inclusive and represent the lived experiences of marginalized communities effectively.

If we allow ourselves to be fooled. We still need discernment and due diligence when using a tool.

I'm wondering if intelligent prompts can circumvent this (and AI sycophancy)? It is humans' responsibility, after all, to not allow the tool to be the boss. I don't think we have to surrender as victims, here. However, I am quite terrified that AI use by young people will result in a type of cognitive offloading that is catastrophic for critical thinking, so there's that...

I once asked my supervisor how come it takes so long to create change? This was about a month ago. He explained that all these inequities and hierarchies are created and rooted in the foundations of structures, and to change it, we must break down these structures. But breaking down these structures take time because there are always people who benefit from them that want to keep them in place. This sentence reminds me of how normalized inequality and colonialism is that sometimes we don't notice, but it's just considered 'common sense'

If globalvoices.org is ranked 876 on the C4 list, does this not mean that the work this online community has done will make some impact on the LLMs and the data included? Or, is it heavily outweighed by the sources that rank higher?

This passage made me reflect on our discussions of Indigenous methodologies today in class. If the exclusion of cultural knowledge from AI systems creates risks of misrepresentation, how do we balance that concern with the recognition that some forms of knowledge are relational, contextual, or governed by community-specific protocols concerning access and sharing?

Creating an output like this, especially to the public, creates a widespread of misinformation. A lot of young and impressionable teenagers use social media on a daily basis (ie. tiktok, instagram, X) and most of these platforms now have some sort of AI feature added into the app itself. Outputs such as these can perpetuate misogyny and further oppress women, ultimately spreading hate against a specific group of people.

I think AI literacy or awareness needs to be more popular than it currently is. There is this burden on us as individuals to be vigilant of AI yet it has been embraced so quickly across several aspects of life. AI literacy needs to be a priority.

First, I had never seen this acronym before. Second, are we only just now talking about misrepresentation on the internet? Is the worry now that people are just accepting AI output as fact? Did people not do that before with regular web searches? Is the real challenge the perpetuation of misinformation because AI models train on the data they themselves produce (which contain the misinformation and biases)?

Misinformation is quickly widespread, especially in a day and age of social media where it can be spread in a matter of seconds. When AI's are generated to spread misinformation, people who are unfamiliar with AI or novice AI users, will be unable to differentiate from what is real and what is misinformation. While this can sometimes be unharmful, (ie. my grandfather seeing a newborn baby dancing on facebook), in other ways, it can be extremely harmful (ie. creating stereotypes for underrepresented groups)

GenAI is like a serpent eating its tail: feeding upon what it has access to, what it creates. Unlike the ouroboros, there is not a great deal of self-reflexivity as we understand it. GenAI and LLMs do not reflect upon their positioning and their potential mistakes or errors in judgement. That skill is left up to academics who advocate critical thinking, to the philosophers who point out ethical issues, and to the educators who warn against the commodification of knowledge.

This is such a common stereotype, especially in young black girls, which is often also reinforced by their cultures and families. By creating systems that reinforce this stereotype further perpetuates an image that is not true, but also sends out harmful messages to young black girls. It sends out the message that they are sexual objects, which is misinformation and honestly just hurtful.

This connects to debates about AI replacing editorial judgment (in news, publishing, education). If LLMs become the default interface for knowledge, the "common sense" they produce becomes the de facto cultural canon. This echoes Neil Postman's argument that every technology carries an implicit epistemology—a theory of what knowledge is and who gets to produce it.

the key words in this syntax are "a civilization's"...taking ONE civilization and providing its most popular—not its most ethical or equitable—not its brightest and best—not even its failings and bruises—idea(l)s and posing them as some type of ultimate Truth and Answer with no critique of its evolution. Indeed, in drawing from the WEIRD posters, GenAI presents (in this post truth permissability) any and all perspectives as equal and plausible and TRUE. Fact checking is nonexistent, like a Trump debate. And the more GenAI puts falsities online, the more it draws from itself for material and the more these falsities are perpetuated.

How useful/reliable will this be as AI models write more and more of themselves? Will programmers still have control? It's interesting to think about what the potential futures are, here.

There exists cultures and communities around the world that barely have any form of interaction with "the outside world", so my question would be whether AI can represent or share any information on a culture (even though stereotypical as seen with blacks or the previous example on Indonesians) that academia/ researchers have failed to document?

I think if cultures and values want to survive the AI age, it also comes with a bit of removal from AI. What I mean by that is, yes AI is an extremely useful tool that can help us in multiple ways. However, it is important to understand that is all AI is: a tool. By understanding the biases behind the tool (whether that be colonization and white hierarchy) it can help us understand where the tool is faulty and unreliable.

This seems obvious. What is not obvious, though, is what texts are used to train different LLMs. I'm not sure what is meant by "professional content," here, as opposed to "web content." Is only open source data available to train LLMs? If so, does this mean that scholarship is not included unless it is open source? Is this a matter of educating people that LLMs are "accurate" for things like recipes but not for things of a "professional" nature?

So, unless an LLM was trained on very specific, specialized data, it really is a glorified web search with the ability to generate information based on its context window and the patterns it detects based on statistical probability?

This reminds me of what someone in the class said to me. They expressed how easy it is for misinformation to travel, but not only travel, but how difficult it is to correct misinformation with factual information. When people such as Elon use their personal biases and opinions to spread misinformation on such large platforms, it ultimately removes the sense of agency. Also, when trying to correct misinformation, most of the time the factual information does not get as many views compared to the misinformation

And so, if we commercialize knowledge as Sam Altman wants to do...meter it out through a pay per nugget model like a gas bill....then the future populations CAN be controlled. Their communications can be (and already are) monitored and potentially altered. If the billionaires who fund the right wing politicians provide governments with the means to surveille and control their populations, they can maintain and virtually police their privilege.

This correlates to how AI also depicts various intersecting identities as well. For example, the idea of a woman of colour often gets stereotyped within AI, but not only that, when inputting into AI topics such as racism and sexism, it downplays and dismisses the lived experiences behind it, further perpetuating white normativity.

How would positionality fit into the context of AI? If we were to reach to a point in time where AI would be able to state its positionality, would it make its output more valid or lead to a better sense of accountability?

Though Zuckerman ends in an optimistic note, I feel as though his optimism is idealistic. The pace at which AI is growing makes it difficult to catch up. Moreover, given the vast cultures of the world and the fast paced challenging times we are living, will people really stop and create their own LLM unique to their own culture/roots?

I'm wondering if this is truth or opinion. Since the writer does not back up their claim with evidence, I'm hesitant to accept it. Are we sure it's "Wikipedians, bloggers, and other online writers"? What proportion of online texts are from this named group? I'm not disputing that the internet is controlled by the Global North; however, I question broad claims like this. Is Zuckerman talking about the Common Crawl here? Is this the same thing as C4 mentioned later in the post? Also, if we are, in fact, getting most of our data from Wikipedians and bloggers, how is the text generated by LLMs "frequently accurate," as mentioned above?

Definition of the word culture has shifted so much since Gramsci wrote about it yet it is still very true that we need to shift culture for change to happen. My understanding is that since culture is shared among a group or a society, it requires consensus which is where Gramsci’s concept of hegemony comes into play. Who is ultimately the decision-maker of this consensus at the expense of what and whom? This paragraph reminded me of Bourdieu’s cultural capital, and how this dominant group uses cultural capital to continue social inequalities and cultural devaluation, and how this idea is only amplified today with AI.

Reading this section while thinking of Haraway's notion of situated knowledge makes me think whether LLMs can be thought of having situated knowledge. Is its knowledge situated within the WEIRD population?

The author's suggestion that Gramsci should have been immune from prosecution assumes parliamentary privilege is a fixed constitutional protection. However, in Alford v Canada (Attorney General), 2026 SCC 14, the Supreme Court of Canada held that Parliament has the constitutional authority to define and limit parliamentary privilege through legislation. The decision suggests that parliamentary privilege is not static but evolves in response to changing institutional and political circumstances.

The author's reference to bias lacks precision, as it does not distinguish between implicit and explicit forms of bias. While implicit biases are widely recognized as unconscious heuristics that influence perception and decision-making and are present in all individuals, explicit biases involve conscious attitudes or prejudices. Clarifying the type of bias at issue would strengthen the analysis and provide greater context for the reader.

What are these -Gramsci wrote more than 30 notebooks and 3,000 pages of history and analysis during his imprisonment. The original Prison Notebooks are kept at the Fondazione Gramsci in Rome. These notebooks were initially smuggled out of prison, catalogued by Gramsci's sister-in-law Tatiana Schucht, and sent to Moscow for safekeeping. They were returned to Italy after World War II and have since been preserved by the Gramsci Foundation.[3][4]

What is this? Imagined Communities: Reflections on the Origin and Spread of Nationalism is a book by Benedict Anderson about the development of national feeling in different eras and throughout different geographies across the world. It introduced the term "imagined communities" as a descriptor of a social group—specifically nations—and the term has since entered standard usage in myriad political and social science fields. The book was first published in 1983 and was reissued with additional chapters in 1991 and a further revised version in 2006.

What is cultural hegemony? According to Google

In Marxist philosophy , cultural hegemony is the dominance of a culturally diverse society by the ruling class who shape the culture of that society—the beliefs and explanations, perceptions, values, and mores—so that the worldview of the ruling class becomes the accepted cultural norm.

Capitalism persists not just through force or economic control, but through cultural hegemony—institutions like schools and media make inequality feel like common sense. I think that changing an unjust system requires not just rebellion, but building a new culture where fairness becomes the normal, obvious way of life.

Large language models automate and enforce cultural hegemony by embedding the values of a narrow, weird producer class into opaque, hard-to-modify infrastructure. This makes radical social and cultural change far more difficult than in previous media eras.

I find it interesting that for a group of individuals that have the means to do pretty much what they want with these programs, that perhaps they just lack the will to do so. A large part of motivations for these owners of LLMS, is the profit/ business model that is being used to optimize the LLM. Time is money, perhaps if it is not hurting the revenue stream- why change it.

This makes education sound conditional, almost like it was available only when it didn't interfere with someone else's economic interests. That changes the way I think about access to education because being allowed to attend school isn't the same as being given a real opportunity to learn.

Hiring two Mexican American teachers didn't automatically change the experience students had in the classroom. A different face at the front of the room can't do much if the curriculum, expectations, and goals never change. I think representation matters most when people also have the ability to influence the system they're part of.

The phrase "brighter pupils" makes it sound like opportunity had to be earned before learning even began. Schools were deciding who deserved access before students had the chance to discover what they were capable of. Looking at it that way, the decision wasn't just about where students went to school. It quietly shaped the futures they were expected to have.

This almost feels like a self-fulfilling prophecy. If schools decide from the beginning that certain students aren't "college material," they stop giving those students the same preparation as everyone else. Then, when fewer of those students end up going to college, it only confirms what educators already believed. I wonder how many students never had the chance to find out what they were actually capable of because someone else had already decided what their future would look like.

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Notable

children learned through interactions with adults and people with higher knowledge.

Note

Useful

https://www.facebook.com/groups/4212771105411319/posts/27689793753949057/

Unlike the previous Showcase assignments, none of the three parts here specify a fixed SDG target — all three say the target is variable, chosen by the student or instructor based on their own interests. That's a different kind of openness than the format or content choices elsewhere in this assignment: it means the assignment itself doesn't fully determine what students will end up researching, analyzing, or creating.

The licensing decision is a specific question inside the task itself. Here it's paired with extra credit, which is a different incentive structure.

A built-in ethical checkpoint for creative work that touches on communities a student may not belong to — placed as a guideline before students start creating, not as an afterthought.

This is specific rhetorical guidance, not just a content restriction. Activist art often reaches for shock value; this assignment steers students toward a different strategy — invitation over confrontation — and repeats the point later in the guidelines.

This is a direct, current AI use policy written into the assignment instructions themselves — not a general syllabus statement, but a rule specific to this task, with a reason attached (Gen AI images don't qualify for copyright protection and are ethically problematic here).

Feldman's Method moves from objective to subjective in a fixed order: description and analysis (facts, elements, principles) come before interpretation and judgement (opinion, context, personal response). Students have to establish what's actually in the artwork before they're allowed to say what they think about it.

Requiring one piece older than 50 years and one from the last 50 forces a comparison across time, not just a survey of current activist art. Students have to think about how the same underlying issue gets represented differently across eras.

This is a specific theoretical stance — intersectionality — stated directly to students as part of the task instructions, not left implicit. Most assignments that touch on social issues don't name the framework they're operating from this plainly.

This is the link back to Assignment #1 — students aren't starting their artwork analysis from scratch, they're extending research they already did.

This is a different kind of flexibility than the choice-based design in the other Showcase assignments — those give students options; this gives the instructor options. An instructor with one week can run just the background research step; an instructor with a full month can run all four.

This objective shows up in the research assignment, not the creative one. The two disciplines aren't strictly sequential — research first, art later — visual design thinking is already required in Assignment #1's infographic, well before students get to Assignment #3's original artwork.

The purpose statement points past the classroom entirely — toward actual policy influence, not just academic understanding. That's a higher bar than most research assignments set for themselves, and it's stated in the very first of three parts, before students have done any of the work yet.

stolen pictures

There's a tonal shift built into the sequence. Assignment #2 explicitly asks for "an unbiased paragraph of the facts" — neutral, factual writing. Assignment #3 asks students to advocate for a specific solution — persuasive writing, with a point of view. Students practice reporting before they're asked to argue.

All three parts are done in groups of 3–4 students, not individually. That's a different collaboration model than an assignment where each student works alone and then builds on a specific classmate's work — here, the same group carries their own research forward across all three parts.

This flips the usual model. Instead of the instructor specifying the format and students meeting it, the group proposes their own format requirements and the instructor approves them. For an advocacy artifact meant for a real audience, that ownership over the deliverable's own specs is part of the point.

Format is tightly specified in Assignments #1 and #2 — infographic on Padlet, then a timed slide presentation. Here, for the first time, the format opens up. As the task becomes more open-ended and persuasive, the constraints on how to express it loosen too.

Before students brainstorm their own solution, they're asked to research what's already happening locally. That grounds the advocacy work in real, existing civic infrastructure instead of treating the problem as if no one has worked on it yet.

Inside a group assignment, this is a specific mechanism for individual accountability — every group member has to produce their own paragraph, not just contribute to a shared document. It's a way of keeping group work from collapsing into one or two students doing all the writing.

This is where the link back to Assignment #1 lives in the instructions and is written directly into the task. The same explicit link happens again at the start of Assignment #3, tying all three parts to one continuous body of research rather than three unrelated exercises.

This builds in an alternative to live presentation for online sections — leaving written comments instead of presenting synchronously. Same requirement, two different ways to meet it, depending on how the course actually runs.

The task moves from broad to specific: students first research what the term itself means, then narrow down to one particular geographic area. The Tips section reinforces the same strategy for sources — start broad, then get specific — so the research approach being taught matches the structure of the task itself.

Social media shows up here as a legitimate research source, alongside — not instead of — the more traditional sources required later. It's asking students to read public discourse as data, not just academic or government sources.

I highlighted this because it reminded me that students come from many different educational experiences when entering our classrooms. It also reinforces that ELL's deserve the same opportunities as every student, regardless of their background or previous schools.

I highlighted this because it reminds me that students are shaped by many different parts in their lives, not just the language they speak. As a teacher, I want to know my students as individuals instead of making assumptions based on one part of their identity.

This stood out to me because it shows that student behavior can sometimes be influenced by their culture instead of a lack of effort or motivation. It reminded me not to make a quick assumption and take time to understand where my students are from before reacting.

This section is important to me because it emphasizes that students' home languages are a strength not something that should be ignored. I think it's important for teachers to build on what students already know instead of expecting them to start over.

I highlighted this because it reminded me that teaching ELL's is about more than just helping them learn English. Teachers also need to understand each students' backgrounds, experience and strengths so they can provide instruction that helps every student succeed.

I like how this section reminds me that getting to know your students is the first step in effective teaching. Understanding students' language levels, backgrounds and interests help the teacher create lessons that are meaningful and accessible for each of the students.

I highlighted this because it shows that effective differentiation begins with thoughtful planning. Asking yourself these questions before teaching can help ensure that all students, including ELL's have the support they need to be successful.

I enjoyed this section because it emphasizes planing lessons that are accessible before students struggle instead of making the changes afterwards. This reminds me that a good lesson plan design benefits every student, not just the ELL's.

I highlighted this because it reminded me that there is not one teaching strategy that works for every student. I want to create a classroom where I can adjust my instruction so all students have the opportunity to be successful.

This section stood out to me because I think people often confuse the two definitions in this sentence. The two words are equality and equity. I like that it explains that giving every student the exact same thing is not always fair, and that some students need different supports to be successful in what they do.

This assignment offers two entry points, not one.

• Part A asks students to reflect on their own food culture;
• Part B asks them to interview a classmate about theirs instead.

Same underlying goal, two different ways in — a student who isn't ready to share their own culture yet, or who doesn't strongly identify with one, still has a way to complete the assignment.

This is the first of four separate life domains this Purpose section addresses in turn — civic, academic, career, and personal. Most assignment purpose statements justify themselves through academic or career relevance alone. Naming civic and personal impact explicitly models the kind of real-world framing the fellowship asks Fellows to build into their own assignments — connecting classroom work to community and identity, not just to grades or job skills.

Notice the contrast with Prof. Satrom's rubric just above — a detailed, percentage-weighted breakdown. Same shared assignment, but each instructor grades it according to what matters in their own course: detailed skill assessment for English, pass/fail completion for Nursing.

This only works once the assignment has run at least once — it depends on a growing archive of past student work as a teaching resource for future students. That's the renewable design showing up in the instructions themselves, not just in the assignment's structure.

Consent practice is built into the task itself, for a low-stakes peer interview, before students are asked to do the same thing in any higher-stakes context. It's a small moment, but it's teaching research ethics in passing rather than as a separate lesson.

This is where the two disciplines actually meet inside the task, not just in the byline — a cultural food tradition and a nursing-relevant health concept, asked about in the same question.

This is where the SDG 10 (Reduced Inequalities) connection shows up concretely in the task itself, not just as a label in the background information. Access and cost aren't asked as abstract questions — they're built into the reflection a student has to do about their own dish.

The assignment opens with a social scenario, not an academic prompt. Framing the task as something you'd bring to a potluck — rather than "write a reflection on cultural food practices" — makes sharing personal and cultural material feel like an ordinary act of hospitality instead of an academic disclosure.

Most assignment purpose statements name a skill or a piece of content knowledge. This one names a behavioral goal instead — the assignment is meant to change something about how students act, not just what they know. That's a different, more direct kind of purpose statement than most academic assignments make.

This work has now been published as: Valentino, P., Islam, I.M., Arain, U. et al. Concurrent temporal patterning of neural stem cells in the fly visual system. Nat Commun 16, 8405 (2025). https://doi.org/10.1038/s41467-025-63416-z

what a misnomer

should be

blazing personal learning trails as local-first interpersonal InterPlanetary MEMEX HyperPlexes within across interest based TopicQuestPlex Maps that are the territoires explored

doing the job Organizing the Net's Frontier as Indy (Mutual} Learning Commons

markdown+formatter-LLM.wiki

llm-wiki@github/

is to curate sources, direct the analysis, ask good questions, and think about what it all means. The LLM's job is everything else.

for-IndyWiki~value.proposition-zero.maintenance

IndyWikiWeb addresses that issue

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Yes

from

💻/asus/🧊/me/📓/2026/7/0/3/search/mutual.learning-NoraBateson/@/brave

mutual.learning-NoraBateson~search@brave

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https://bafybeigdeq3ojv6j7tjphpinmfjhap6gfvt2n7nupjirl55tnkfobk7cwq.ipfs.dweb.link

Important

Impermanence is a profound concept that applies to every aspect of life. It suggests that things change from moment to moment and that no moment remains everlasting or unchanged. This is analogous to the ever-changing shades of the sky throughout the day, as its appearance is constantly transformed. No single image captured at one moment can represent the sky over the course of an entire day.

Reviewed

I go tthis incorrect

Reviewed

I have seen this demographic be a victim of so much abuse and violence not just while in the situation they are exiting but long after.

an association of two or more individuals, companies, or governments pooling their resources to achieve a common goal or undertake a massive enterprise

six health care organizations partnered with Central City Concern, a community organization that provides housing and health care services, to create more than 300 units of affordable hous- ing with an on-site clinic and other services.

Now this right here is a huge step forward by local and state wide resources. I love this.

causing harm or damage.

This is a constant element in the research associated with ending homelessness

HUD-VASH (Housing and Urban Development-VA Supportive Housing) is a joint federal program that combines permanent rental assistance with dedicated case management and supportive services to help homeless Veterans and their families find and sustain safe housing

In Thesis: Homeless Demographics, Initiaves for change+the set backs we are facing,

medical respite gives people a chance to heal and recuperate. Makes sense that this would help an individual build a health centered foundation so that they can give themselves some form of autonomy moving forward.

Ameliorate is a formal verb that means to make a bad, unpleasant, or difficult situation better, more tolerable, or more satisfactory.

I love this idea when coupled with a Social Needs Screening

Social needs screening* I get it but it feels invasive

"screening patients for housing instablity and homelessness"

says social screenings dont help much

says social needs screening are helpful

More on CTI

"CTI gradually diminishes in the transition to the community" and it works

CTI

These people face the most discrimination and stigma. Life is fair by being not fair IMO but then theres unneccessary hatred and loathing to this community that truly is not fair considering people can change and people just need a little or a lot of help. There's nothing wrong with needing suppport. Everyone needs support.

the unsubs is already in the footer, maybe more to reengagement flow or analyze past data and keep close eye for c ouple more sends... this way its not a specific number of sends

This assignment comes from a two-person team spanning two institutions and two disciplines — Biology (David Kabelik, Thompson Rivers University) and English (Barry Mauer, University of Central Florida).

At first glance, the pairing looks unlikely. But the task reveals what the two disciplines actually share: close reading and precise communication to a specific audience.

This assignment is split into three parts, and they don't carry equal weight: * Assignment #1 (Finding a Scientific Paper) is worth 20%, * Assignment #2 (Translating Scientific Writing) is worth 60%, and * Assignment #3 (Adding to Another Student's Assignment) is worth 20%.

That weighting signals where the deepest work happens — the translation itself, the core critical-reading task, carries three times the weight of either the search step or the peer-building step.

This is where the renewable design compounds rather than just repeats: each student is asked to close a specific gap a predecessor left open, not just add a new translation alongside it.

This builds in quality control through iteration rather than through instructor correction — a later student can improve on an earlier one's work without it being framed as calling out a mistake.

This part depends on a link a previous student posted. The instructions plan for that link not working, giving students a clear next step — choose a different article — instead of leaving them stuck. Anticipating a likely barrier and building in the workaround means students hit a known, already-solved problem instead of an unexpected one.

Notice the split: the copyrighted source article stays private in the LMS, while the student's own original translation is what gets shared publicly. This directly answers a common question from instructors: "my students need to work with copyrighted material, doesn't that block the whole approach?" It doesn't because the copyrighted input stays private, only the student's own output goes public.

This is where the opt-in, anonymous-or-named choice lives in the assignment text — a specific decision point built into the instructions themselves.

A new way to install WP.

markdown+formatter-LLM.wiki

I got this wrong

2026 paper on automated k-graph creation, w LLM

LLM-Wiki

Why do machines get the best support

from