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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?

High level languages are portable meaning they can run on different computers with little or no modifications

!- 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"

!- 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

!- 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

!- 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

https://vimeo.com/showcase/9704917

Vimeo collection of Dan Alloso's work with respect to his book How to Make Notes and Write.

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

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?

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

!- 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:

!- 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

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

!- starting point : Agenda 2030, UNGA 2015

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

!- 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

!- 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

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

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

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

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

!- 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

!- 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

!- Earth Commission : framework for safe and just corridor

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! 🤣

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.

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.

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.

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/

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.

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

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

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.

Adolescent teasing. Similar to flirting and teasing from earlier.

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."

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

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/

Another connection between childhood and ill/wellness

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...

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.

!- Einstein : reconciling religion and science

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

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

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.

This recalls Maria Lucas meeting Lady Catherine in Pride and Prejudice

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).

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

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

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

Mr. Knightley might be making a commentary about Emma.

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.

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.

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

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.

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?

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.

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

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?

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

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

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

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?

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.

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

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

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

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

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.

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

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?

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.

https://futurism.com/neoscope/why-people-get-sick-in-winter

https://www.nbcnews.com/sciencemain/3-000-year-old-artifacts-reveal-history-behind-biblical-david-761720

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

Majus cognate with magi, magic?

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

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?

https://www.usgo.org/news/2016/11/aga-president-andy-okuns-father-milton-t-okun-music-producer-for-john-denver-peter-paul-and-mary-dies/

Andy Okun's father

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

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?

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

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?

The easiest publishing (syndication) workflow of all.

• 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.

What is More Important for Weight Loss? Diet or Exercise

HLTH Code on Bakespace

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

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).

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.

HLTH Code Australia on Bored Panda

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.

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

https://blog.mahabali.me/pedagogy/pedagogical-snacking-transforming-classroom-dynamics/

Providing a snack break during classes can dramatically improve the participants' participation and cohesion.

Listed on Hub.biz

Listed on Hub.biz

Listed on Tuugo.biz

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

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.

A good summary of James Carse's book "Finite and Infinite Games"

https://shop.dias.ie/product-category/books/welsh/mediaeval-and-modern-welsh-series/

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.

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

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.)

HLTH Code on ProvenExpert

https://mycompanies.fandom.com/wiki/Yawman_%26_Erbe_Manufacturing_Company

Some fascinating advertisements for Yawman and Erbe

Yawman and Erbe Mfg. Co., - Criminal Identification - 1913<br /> https://scalar.chapman.edu/scalar/ah-331-history-of-photography-spring-2021-compendium/media/yawman-and-erbe-mfg-co---criminal-identification---1913

https://agincourtiowa.com/2015/06/02/yawman-erbe/

https://americanhistory.si.edu/collections/search/object/SILNMAHTL_34484

https://www.ebay.com/itm/125591176967?mkevt=1&mkpid=0&emsid=e11021.m43.l1120&mkcid=7&ch=osgood&euid=47f16005ebf04e3ca255c215366062fe&bu=45618614899&ut=RU&exe=0&ext=0&osub=-1%7E1&crd=20221102035021&segname=11021

https://www.newmarkettoday.ca/remember-this/in-its-heyday-office-specialty-employed-400-in-massive-complex-18-photos-1851941

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)

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

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.

Do Catalysts control the direction of a reaction?

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?

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.

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. 🛞🗃️🚀🤩

u/LBHO https://www.reddit.com/r/antinet/comments/y77414/worried_about_paper_cards_being_lost_or_destroyed/

As a firm believer in the programming principle of DRY (Don't Repeat Yourself), I can appreciate the desire not to do the work twice.

Note card loss and destruction is definitely a thing folks have worried about. The easiest thing may be to spend a minute or two every day and make quick photo back ups of your cards as you make them. Then if things are lost, you'll have a back up from which you can likely find OCR (optical character recognition) software to pull your notes from to recreate them if necessary. I've outlined some details I've used in the past. Incidentally, opening a photo in Google Docs will automatically do a pretty reasonable OCR on it.

I know some have written about bringing old notes into their (new) zettelkasten practice, and the general advice here has been to only pull in new things as needed or as heavily interested to ease the cognitive load of thinking you need to do everything at once. If you did lose everything and had to restore from back up, I suspect this would probably be the best advice for proceeding as well.

Historically many have worried about loss, but the only actual example of loss I've run across is that of Hans Blumenberg whose zettelkasten from the early 1940s was lost during the war, but he continued apace in another dating from 1947 accumulating over 30,000 cards at the rate of about 1.5 per day over 50 some odd years.

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.

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.

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.

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

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

Increase in summonses for fare evasion in 2022 over 2021.

2020 statistics on cost of turnstile jumping.

Unclear why Washington DC, which is one of the highest crime jurisdictions in the United States and has serious financial issues, is a model to follow.

There's an unexplained assumption that people NYC-wide crime statistics should mirror population statistics. This is not the case with many crimes where enforcement disparities would have no effect, homicides being one example.