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  1. Last 7 days
    1. Solana NFT Marketplace Development

      The huge trend of non-fungible tokens has necessitated the creation of a digital environment to facilitate their exchange. NFT marketplace platforms dedicated to launching and trading NFTs offer a beneficial experience for both makers and takers.

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    1. Potential is defined as the highest ecological status a riparian-wetland areacan attain given nopolitical, social, or economical constraints; it is oftenreferred to as the “potential natural community” (PNC)
    1. Local governments can use participatory “co-design” principles and practices to help ensure that their programs and products that use open data are designed to meet the needs of current and potential users.
    1. an umbrella term covering community planning, community architecture, social architecture, community development and community participation, all of which emphasize the involvement of local people in the social and physical development of the environment in which they live.
    1. Equity-Centered Community Design (ECCD) is a creative problem-solving framework developed by Creative Reaction Lab that supports the development of equity-centered approaches that will dismantle oppressive systems.
  2. Sep 2021
    1. Ontologies are inseparable from the communities in which they are being created and used [25].
    2. When opening up the definition of community in terms of community networks, with their broader, overlapping contexts, what is that mutual benefit? Of course, the communities making up the network focus on their own purposes, interests, and needs first. Still, through their intersecting socio-technical contexts, those purposes, interests, and needs partially connect the communities. This means that larger, overarching, common good constructs may become focal points of interest around which inter-communal joint purposes, interests, and needs can emerge, be more explicitly defined, linked more closely, and strengthened.
    3. community norms, values, goals, and ethics
    4. Community informatics (CI) is the application of information and communications technology (ICT) to enable and empower community processes [11].
    5. Communities are groups of people sharing social ties and interactions for mutual benefit—which can be a shared purpose, interest, or need—in a common space [8,9,10].
    6. This line of thinking has been solidified in the Community Informatics Declaration, which states that a just and equitable Internet provides recognition that the local is a fundamental building block of all information and communications and the “global” is a “federation of locals” [14]
    1. Building upon Sweeney and Rhinesmith’s approach, and bringing the conceptualizations of care [14,33,34], I propose the following framework:I define social practices as the acts of care performed by individuals and afforded by CTCs in order to promote self and community needs;Based on this study’s ethnography, I categorize social practices into three groups:Care work: the invisible work performed by the infomediaries, or any CTC worker, as described by Sweeney and Rhinesmith;Peer-to-peer care: individuals (CTC users) collaborating with each other so they can inform, take decisions, and strive towards their individual needs; andCommunity care: individuals (CTC users and infomediaries) acting collaboratively or individually in order to promote community wellbeing.It is important to emphasize that social practices also include other social acts that are not necessarily “care”, but given the interactions observed in the CTCs in the favelas, I chose an explicit care-focused lens as the basis of this framework in order to breakdown the social practices in a way that could help make a case for the importance of the CTCs beyond their ICT-focused roles.
    1. nd I'm usingAfrican very loosely, because Africa is complex and there are multiple African ways ofknowing.

      I find it interesting that the speaker felt the need to point this out, and I find it even more interesting that there are multiple African ways of knowing but they all come together as the greater country.

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  3. Aug 2021
    1. COGNITIVE CONSEQUENCES OF FORCED COMPLIANCE

      The title of the article immediately made me think of the world we are living in now. For example it is becoming more and more evident that the country has mixed opinions on the vaccine. The government, state agencies and other public entities are requiring proof of a vaccine to even enter the premises. Some companies are offering incentives across the country to incentivize the vaccine by offering free products and discounts. To an extent from a medical perspective you want everyone as healthy as possible, but from a freedom perspective it is on the verge of violating an individual's freedom of choice through forced compliance.

    1. (2) Dr Nicole E Basta on Twitter: “There is SO MUCH misunderstanding about what a #vaccine #mandate IS & what a vaccine mandate DOES. No one is calling for anyone to be banned. No one is calling for anyone to be forcibly vaccinated. Please, gather 'round and listen up, so you know what we’re talking about... 1/n” / Twitter. (n.d.). Retrieved August 23, 2021, from https://twitter.com/IDEpiPhD/status/1428410251884302336?s=20

    1. Second, that you see more and more laptops running things like i3 and dwm than back in 2010 -- and these tools haven't gotten any better in these ten years.

      vim tools/plugins on the other hand have gotten supremely powerful & weird & awesome.

      i actually really love this point. there's some semi-interesting things happening with Wayland desktops, some changes, but overall i think most Linux users have kind of subsisted in semi-stasis. and we don't need top down change, from our WMs, but we should be "growing-in" to our environments, getting better, and we i think the collaboration & exploration is still very sparse, few charts or maps or guides come out. the "here be dragons" edge has a lot of healthy exploration deep into it, but it's very lone territory, the charts rare & hard to understand, hard to follow. there's some radical elements of success & exploration, but there are so few enduring wayfinding systems, so little communalizing of exploration or growth.

    1. Julia Raifman. (2021, July 25). Policymakers are pointing fingers at “the unvaccinated” What if they gave them a hand instead? - Bring vax & food to workplaces, schools, homes -Fund local doctors, including pediatricians, to call patients & deliver vax—Learn from success of Indian Health Service approach [Tweet]. @JuliaRaifman. https://twitter.com/JuliaRaifman/status/1419288641885593604

  4. Jul 2021
    1. Sergio: What about school?Rodolfo: School? One of the first memories I have from school, after Phoenix—I wasn't going to school in Phoenix, actually, I think I even skipped kindergarten—we moved to Long Beach, California. And the only thing I remember from school was my mom waking me up probably about four or five in the morning. The sun wasn't even out yet, and she would walk me to this random lady's house. Actually, she wasn't random, but she was just some lady I didn't know. There was two other kids there, and I would be in uniform. That was the first time I actually wore a uniform to go to school. I was there, but I didn't really remember that much. When we moved to Chicago, that's when everything changed.Rodolfo: I was a little bit older. I remember I went to Jordan Elementary. It was in the North side of Chicago. We were there for a very brief moment, because then we moved to Evanston. Evanston was literally right next to Chicago. The school I was attending was called Orrington Elementary. The reason why we moved, once again, is because she wanted a better quality of life for me. Where I was at, it was all English, there was no Spanish. Obviously, there were Hispanic kids who already spoke English, but there wasn't... She, herself didn't know English, so how could she teach me, so how could I be integrated into a school that doesn't even accommodate for individuals or kids who don't know English?Rodolfo: She moved schools, although we were still in Chicago because we needed... what was it? Proof of residency. We lived out of district, and she would get fined or I wouldn't be able to go to school there. The point is I went to school to Orrington Elementary. The program was called the TWI (Two Way Immersion). It was a bilingual program and that's where I learned my English, that school. Friends and everything. I feel as though like, that's why I learned my English so well, because I really, really wanted to learn it. I always heard kids at the park or at the store, at Target, at Jewels, or whatever and everybody spoke English, right? I just felt fascinated, I was intrigued by it.Rodolfo: It was a whole different language that I didn't know, and I wanted to master it. I wanted to be able to talk as they spoke, or talk as they talked. School was a very cool experience. I always had a lot of friends, and I was always the life of the classroom. I wasn't probably the best behaved kid, but I was always integrated in to what was going on with the school.Sergio: Do you remember any teachers or people?Rodolfo: Yeah, absolutely. Ms. Mule, Ms. Mule was my second or third grade teacher, I'm not sure which one it was. She was awesome, she always help me out with the English, always. Even in parent teacher conferences, she would literally always talk to my mom as if she'd be really interested. She would show genuine interest in what was going on with, not just me, but with the Hispanic kids. Kids who had trouble with English or weren't doing the best academically. She always would tell me, "Don't worry, you're gonna get it. You're gonna learn it." She had such a big heart.Rodolfo: Still even, my mother and I still talk about the teacher to this point in time. She tells me, "I remember Ms. Mule and she used to use hand gestures. She would always be like, 'Yeah, for this or for that.'" Even though I knew I wasn't the smartest or the most best behaved kid, she would always have that initiative to get us there. Get us to that point. Yeah, that was one of my favorite teachers. Man, I value that so much actually now. I miss that teacher. Another teacher was in fifth grade, his name was Mr. Stoom. He was Argentinian, he was from Argentina. He was another great teacher. He always told us, "Don't ever forget where you came from. Your roots are who you are, even though you all are coming from different parts of the world, don't ever forget who you are and where you come from." That's one of the biggest things right now, I'm kind of ashamed of.Rodolfo: I'm not, because I was so... What do they say, "Americanized." In Chicago, I was so in America. I never dedicated the time to open a book or even Google something of my home country. Now that I get here, I don't know what is going on. Just barely a couple of months ago, I found out Mexico is a third-world country. I didn't know that. I go to Polanco Fendi, Prado, Gucci, Armani, Louis Vuitton boutiques. To me, that's not a third world country. Yeah, that teacher was the one who started opening my eyes up more to my surroundings.

      Time in the US, School, Kindergarten, Elementary, Learning English/ESL, Teachers, Mentors, Cultural acceptance; Reflections, Identity, American; Time in the US, States, Arizona, California, Illinois

    1. Anne: Do you think being in the US changed your life, changed you in any significant ways?Juan: Yes, because I lived in Provo, where all the Mormons are, and most of them are humble, most of them are nice people. I guess I got used to that. So at the moment, right now, I don't think I will ever adapt to the way people are here in Mexico. I don't know if you've met Mexicans who are from not the center, but the outside of the cities, their personality is just a lot different than a US citizen. They have different thoughts, different priorities, which makes them have different personalities.Juan: In that way, I am thankful that I grew up in the US, because the way that I am, I consider myself somebody who's humble. I don't really like to get in discussions or stuff like that. I'd rather just do my own thing, be respectful to everybody. The way you treat me is how I will treat you, that's the way I will always treat people with respect and stuff like that. In that way, I am thankful that I grew up in the US because I do have a different lookout in life.Anne: What do you miss most about the US?Juan: The vegetation, the nature, because I remember in the US I can go out in the soccer fields and there's actual grass. The mountains.Anne: It's beautiful.Juan: Yes. That's what I miss most about it, the nature.

      Reflections, The United States, Favorite parts, missing, Mexico, Worst parts about being back

  5. Jun 2021
    1. Woolf, K., McManus, I. C., Martin, C. A., Nellums, L. B., Guyatt, A. L., Melbourne, C., Bryant, L., Gogoi, M., Wobi, F., Al-Oraibi, A., Hassan, O., Gupta, A., John, C., Tobin, M. D., Carr, S., Simpson, S., Gregary, B., Aujayeb, A., Zingwe, S., … Pareek, M. (2021). Ethnic differences in SARS-CoV-2 vaccine hesitancy in United Kingdom healthcare workers: Results from the UK-REACH prospective nationwide cohort study [Preprint]. Public and Global Health. https://doi.org/10.1101/2021.04.26.21255788

    1. Natalie E. Dean, PhD. (2021, May 4). Another framing for this tweet: Wow, the US will soon be able to expand vaccine access to 12-15 year olds. Meanwhile, there are countries where healthcare workers treating COVID patients can’t access vaccines. What more can the US government do to support the global community? [Tweet]. @nataliexdean. https://twitter.com/nataliexdean/status/1389568668548349952

    1. we propose that the value of a well-run journal does not lie simply in providing publication technologies, but in the user community itself. Journals should be seen as a technology of social production and not as a communication technology.

      Such a powerful shift.

    1. Mike: Yeah. And it takes a long time the process for immigration. So I had some time there, actually I was like a year and a half, where I was doing everything legal. Doing my taxes, getting my taxes back, just doing everything that normal US citizens got to do. And then just one day I got that letter in the mail and I just had to give it all up.Mike: I remember we had to go in this office, we gave everything back and then they told us like, "Basically don't get in trouble, because that's your ass" [Chuckle]. I was just stunned. I'm like, "How could people do you like..." You know what I mean? Especially me growing up, I wanted to be something in my community. I wanted to change for the better. I felt like I could have contributed to my community, not only to my community, but basically just become something that people look up to or follow. But it didn't work out like it does.

      Time in the US, Jobs/ Employment/ Work, Documents

    2. I remember my teacher, Ms. Garcia—I'll never forget her, she's an angel. She signed us up for this program where you could go ride along with the cop and you would go to a store, you had $200 and you could buy whatever you want.

      Life in the US, School, Teachers

  6. May 2021
    1. Taddio, A., McMurtry, C. M., Shah, V., Riddell, R. P., Chambers, C. T., Noel, M., MacDonald, N. E., Rogers, J., Bucci, L. M., Mousmanis, P., Lang, E., Halperin, S. A., Bowles, S., Halpert, C., Ipp, M., Asmundson, G. J. G., Rieder, M. J., Robson, K., Uleryk, E., … Bleeker, E. V. (2015). Reducing pain during vaccine injections: Clinical practice guideline. CMAJ : Canadian Medical Association Journal, 187(13), 975–982. https://doi.org/10.1503/cmaj.150391

    1. Dr Ellie Murray. (2021, May 7). I’m seeing a lot of “these people are over-estimating risk” chatter that doesn’t acknowledge that the probability you die if you get covid is always less than the probability anyone dies if you get covid. It’s not “over-estimation” to consider community impacts. [Tweet]. @EpiEllie. https://twitter.com/EpiEllie/status/1390792624777334797

    1. Our institutions are colonial systems, the ivory towers render the people leading and running them to become disconnected from the very public they are supposed to be representing, ending up only serving themselves. “Do we have to burn it down and start again? Do we have to completely recalibrate it from the inside?

  7. Apr 2021
    1. This post articulates a lot of what I've been thinking about for the past 18 months or so, but it adds the additional concept of community integration.

      Interestingly, this aligns with the early, tentative ideas around what the future of In Beta might look like as a learning community, rather than a repository of content.

    1. Institute of Medicine (US) Forum on Medical and Public Health Preparedness for Catastrophic Events. (2010). The 2009 H1N1 Influenza Vaccination Campaign: Summary of a Workshop Series. National Academies Press (US). http://www.ncbi.nlm.nih.gov/books/NBK54185/

    1. Regardless of an explicit requirement, it is an implication of membership in the academic community that its members have a responsibility, and a right, to contribute to the intellectual corpus of their time.

      So who then is, or isn't, a "member" of the "academic community?" And is it incumbent that members "produce ideas" within their defined fields, or does their membership entitle (require?) them to speak more broadly than that?

    1. In a service learning course, this community expands even further beyond the boundaries of the class

      I feel there's something profound, here. Grades are primarily about individual achievement in an environment which is deemed to be competitive. Even in teamwork, there's often a notion that each individual's grade is more important than the team's success (which is part of the challenge of teaching teamwork). Peer-assessment can be pretty powerful. ... and becomes quite impactful in a community context. Learners whose work is directly embedded in a community setting often receive deeper feedback than grades. In some cases (such as university-supported Community Service Learning), they may receive partial course credit for volunteering.

  8. Mar 2021
    1. While you're welcome to use ProMotion, please note that we rely on the community to maintain it. We are happy to merge pull requests and release new versions but are no longer driving primary development.
    1. Schoch-Spana, M., Brunson, E. K., Long, R., Ruth, A., Ravi, S. J., Trotochaud, M., Borio, L., Brewer, J., Buccina, J., Connell, N., Hall, L. L., Kass, N., Kirkland, A., Koonin, L., Larson, H., Lu, B. F., Omer, S. B., Orenstein, W. A., Poland, G. A., … White, A. (2020). The public’s role in COVID-19 vaccination: Human-centered recommendations to enhance pandemic vaccine awareness, access, and acceptance in the United States. Vaccine. https://doi.org/10.1016/j.vaccine.2020.10.059

    1. The reason we've avoided registering "Cinnamon" as a desktop name is that it opens up issues with many upstream apps that currently OnlyShowIn=Gnome or Gnome;Unity or just Unity. The relationship Mint has with Gnome and Ubuntu isn't genial enough that we could get them to add Cinnamon to their desktop files, so we would have to distribute and maintain separate duplicate .desktop files just for Cinnamon for these upstream packages.
    1. ReconfigBehSci. (2020, November 9). Second session now underway at the SciBeh workshop: Session 2: Interfacing with Policy How can the wider science community be policy-relevant? Speaking now: Alison Wright from UCL #scibeh2020 https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1325750355309830145