Conclusion

The ACRL Framework for Information Literacy for Higher Education is open-ended enough for us to try new things in our teaching, explore new tools and new ways of helping students to understand the information in the world around them. These are just a few ways that we see how the Framework addresses ChatGPT and other generative AI tools. When we first were looking at this issue, we took a highlighter to the Framework document

and made several dozen connections, and we’re sure that’s not all. In looking at these tools through the lens of the Framework, we can see both the promise and the pitfalls. Ultimately, there must be instruction about these tools: how they were developed, the ethics surrounding their use, and the specificity of the ways they can both help and hurt students. While we are aware that it can seem burdensome to add “one more thing” onto the plate of librarians who provide information literacy instruction, we urge librarians to have discussions with their faculty partners to share the burden of instruction. We are also confident that instruction librarians will create lesson plans that teach about or use ChatGPT in library instruction and will share them with their peers at places like Project CORA, the Framework for Information Literacy Sandbox, and other lesson plan repositories.

Searching as Strategic Exploration

The Searching as Strategic Exploration frame describes searching as “nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.”13 This section is a succinct summary of why we as librarians provide information literacy instruction. We work with students to increase their information literacy skills and subsequently an awareness of the scholarly conversation that is taking place around them, something that ChatGPT will not do. ChatGPT will not teach students how to evaluate itself. Librarians are still necessary to encourage learners to evaluate the information sources and tools that may not be familiar to them. For example, many students enter college having never searched for peer-reviewed, scholarly articles, so that skill may be entirely new to them. Their range of information sources grows when, through our instruction, we help them see the value in using academic databases for finding the information that they need in an effective, efficient manner. In addition, they will most likely have to take another look at their use of Wikipedia. Through information literacy instruction, they will gain a new understanding of how to use it effectively in a higher education context. ChatGPT is a brand-new source for information and our understanding of it is still developing. Our job, as teaching librarians, is not to shun the tool, but to embrace it and guide students toward using the tool responsibly and ethically. As with any new tool, librarians, as well as students, will need to show their flexibility and adapt to these new tools and resources as they become available.

Scholarship as Conversation

“Learners who are developing their information literate abilities see themselves as contributors to scholarship rather than only consumers of it.”12 This disposition from the Scholarship as Conversation frame, which shows up similarly in Information has Value, means that students are able to see themselves as a part of the scholarly conversation through the ways they critically examine, interact, and synthesize course and research materials, along with how they can contribute their own ideas and research through writing, presenting, and publishing. Whether students are intending to pursue further academic study or not, their voices are valuable in the conversation. This is where we urge caution in the use of ChatGPT, which may undermine the development of their academic voice. On the extreme end, there will be students who use ChatGPT to generate an essay to turn in, and on the other end, there will be students who use it with great skill to enhance or refine their writing, to find a starting place for scattered thoughts, or to break out of creative blocks. As we teach about how students can join the scholarly conversation with their own voice, we need to emphasize the use of ChatGPT as a supportive resource, along with librarians, and other academic mentors.

Introduction

The above screenshot (figure 1) was what was generated when we asked ChatGPT, the generative AI system that has been the subject of a thousand hot takes about how it’s disrupting academia-as-we-know-it, to describe itself for an academic librarian audience. Perhaps it’s learning a bit too much from the public relations documents that were a part of the vast amounts of data it was trained on, when it describes itself as “highly relevant,” “invaluable,” and “accurate.” It did not, however, bring up the caveat that greets you when you open up ChatGPT itself: that it “may occasionally generate incorrect information,” that it “may occasionally produce harmful instructions or biased content,” or that it has “limited knowledge of the world and events after 2021.”1 In addition, it doesn’t bring up the reddest of academic red flags—that ChatGPT provides an easy way for students to cheat and plagiarize. The Atlantic has claimed that because of ChatGPT and other AI, “the undergraduate essay [which] has been at the center of humanistic pedagogy for generations

. . . is about to be disrupted from the ground up.”2 A writer at Times Higher Education has suggested that allowing AI to replace a student’s creative voice means “abandoning our responsibilities as educators.”3 For as many handwringing accounts of how generative AI will destroy academia, there seem to be twice as many researchers, teachers, technologists, and pundits embracing what AI (and specifically ChatGPT) can do for teaching and learning. They suggest using it for overcoming writer’s block, generating outlines, creating summaries, generating prompts for discussion, asking for definitions, or generating flawed examples for critique.4 One compelling argument by Christopher Grobe in the Chronicle of Higher Education suggests that what generative AI can help us with is to “provide new starting points for some of the processes we routinely use to think.”5 We agree with Grobe’s argument that ChatGPT can give us a good starting point from which to work. The text generated by ChatGPT in the screenshot at the start of this article is an overly optimistic and idealized view of itself. We hope that in this article we can add the nuance that it lacks. Academic librarians serve their students and faculty to help them navigate the research process. Therefore, when a new technological tool blazes through higher education, as ChatGPT has over the last few months, it becomes increasingly important that librarians are aware of the tool and its uses so that they can serve their students and faculty. After decades of the ACRL Information Literacy Competency Standards for Higher Education, the ACRL Framework for Information Literacy for Higher Education was established with a much more flexible route for integration into curricula. The Framework provides librarians and disciplinary faculty with a customizable way to provide information literacy instruction that meets the needs of students and enables them to become participants in the information that they are producing (not just consuming). Because of the Framework’s flexible nature, librarians can incorporate new technology, like ChatGPT, more easily into their instruction. We have found that the idea of ChatGPT (and generative AI more broadly) can be connected to many of the knowledge practices and dispositions from the six frames of the ACRL Framework. In some places, the Framework enables us to embrace ChatGPT as an exciting new tool that adds value to information literacy instruction. In other places, the Framework’s discussions of evaluating authority and examining bias shines light on the inherent flaws of ChatGPT. In the next section, we will review each of the frames and discuss how ChatGPT fits into each of those Frames.

Research as Inquiry

One of the knowledge practices for the Research as Inquiry frame states that “learners who are developing their information literate abilities deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations.”11 We have found that students will often come to research consultations or library instruction sessions with broad or vague research questions that they often do not know how to simplify or narrow down to research writing sufficiently scoped to a level that they can tackle in five to eight pages. While they might be interested in, let’s say, “the problem of poverty” or “the abortion debate,” they cannot digest the enormous amount of research in multiple academic

disciplines that have attempted to address these types of questions. This is where we believe ChatGPT can help students (and even seasoned researchers) in generating ways to break complex problems down. ChatGPT can help refine research questions, determine search terms, come up with synonyms and related terms or phrases for searching, help decide which databases to search, generate textual concept maps, and even help generate citations. For example, here was the response it gave when we asked it “What search terms should we use for our hypothetical research question, ‘why aren’t college athletes paid?’”

ChatGPT can also create textual concept maps to help think through various aspects of a research topic. This can be useful for students who need to narrow or refine their topic. Simply asking the AI to help narrow a research topic can be useful as it will give you a variety of ways to explore a topic. For example, we asked it to help us narrow our search on why college athletes aren’t paid, and it gave us detailed options in an easy-to-read format:

You can see clearly how ChatGPT can help students push past that inquiry threshold. Often, they don’t even know where to start in their search for information, or how to probe the nuances or facets of a large complex question for a scope they can grasp. Instead of typing their entire research question into Google or a database (as we have all seen students do) and having to sift through a mountain of results, they can type it into ChatGPT and ask “How do I start searching? Where could I go from here? What’s manageable?” As students are growing in their information literacy abilities, ChatGPT can help scaffold their skills enabling them to accomplish this task more confidently in the future. One caveat that always bears repeating: ChatGPT has biases. It is trained on a large dataset of material from the internet. It may not produce underrepresented or less well-researched aspects of a topic. Because of this, it is important for students to explore topics holistically, with ChatGPT as one tool in their toolbelt.

Information has Value

The Information has Value frame indicates that learners who are developing their information literacy skills need to “learn the importance of giving credit to the original ideas of others through proper attribution and citation.”10 As more learners use ChatGPT for citation assistance, they will need to be extremely careful to verify accuracy of all citations. As explained above, ChatGPT does not always provide factual information. For example, if you ask ChatGPT to give you a list of scholarly articles on a particular topic, it will list articles with full citations, including DOIs. The articles appear to be related titles from reputable-sounding journals. However, if you Google each of the articles, you will discover that some of them do not exist. ChatGPT will automatically generate nonexistent articles through predictive language modeling, making article titles appear genuine, even if they are not. If you ask it to give you citations for scholarly articles on the topic of higher education and information literacy, it will give you several citations that look very convincing. Here is an example:

If a student were to take this AI response and incorporate those citations into a paper or assignment, they would include some nonexistent articles. Students citing articles they have not read of course is a problem, but students citing fake articles that cannot be read compounds the problem. As students become creators of information themselves, they will need to accurately cite all information that they use, not only for the ethical and moral good, but also for the sake of their own reputation in their field(s). ChatGPT is a minefield when it comes to citation, and we would not recommend students use it for that purpose. However, asking ChatGPT to generate citations like this in an in-class exercise and discussing the results with students can help them to see the minefield for what it is and navigate around it.

Authority is Constructed and Contextual

The Authority is Constructed and Contextual frame states that learners who are growing their information literate abilities “develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases and worldview.”6 On the opening screen, ChatGPT provides a disclaimer to let users know that the information that it provides may contain biases and that it has a limited knowledge of current events. As the usage of ChatGPT increases it will become even more important that students know how to evaluate whether information that they come across is authoritative within the context of their research. Students need to recognize that bias is everywhere and ChatGPT is getting information that exists out on the open web. Much of the information that it produces derives from text from political organizations, nonprofits, companies, and individuals, and this context shapes the model’s output. ChatGPT is built on predictive

language modeling, which means it generates natural sounding language, not necessarily factual language. Students should always approach information, from ChatGPT or elsewhere, with skepticism.

Information Creation as a Process

As with any new technology, there will be people who are hesitant adopters. In the early 2000s many librarians were skeptical of students using Wikipedia. Now we realize that we need to be instructing students about the proper use of Wikipedia, rather than banning it. One of the dispositions for the Information Creation as a Process frame states that “learners who are developing their information literate abilities accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes.”7 To us, this is direct confirmation that ChatGPT has a place in the library instruction classroom, both for its use in instruction and for discussion with students. Librarians should absolutely be talking about it with students, trying it out, and discovering together what those problems and promises are. In particular, students should be made aware of the machine learning process: tools like ChatGPT are trained on large amounts of textual data in an iterative process, whereby it “learns” from this data over time. This process is very similar to how information literate scholars learn, research, create, write, and refine their ideas over time, as presented in this frame. The frame challenges us that “the dynamic nature of information creation and dissemination requires ongoing attention to understand evolving creation processes.”8 A technology columnist for The New York Times advised his readers along the same lines: “today’s students will graduate into a world full of generative A.I. programs. They’ll need to know their way around these tools—their strengths and weaknesses, their hallmarks and blind spots—in order to work alongside them. To be good citizens, they’ll need hands-on experience to understand how this type of A.I. works, what types of bias it contains, and how it can be misused and weaponized.”9 It is imperative librarians bring students to that attention about the process of creating information through ChatGPT and similar AI models.

A nice long list of card catalog cards being destroyed, damaged, or stolen!

Scientists go on a quest for the ‘right’ way to cook pasta<br /> by [[David Fairhurst]] in National Geographic<br /> accessed on 2026-07-22T14:50:32<br /> Published August 8, 2023

OlympiaSong

Artist: Four Chicks & Chuck<br /> by [[Second Hand Songs]]<br /> accessed on 2026-06-29T13:13:36

Olympia typewriter song [sound recording]. - Record details - Library of Congress Catalog <br /> accessed on 2026-06-29T13:10:26

See also: Olympia Typewriter Song

To guard against an accidental upset of the drawer and its entire contents which in the absence of a rod

Card indexes and filing cabinets should have tray stops to help prevent pulling drawers out too quickly and losing all the file organization by dropping the drawer out on the floor.

Trump may be mystery patient in odd case of 79yo getting experimental obesity drug<br /> by [[Beth Mole]] in Ars Technica<br /> accessed on 2026-06-23T21:06:22

https://raymondsofficemachinesandsupplies.com/<br /> Darwin Raymond, Raymond's Office Machines, 927 Grand Ave., Glenwood Springs, CO 81601. (970) 945-5872.

See also:<br /> - https://coloradosun.com/2019/04/24/vintage-typewriters-glenwood/ - https://gazette.com/life/from-underground-typewriters-rise-thanks-to-man-and-bird-colorful/article_c9bfab92-3ed1-11ea-8113-77af98cc4fa2.html

https://www.reddit.com/r/Screenwriting/comments/1u7dtnr/variety_article_backrooms_sends_hollywood_to/

Sydney Sweeney and other examples

Secret Memo Exposes Trump Team’s Debate on Suspending Constitution<br /> by [[Hafiz Rashid]] | The New Republic<br /> accessed on 2026-06-15T22:08:12

Ron's Typewriter - YouTube<br /> by [[Parks and Recreation]] <br /> accessed on 2025-10-06T22:09:41

Parks and Recreation S3, E5 "Media Blitz" aired 2011-02-17<br /> https://www.imdb.com/title/tt1636241/

Robert Caro Reveals Details of His Final Lyndon Johnson Biography<br /> C-SPAN's Book TV

Caro outlines the entirety of his book before he starts writing. He puts his outline onto paper which he tacks up onto cork boards across his office wall.

Caro writes everything in longhand first then types/revised it on his Smith-Corona Electra 210.

Caro only gave Gottlieb a piece of his LBJ bio draft when he ran out of money and needed an advance. Otherwise, he doesn't give his editor material until he's done.

Caro lives on the corner in Central Park West

Caro was on the 22nd floor (of 29) at 250 W. 57th Street for 22 years and wrote 3 books in a one room office. Joseph Heller had an office there as well.

https://www.reddit.com/r/typewriters/comments/1tmntfc/i_like_the_old_servicing_labels_on_selectrics/

Jeff Starr's view that readers will respond to bloggers who "learn to exppress [themselves] in a genuine, authentic manner..."

Making the case that now is the time to start a blog because there are many people out there who are looking for "personal thoughts from real human beings..."

The advertisement emphasizes environmental benefits but does not fully explain the total amount of plastic Coca-Cola continues to produce worldwide. This may present selective information to consumers.

The company promotes a sustainable circular economy image, but Coca-Cola remains one of the world’s largest plastic polluters. This may create concerns about whether the environmental impact is truly reduced.

This statement may be misleading because the bottle caps and labels are excluded from the recycled material. Consumers may assume the entire bottle is fully recycled, which could create confusion.

Turns out HTML is the most suitable cross-platform document format for desktop publishing, just like it's always been.

https://typewriterdatabase.com/1960-Ames_Gen_Cat_10-March.misc-supplies.manual

On authenticity and being human online.

Mah fust wife never bothered me ’bout choppin’ no wood nohow. She’d grab dat ax and sling chips lak uh man. You done been spoilt rotten.”

Us lived dere havin’ fun till de chillun at school got to teasin’ me ’bout livin’ in de white folks’ back-yard.

https://www.instagram.com/reel/DWU6ZCySOLw/

https://www.reddit.com/r/typewriters/comments/1slrh4v/olympia_sm_4_case_glow_up/

「在真实文件和工具中导航」——这句话定义了 APEX-Agents 与大多数 benchmark 的本质区别。绝大多数 AI 评测是「问答」或「代码生成」，而 APEX-Agents 要求 Agent 打开 Excel 文件、查询数据库、写报告、然后把结论填入指定单元格——这才是投行分析师的真实工作日。任何在纯文本 benchmark 上得分很高的模型，都未必能在这个评测中胜任。

Birds that feed on berries, mammals that rely on nuts, and insects that depend on flowering plants all experience population declines

cephalexin, dicloxacillin, penicillin VK, amoxicillin/clavulanate, or clindamycin (for penicillin-allergic patients). [1-2] These beta-lactam antibiotics provide excellent coverage against streptococci and methicillin-susceptible S. aureus (MSSA

endovascular stenting emerging as first-line therapy for rapid symptom relief, while definitive treatment targets the underlying cause

Failure of venous insufficiency ulcerations to heal is most often due to inconsistent use of first-line treatment methods. Ongoing control of edema is essential to prevent recurrent ulceration; the use of compression stockings following ulcer healing is critical, with recurrence rates 2–20 times higher if compression stockings are not used

purpose

Venoactive drugs (diosmin, hesperidin, horse chestnut seed extract) may be considered as adjuncts to compression for symptomatic relief in countries where available

Endovenous ablation is contraindicated or relatively unsuitable when venous anatomy precludes catheter-based treatment, specifically: aneurysmal dilation of the GSV close to the saphenofemoral junction, subcutaneous location of truncal veins above the saphenous fascia and close to the skin, and significant tortuosity of the GSV or SSV. [1] In these scenarios, high ligation and stripping is recommended as the preferred alternative (grade 1 strong recommendation

Endovenous Thermal Ablation (RFA/EVLA)

Relative contraindications include inappropriate vein size, with veins <2 mm and >15 mm representing potential contraindications for RFA specifically. [1] A history of superficial thrombophlebitis resulting in a partially obstructed saphenous vein may preclude thermal ablation. [1] Significant tortuosity of the GSV on duplex examination can make catheter delivery difficult.

Endovenous ablation is the preferred treatment for symptomatic varicose veins with axial reflux, offering less postprocedure pain, reduced morbidity, and earlier return to activity

Endovenous thermal ablation (radiofrequency ablation [RFA] and endovenous laser ablation [EVLA]) has largely replaced surgery as the standard of care

Ultrasound-guided foam sclerotherapy (UGFS) represents a less invasive option but has higher recurrence rates

involved, typically the great saphenous vein and its tributaries, but the short saphenous vein (posterior lower leg) may also be affected

'Porgy and Bess' to Screen at Quentin Tarantino's Vista Theatre<br /> by [[Jim Hemphill]] in IndieWire accessed on 2026-03-30T10:47:37

Aortic dissection typically presents acutely with sudden, severe tearing chest or back pain, often described as lancinating in quality. [5-6] Approximately 50% of patients with thoracic aortic aneurysm may progress to dissection without timely intervention. [5] In contrast, thoracic aortic aneurysm is usually asymptomatic and discovered incidentally during physical examination or imaging for other indications. [5]

Absolute size thresholds for degenerative aneurysms: [1][3][5]

Ascending aorta/aortic root: ≥5.5 cm

Descending thoracic aorta: ≥6.0 cm (or 5.5 cm if favorable anatomy for TEVAR)

Thoracoabdominal aorta: ≥6.0 cm

Lower thresholds apply for: [3]

Marfan syndrome or genetic conditions: 4.0-5.0 cm depending on condition

Bicuspid aortic valve: 5.0-5.5 cm

Rapid growth: >0.5 cm/year

Concomitant cardiac surgery: >4.5 cm if undergoing aortic valve surgery

Immediate surgical evaluation: [5]

Any symptomatic aneurysm regardless of size (chest/back pain, dysphagia, hoarseness, hemoptysis)

Acute complications (dissection, rupture, malperfusion)

Post-Repair Surveillance

After TEVAR: CT at 1 month, 12 months, then annually if stable. [1]

After open repair: CT or MRI within 1 year, then every 5 years if no residual aortopathy. Annual imaging if residual disease or abnormal findings.

Earlier intervention is reasonable when high-risk features are present, including rapid growth (≥0.5 cm/year), symptomatic aneurysm, saccular morphology, or penetrating atherosclerotic ulcers

elective surgical repair is suggested at 5.5 cm in patients without underlying connective tissue disorders, with earlier intervention at 4.5-5.0 cm in patients with connective tissue disorders or bicuspid aortic valve

Ehlers-Danlos and Marfan syndromes also are rare causes. Less than 10% of aortic aneurysms occur in the thoracic aorta

This is for:

Abramson, D.A. and Sosic, R. "Relative Debugging using Multiple Program Versions", Key Note Address, 8th Int. Symp. on Languages for Intensional Programming , Sydney, 3-5th May, 1995. In Intensional Programming I, World Scientific, ISBN 981-02-2400-1.

(From https://web.archive.org/web/19970504170226/https://www.cit.gu.edu.au/~davida/guard.html.)

Linked to archived paper: https://web.archive.org/web/19970504170226/https://www.cit.gu.edu.au/~davida/papers/islip.ps.Z

This is for:

Abramson, D.A. and Sosic, R. "A Debugging Tool for Software Evolution", CASE-95, 7th International Workshop on Computer-Aided Software Engineering, Toronto, Ontario, Canada, July 1995, pp 206 - 214. Also appeared in proceedings of 2nd Working Conference on Reverse Engineering, Toronto, Ontario, Canada, July 1995.

(From https://web.archive.org/web/19970504170226/https://www.cit.gu.edu.au/~davida/guard.html.)

Linked to archived paper: https://web.archive.org/web/19970504170226/https://www.cit.gu.edu.au/~davida/papers/case95.ps.Z

Comment by Janneke_Adema: Comment by onewheeljoe: This question seems like it should be more specific to disciplines. What is annotation in the legal world? How about for scientists? For beginning readers?

If I'm annotating a text to make meaning, that's different than if I'm a prof annotating a historical text to provide relevant background. The two notes have only their "noteness" in common, I'd say.

Comment by Janneke_Adema: Comment by amidont: There is, truly, so much potential in these tools and approaches toward asynchronous, distributed reading and writing. One question I have, already, is how such distributed forms of production-consumption further dissolve notions of textuality and authorship so entrenched within traditional notions and practices of scholarship and empirical research. The flattened hierarchies, especially, threaten the institutionalized power structures which have tightly controlled the design, review, and dissemination of scholarship and research.

https://www.facebook.com/groups/721704878218903/posts/3019304195125615/

Sarah Everett is collecting typewriter repair shop and typewriter dealer stickers

Florida Has Deemed All Existing Intro to Sociology Textbooks Illegal and Produced Its Own<br /> by [[Zachary Levenson]] in Truthout<br /> accessed on 2026-03-11T11:16:07

Olivetti Studio 44 Ring & Cylinder Adjustment<br /> by [[Joe Van Cleave]] on YouTube

Joe shows how to test for ring and cylinder using a slip of paper and then indicates the adjustment points (with lock screws) on the Olivetti Studio 44.

Sarah A. Bendall FRHistS is a senior lecturer at the Gender and Women's History Research Centre in the Institute for Humanities and Social Sciences. She is a material culture historian whose research examines the roles of women in the production, trade and consumption of global commodities and fashionable consumer goods between 1500-1800. She has particular expertise in seventeenth-century dress and recreative methodologies, such as historical dress reconstruction.

Sarah was awarded her PhD from the University of Sydney. During her doctoral research she was a visiting research student at Kings College London. Prior to joining ACU, she held positions at the University of Western Australia, the University of Sydney and the University of Melbourne. She has been awarded fellowships from The Bodleian Libraries at the University of Oxford, the Folger Shakespeare Library and the Powerhouse Museum. She was also co-investigator on the UK Arts and Humanities Research Council's Making Historical Dress Network grant (2023-5).

to what extent will the robots perform? What are these limitations that the companies will be ridding them off?

This Is How a Child Dies of Measles<br /> by [[Elizabeth Bruenig]] in The Atlantic<br /> accessed on 2026-02-20T09:59:04

https://www.reddit.com/r/typewriters/comments/1r6bjkm/require_help_to_identify_typeriter/

https://old.reddit.com/r/typewriters/comments/1lw38tv/please_help_me_identify_this_typewriter/

Extensive research has suggested that individuals who have endured maltreatment are more susceptible to PSU, highlighting a link between the two

So if i'm not mistaking but I see when it comes to not only creating a piece of creative writing, but we need to put a lot of thought and emotion into our writing piece, that's what I'm understanding at the moment.

How did those Bad Bunny-themed, anti-ICE towels get into the Super Bowl?<br /> by [[August Brown]] in Los Angeles Times accessed on 2026-02-09T08:40:56

@21:25

Blow: Maybe I should ship— I mean I would have to dig it out of source control and compile it again, which… OMG. Compiling a C++ program from 15 years ago is difficult.

Muratori: Mm-hmm.

Videos of Fatal Shooting of Alex Pretti Contradict U.S. Account in Minneapolis<br /> by [[Brenna T. Smith]], [[Jack Gillum]], [[Belle Cushing]] and [[Emma Scott]]<br /> accessed on 2026-01-30T15:41:26

https://www.reddit.com/r/typewriters/comments/1qr703r/identification_help_needed/

I in this phrase I really like it, because I appreciate how this emphasizes that education has to evolve with the times rather than rely on outdated approaches. I feel that art integration is like a natural way to stay responsive to new ideas, technologies, and how the students actually think and express themselves today.

When scrolling through videos to watch, Youtube offers closed captioning on the videos before clicking them. The closed captions and transcripts for most videos allows for viewers with hearing impairments to easily access the same content as everyone else. If closed captions are not on, they are a click away by selecting the "CC" button. Similarly, with this specific annotation, you can click the "Show Transcript" button and it provides viewers a real time transcript as the video is playing.

We ran high-level US civil war simulations. Minnesota is exactly how they start<br /> by [[Claire Finkelstein]] in The Guardian<br /> accessed on 2026-01-21T10:07:26

Opinion - I’m the Mayor of Minneapolis. Trump Is Lying to You.<br /> by [[Jacob Frey]] mayor of Minneapolis in The New York Times<br /> accessed on 2026-01-08T22:05:59

U.a. Schlüsseldaten zur Erosion und Zerstörung der regelbasierten internationalen Ordnung (oder des Anspruchs darauf) in den letzten Jahrzehnten. Kein Hinweis auf die ökologische Dimension.

This is:

Cox, Brad J., Steve Naroff, and Hansen Hsu. 2020. “The Origins of Objective-C at PPI/Stepstone and Its Evolution at NeXT.” Proceedings of the ACM on Programming Languages 4 (HOPL): 82:1-82:74. https://doi.org/10.1145/3386332.

for - progress trap - social media - misinformation - AI algorithms hijacking and pretending to be human

for - comparison - information and truth - truth is a very special type of information

for - large scale human systems - are a combination of - mythology and bureaucracy

for - example - no self-correcting mechanism in religion - 10th commandment and slaves

for - trivia - philosopher John Locke - investor in slave trade and native american dispossesion!

• SRG comment - John Locke - How "enlightened!"

for - history - progress - expansionism and gods - went hand-in-hand

for - history - progress - political and religious partnership narrative - top leader claimed to represent top god

for - history - progress - polytheistic gods - Roman and Greek - Jupiter & Zeus

for - history - progress narrative - repeats over and over

for - economic history - Volcker Shock - 2 political allies - Thatcher (1979) and Reagan (1980) came to power - cast taxes, social programs and regulation as the bogeyman

• SRG comment - Reagan and Thatcher policies - advocating for inequality - against the sacred

for - paper - Characteristic processes of human evolution caused the Anthropocene and may obstruct its global solutions (2023) - author - Timothy M. Waring - Zachary T. Wood - Eörs Szathmáry

SRG comment - validation that cultural evolution must make a dramatic shift because - the patterns of cultural evolution that brought human civilization to modernity and the Anthropocene - could end up destroying it - progress trap - cultural evolution - patterns of existing cultural evolution and progress could be our ultimate progress trap

for - gene-culture coevolution - definition - Evolutionary Transition in both Inheritance and Individuality (ETII) - authors - Timothy M Waring - Zachary T Wood - paper - Cultural inheritance is driving a transition in human evolution 2025

for - microbiome - blurs ecological and evolutionary time - due to short generation time of microfauna

for - key insight - cell replication AND function of proteins are both dependent on the living cell. Neither follow from DNA alone - Denis Noble

for - definition - cut and paste enzyme - living cells provide cut and past enzyme to run along the genome and correct all the replication errors

for - book - Understanding Living Systems - Denis and Raymond Noble - to - book - Understanding Living Systems - Denis and Raymond Noble - https://hyp.is/M7xm0NeMEfCqc2PC5Mwj2A/dokumen.pub/understanding-living-systems-9781009277365-9781009277396.html

for - book - Understanding Living Systems -o Denis and Raymond Noble - from - youtube - Denis Noble - interview - We're stuck in a DNA dogma - https://hyp.is/gWe8MteLEfCpKr-k4niKcg/www.youtube.com/watch?v=NAPhBt8VJCM

for - superorganism - characterized by extreme sociality and cooperation in insect world, for example.

for - quote - the basic elements of the superorganism are not cells and tissues but closely cooperating animals - E.O. Wilson & Holldobler

https://www.terrigivens.com/reckoning/

for - to - book - Goliath's Curse: the History and Future of Societal Collapse - Luke Kemp

for - stats - psychopathy - 3 to 21% in boardrooms and parliaments - more likely to find psychopath in boardroom and parliament than grocery store - SRG comment - stats- shadow side of leadership - high percentage of leaders have dark triad

for - anthropocene - shared struggle - post-growth and degrowth is part of it

for - anthropocene - provisioning - between planetary boundaries and wellbeing

for - neuroscience - of obedience - study - Rawanda - existing populations of perpetrators and those who refused to participate

for - Bill gates climate article - is AND, not EITHER OR

The pressure Elena receives from her relatives shows how cultural norms strongly shape the expectations around marriage and family. It made me think about what different cultures defined as the right age to marry or have children.

for - climate crisis - power of young people to affect politics - create party which takes no money - young people don't need - opinion - James Hansen

SRG comment - James Hansen - youth and politics -TPF - cISTP -TPF as a vehicle

for - stats - solar adoption between June 2024 and 2025 rose 60%

for - David Suzuki talk - ecology and economy

https://www.goodreads.com/quotes/4857-ginny-said-mr-weasley-flabbergasted-haven-t-i-taught-you-anything

https://librarytechnology.org/mergers/<br /> Library technology Mergers

Is this not how things work in Texas though with connect and manage?

"Intertwined with its concern over ethnicity and religion, the Orange Order presented an ideal of nationalism that differed from the conceptions being presented by other competing forces in Canada. While other Canadian thinkers of the early-twentieth century began to conceive of the Canadian nation as part of a North American tradition, along with the United States, or as a “northern nation” that, through the crucible of Arctic winters, broke with both the United States and Europe, the Orange Order celebrated Canada’s past and highlighted the accomplishments of the British in North America. As the Order saw it, the devotion of the Loyalists and the rise of an Anglophone hegemony in North America were foundational to Canada’s existence, and both owed their authority to British identity. Indeed, as Scott See points out with regard to the Orange Order’s Loyalism of the nineteenth century,

The Orange Order served as a form of connective tissue to link the Old World with the New. It was a complex blend of full-throated dedication to the Empire and unswerving support for Britain’s imperial endeavors, as well as an indigenous pronouncement of colonial identity in North America that applauded the British connection, yet strove to articulate a distinct identity of Britishness. (See Citation2014, 182)"

SPECIFIC BRITISH IDENTITY -> EMPHASIZES THIS AS OPPOSED TO NORTH AMERICAN IDENTITY CURRENTS LIKE AMERICANISM

Flag is connection between Canadians and the British Empire. Again, empty identity though. " “the Flag of our Empire, upon which the sun never sets is the outward and visible emblem of our loyalty to the great British Commonwealth, of which Canada is an integral part” (“Forms” Citation1937). This strain of thought resembled the ideas of imperialists like Stephen Leacock, who before World War I had advocated for greater Canadian participation in British imperial ventures as a means of sharing in the military victories won overseas and the spread of Anglo-Saxon civilization."