1,340 Matching Annotations
  1. Jul 2020
  2. Jun 2020
    1. le fonctionnement des institutions, services et établissements qui ont la charge des enfants et assurent leur protection soit conforme aux normes fixées par les autorités compétentes, particulièrement dans le domaine de la sécurité et de la santé et en ce qui concerne le nombre et la compétence de leur personnel ainsi que l’existence d’un contrôle approprié.
    2. assurer à l’enfant la protection et les soins nécessaires à son bien-être,
    1. Only New Jersey and Delaware voted against Wilson’s compromise

      James Wilson (Pennsylvania) offered the 3/5ths idea

    2. ng hot June 11, 1787, South Carolina delegate John Rutledge

      Rutledge and Major Pierce Butler were apparently the architects of the 3/5th proposal in the Constitution.

    3. The only delegate who pounced on the three-fifths “compromise” was Massachusetts abo-litionist and future vice president Elbridge Gerry. “ Blacks are prop-erty, and are used [in the South] . . . as horses and cattle are [in the North],” Gerry stammered out. So “why should their representation be increased to the southward on account of t he number of slaves, [rather] t han [on the basis of] horses or oxen to the north?”

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  3. May 2020
  4. Apr 2020
    1. more than three-quarters support the stimulus plans that have already passed and “77% of the public thinks it will be necessary for the president and Congress to pass another bill to provide more economic assistance for the country.” That includes 66 percent of Republicans. We are all Keynesians now.
    1. So, on April 9, 2020 the US central government (the president and Congress) and the US central bank (the Fed) announced a massive money and credit creation program that included all the classic MP3 techniques, including helicopter money (direct payments from the government to citizens). It was essentially the same announcement that Roosevelt made on March 5, 1933. 
    1. Les consommateurs, ce sont tous ceux qui prennent au pied de la lettre ce que proposent les sites de rencontres. C’est à dire des catalogues où les humains qui y sont inscrits se résument à des fiches produits : quelques photos et une liste de caractéristiques. Et puisqu’on est sur un site de rencontres on va consommer la rencontre exactement comme on consomme un paquet de nouilles.

      Le prisme du consumérisme est extrêmement réducteur, les sites de rencontres ouvrent leur porte à une population large et varié qu'il est abjecte de qualifier de consommateurs sans discernement. Les motivations des uns et des autres pour l'intérêt des sites de rencontres ne se réduit pas à la simple publicité d'accroche.

    2. Tout le monde ment plus ou moins sur les sites de rencontre. Et ceux qui ne mentent pas finissent toujours par le faire avec de nombreux degrés de mensonges.

      Peut-on dire que cette généralité s'applique à l'ensemble des utilisateurs ?

    3. Au fil du temps, les sites se sont démocratisés, et tous mes amis qui pratiquaient s’amusaient à faire des mails avec ces pépites. J’ai donc compris que tout le monde était sur les sites de rencontres et que tout le monde se foutait de leur gueule avec une sorte d’attirance-dégoût.

      L'arrivée des sites de rencontres sur le web a provoqué une nouvelle tendance de rencontre version 2.0 : moderne, ils ont remporté un succès immédiat, loin des classiques agences matrimoniales, ils ont facilité le contact et la connaissance entre deux personnes à distance.

    1. Pour certains auteurs, ils seraient en fait les outils privilégiés des journalistes débutants et progressivement délaissés au fur et à mesure de l’avancement de leur carrière lorsque ces professionnels de l’information s’attellent à des tâches plus nobles comme l’écriture d’articles originaux

      Justification de cette pratique pour les néophytes

    2. Des journaux composés d’emprunts, de répliques, de copies ? Voilà qui ruine l’idéal démocratique du pluralisme de l’information

      Généralisation sur un journalisme de masse mis en évidence

  5. Mar 2020
    1. Trouvez du soutien dans cette démarche qui va à contre-courant de la tendance générale de surconsommation et de surconnection. Non, vous n’êtes pas seul. Oui, il existe d’autres manières de vivre. Vous pouvez prendre part à des activités de groupe vous permettant de vous recentrer sur vos sens et votre ressenti. Par exemple, apprendre à jouer d’un instrument de musique, à sculpter le bois, à jardiner – même si vous habitez en ville, etc.

      L’enchaînement des idées a un effet persuasif au service de l'auteure. Fluide, "non, vous n'êtes pas seul. Oui, il existe d'autres manière de vivre." encourage le lecteur tout en défendant le point de vue de l'auteure.

    2. Bougez. Le temps passé devant un écran est généralement du temps passé immobile. Faites le choix d’aller à l’encontre de cette tendance statique et offrez à votre corps et votre esprit les bienfaits antidépresseurs de l’activité physique.

      Faits largement connu par une majorité au service de son point de vue et surtout du conseils. Raisonnement épistémique abductif

    3. FOMO (fear of missing out), « digital detox », ou « slow technology » sont des expressions que vous avez déjà peut-être entendues. La société post-industrielle est en train de réagencer ses fondations autour du digital. On l’utilise partout, tout le temps, pour travailler, contacter ses proches, faire les courses, gérer son compte bancaire, préparer les prochaines vacances ou s’occuper des devoirs des enfants. La cyberaddiction, un mal de plus en plus courant. Ce qui était initialement conçu comme un outil est en train de devenir une obsession.

      L'auteur introduit le terme digital signifiant en Francais Numérique. D'après l'Onisep, "le numérique englobe l’informatique, mais son périmètre est plus large car il recouvre aussi les télécommunications (téléphone, radio, télévision, ordinateur) et Internet.". On peut se questionner sur le titre de sa partie "Internet est addictif". C'est le digital ou Internet qui serait addictif ?

  6. Feb 2020
    1. Reverse engineering a bronze cannon from theLaBelleshipwreck

      The benefit to archaeology, museum curation, and other areas presented by computer modeling and 3D printing cannot be overstated. These technologies allow us to explore artifacts, sites, and more, in ways that we never could before.

    1. The Four-Component Instructional Model (4C/ID) immediately grabbed my attention when looking at the various models we had available. The process involves (a) learning tasks, (b) part-task practice, (c) support information, and (d) procedural information. It seems simple enough but design guidelines laid out in the tables within Merriênboer (2019) provide very thorough suggestions and a constructivist approach. The end product for a curricula or course designed in this approach is one with fidelity to professional activity.

    2. Table 4:

      encourages metacognition and challenges conceptual and structural models.

    3. Table 3

      Encourages individualization, personalized learning tasks and self-directed learning. Shifts the responsibility over task selection from the teacher to the student (important!)

    4. Table 2:

      It's asking for thorough standards of acceptable performance to be set down, or made concrete by the instructor and ID, as a way to measure things effectively.

    5. Table 1: Design Principles for Learning Tasks

      one of the things I like about this model is that it is asking you from the get go to think of profession-related activities that can be designed or simulated for students to understand and relate the material.

    6. Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993

      Find the activities in a college class that require routines and rote learning, or cognitive schemas that require practice and "strengthen them"

    7. Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.

      so break down a lecture theory session from a step by step session. Or a document that has theory information should have a clear divide when you get into the step by step process?

    8. sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)

      The idea of providing this supplemental information as a way to check against their current cognitive models by referring to theory or let theory guide their attempt at a learning task. It doesn't dictate a rigid structure.

    9. This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners

      I like that this model includes the idea of feedback and how to trigger thinking and reflection on their own behavior, cognitive models, etc.

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    1. * Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills

      this sounds a lot more involved unless you are working off a basic set of assumptions for mental operations and complex skills. Further understanding of psychological research and learning theories would be needed.

    2. Dick and Carey Model

      what the heck is this website, lmao.

    1. (a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice

      4 components

      Learning Tasks:

      • aim at integration of (non-recurrent and recurrent) skills.
      • provide authentic, whole-task experiences based on real-life tasks
      • Are organized in simple-to-complex task classes and have diminishing support in each task class (scaffolding).
      • Show high variability of practice.
    2. Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning.

      the backbone of this model

    3. four-component instructional design (4C/ID)

      4C/ID tag might be one of the models I want to look into as I might use it for the Art Modules Class

    1. Feedback is a constant loop and not something that should come right at the end of the e-learning course or training module. So, it is important for courses to have feedback inserted at the right places during instruction.

      feedback is a constant loop

    2. Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.

      how to give feedback

    3. Giving learners an indication of the desired outcomes help them calibrate their approach appropriately. This can be done via examples, case studies, and modelling various learning strategies like concept mapping, visualizing, role playing.

      learner guidance

    4. Successive Approximation Model (SAM)

      first time i've heard of this one

    5. Understanding Instructional Design

      reading check 3 material

  7. Jan 2020
    1. Arachnodactyly
    2. Camptodactyly
    3. Joint laxity
    4. Slender limbs
    5. Scoliosis
    6. Tall stature
    7. mild mitral valve regurgitation
    8. Midface hypoplasia
    9. Open mouth appearance
    10. Short philtrum
    11. Long face
    12. Hypotonia
    13. intellectual disability
    14. Developmental delay
    1. RRID:ZFIN_ZDB-ALT-120723-3

      DOI: 10.7554/eLife.42881

      Resource: (ZFIN Cat# ZDB-ALT-120723-3,RRID:ZFIN_ZDB-ALT-120723-3)

      Curator: @evieth

      SciCrunch record: RRID:ZFIN_ZDB-ALT-120723-3


      What is this?

    1. RRID:ZFIN_ZDB-GENO-160122-3

      DOI: 10.1016/j.cell.2019.01.019

      Resource: (ZFIN Cat# ZDB-GENO-160122-3,RRID:ZFIN_ZDB-GENO-160122-3)

      Curator: @ethanbadger

      SciCrunch record: RRID:ZFIN_ZDB-GENO-160122-3


      What is this?

    1. 3
    2. 3
    3. 3
    4. 3
    5. 3
    6. 3
    7. 3
    8. macrocephaly
    9. intellectual disability
    10. developmental delay
  8. Dec 2019
  9. Nov 2019
  10. Oct 2019
    1. Restoration asks us “what can we bring back to help us with the coming difficulties and tragedies?”
    2. Relinquishment asks us “what do we need to let go of in order to notmake matters worse?”
    3. Resilience asks us “how do we keep what we really want to keep?”
    4. The third area can be called “restoration.” It involves people and communities rediscovering attitudes and approaches to life and organisation that our hydrocarbon-fuelled civilisation eroded.
    5. second area of this agenda, which I have named “relinquishment.” It involves people andcommunities letting go of certain assets, behaviours and beliefs where retaining them could make matters worse.
    6. we can conceive of resilience of human societies as the capacity to adapt to changing circumstances so as to survive with valued norms and behaviours.
    7. The first is the way the natural scientific community operates.

      First Factor encouraging professional environmentalists in their denial of social collapse in the near term

    8. Especially in situations of shared powerlessness, it can be perceived as safer to hide one's views and do nothing if it goes against the status quo.
  11. Sep 2019
    1. 外國進口的

      Sentiment: Pos<br> Pragmatics: 很高級<br> (我的意思是 Made in China 就不會說是國外進口的)

    2. 也有30幾年了

      分類:3-2

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): yes
    3. 豎起大拇哥

      Sentiment: Pos<br> Pragmatics: 很棒<br> (Q: 默默)

    4. 安心食用

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    5. 酸酸甜甜

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    6. 鹹甜鹹甜

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    7. 現折

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    8. 主打

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    9. 新鮮製作

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    10. 一週只賣3天

      分類:3-2

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): yes
    1. 一整個就

      Sentiment: 視情況<br> Pragmatics: 強調

    2. 甜膩

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    3. 一口接一口

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    4. 挑嘴

      分類:3-2

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): yes
    1. 最對味

      Sentiment: Pos<br> Pragmatics: 很配

    2. 七里香

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no

      雞屁股

    3. 去膩

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    4. 多層次的口感

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    5. 爆汁

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    6. 香而不油

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    7. 現點現做

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    1. 很有誠意

      Sentiment: pos Pragmatics: 用料實在

    2. 軟硬適中

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    3. 粒粒分明

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    4. A餐

      分類:3-1

      1. M: no
      2. wiki: no
      3. special meaning from context (直覺): no
    1. MONSAM Portable Sinks are one of the leading manufacturer of Portable sinks. They offer 3 compartment portable self-contained sinks which are perfect for use as a commercial portable sink, a food service sink, a portable science sink, a medical sink, a mobile kitchen or a coffee cart portable sink.

  12. Aug 2019
  13. Jul 2019
    1. Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.
      • Constructivism - roots in the philosophical and psychological viewpoints of this century, specially Piaget, Bruner and Goodman. Learning occurs when the mind filters inputs from the world to produce its unique reality. The mind is believed to be the source of all meaning, direct experiences with the environment are considered critical. It crosses both categories by emphasizing the interaction between learner and the real world.

      • Social constructivism would emphasize critical experiences between the learner and other learners and mentors.

      • Connectivism is the integration of principles explored by chaos, network, complexity and self-organization theory. A lot of the content is now offloaded to the machine that was previously residing within the learner.

    1. Marriage is the tomb of trust and love.

      In this time period marriage was forced and could be unbroken.

    1. The pope cannot remit any guilt, except by declaring that it has been remitted by God and by assenting to God’s remission; though, to be sure, he may grant remission in cases reserved to his judgment. If his right to grant remission in such cases were despised, the guilt would remain entirely unforgiven

      The pope cannot take away a person sin unless the canons say otherwise

    1. The Enlightenment was always a self-consciously minority movement.

      The enlightenment did not appeal to people at the time

    1. During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

      Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.

    1. It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.

      It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.

    1. Connectivism is the theory behind massive open online courses, MOOCs

      the author doesn't really elaborate as to how or why connectivism is the guiding theory behind moocs.

    1. Art 3 — There can be no slaves on this territory; servitude has been forever abolished. All men are born, live and die there free and French. Art 4 — All men can work at all forms of employment, whatever their color.Art 5 — No other distinctions exist than those of virtues and talents, nor any other superiority than that granted by the law in the exercise of a public charge. The law is the same for all, whether it punishes or protects. Title III. On Religion

      slavery was abolished in Haiti