Like a parent cannot care as much about other people’s children as about their own — and in fact, that would be a betrayal of their parental task — they can care about other people’s children while prioritizing their own

Wybrane dane z raportu:Grupa wiekowa 7-12 lat:Z serwisów społecznościowych i komunikatorów dozwolonych od 13. roku życia aktywnie korzysta znacznie ponad połowa tej grupy wiekowej – aż 1,4 mln dzieci (58%). co trzecie dziecko (760 tys.) (32%) ma regularny dostęp do platformy TikTok, 24% (580 tys.) do Facebooka, zaś 12% (290 tys.) – do Instagrama.Dzieci powszechnie używają komunikatorów: 38% Messengera (900 tys.), a 31% Whatsappa (720 tys.).Najintensywniej korzystają z TikToka – aktywni użytkownicy tej platformy spędzają w aplikacji średnio 2 godziny i 11 minut dziennie i w większości przypadków uruchamiają ją kilkanaście lub kilkadziesiąt razy w ciągu jednego dnia. Można szacować, że ponad dwie godziny dziennie na tej platformie spędza ponad 300 tys. dzieci.Grupa wiekowa 7-14 lat:85% z nich korzysta z internetu (2,7 mln).Spośród nich 96 proc. (2,6 mln) łączy się z siecią poprzez urządzenia mobilne.Najczęściej korzystają z platform społecznościowych i streamingowych. W serwisach społecznościowych spędzają ponad 2 godziny dziennie, zaś na platformach streamingowych blisko 2 godziny. Najczęściej wybieranymi kategoriami tematycznymi są: kultura i rozrywka, edukacja oraz erotyka.  Z  rozrywki – głównie gier oraz muzyki – korzysta 95 proc internautów z tej grupy, podobny odsetek odwiedziło treści edukacyjne, zaś erotyczne – 51 proc. Do korzystania z serwisów erotycznych najczęściej wykorzystują urządzenia mobilne.

their kids aren’t interested in the grueling work of farming.

there were a group of scientists that were trying to understand how the brain processes language, and they found something very interesting. They found that when you learn a language as a child, as a two-year-old, you learn it with a certain part of your brain, and when you learn a language as an adult -- for example, if I wanted to learn Japanese

shi-ne

we think of kindness and compassion in a way that's very similar to the way scci other scientists think about language

when we ask these huge metaphysical questions and we all forget that we were one's children and that we may have been experiencing this in a very very different way

the wonderful thing about children is that they are natural philosophers

the future future for education and this is a mega Trend that will last in the next decades is that we use artificial intelligence to tailor um educational let's say or didactic Concepts to the specific person so let's say in in the future everybody will have his or her specific let's say training or education profile he or she will run through and artificial intelligence um will will tailor the different educational environments for everybody in the future this is this is a pre this is a pretty clear Trend

before puberty before let's say 30 and 14 years of age um we know that the Restriction of those devices is beneficial for the development of the brain because children learn to to think in a three-dimensional world

children for instance ask 500 2 000 questions a day and as you are grown up it's maybe 10 or 20 Questions per day

The book changed my point of view. Statistics, surveys, and anecdotes bear out that there are a great many marriages that are soul crushing for a woman based on the traditional marriage roles that still dominate. There’s an inequality of sharing household chores and childcare and an inequality of who sacrifices their desired careers, especially poignant at a time when women are ascendant in their educational attainment and career opportunities. 2Lyz’s book gave me a clear picture of how in many “normal” seeming marriages––no infidelity, no physical or cruel emotional abuse, no addictions or criminal behavior–––a woman might live a far happier and more fulfilling life if she got a divorce or had never married.

when you've killed off all the big game and you're sort of running around hunting rabbits and small birds and you're starting to think this 00:11:49 really isn't good enough and probably in those those hunting societies is usually the women and children who do the gathering and they were probably uh producing 00:12:02 a bigger and bigger percentage of the food supply from their activities

let's face it if you create a traumatized child you then have 00:44:39 to have the capacity for dealing with the traumatized child so it's not just out of benevolence to him but also that it's a lot easier to be in relationship 00:44:51 with someone for the rest of your life that a that you haven't damaged

I think one of the things that you're describing is what it looks 00:44:00 like to try to do something without breaking something else

Physical  difference is the first thing to take into account when designing for kids. Children’s motor skills (especially at a young age) are different from those of other age groups. Younger kids’ motoricts change their user behavior. For example, at early age children typically type slowly or have limited control of the mouse. This is something designers have to pay attention to when creating UI for children.

UX design for kids

What are some of the best practices for kids’ UX design?

What are some top UX design principles when designing for kids?Some important UX design principles when designing for kids are as follows. Simplicity and clarity Interactive and engaging elements Age-appropriate content Safety and privacy Consistent feedback and rewards

What are the unique UX needs of children?Four critical areas must be considered when designing products and services for children. Cognitive abilities Motor skills Attention span Emotional responses

What is child-centric design in UI/UX?Child-centric design in UI/UX focuses on understanding and meeting the needs of children as the target audience. This approach prioritizes the needs of children, treating them as expert users and targeting their specific concerns as they interact with a product or service.

What are some top sectors where designing for kids is essential?The following sectors need UX designs for kids. Educational apps

Mobile and tablet apps have become an indispensable part of growing up. As a parent myself, I’ve witnessed firsthand the incredible impact these apps can have on early childhood development.

PIS has observed children under 15 on 11% of the3T mines visited in South and North Kivu and Maniema between 2018 and 2020.

Likewise, IPIS estimates that children under fifteen represent 3% of workers at sites visited (1,614 under-age miners). They predominantly work in open-pit mines, as opposed to underground, and are oftenemployed to wash or treat mineral ores. It is also worrying that at 17 gold mines, children use mercury totreat gold ores.

The presence of children under 15 working in the mineral exploitation (digging, carrying, washing) wasreported in 39 mining sites (16 percent, N = 238). We noted a strong difference between DDP mines (5percent, N = 110) and non-DDP mines (26 percent, N = 128). Out of those 39 sites, only three were not agold producing site, which indicates that the presence of child labour is far more prevalent in the goldsupply chains

(5 percent, N = 110) and non-DDP mines (26 percent, N = 128)

The study did not find a correlation between reporting children working in the mines and the presenceor absence of due diligence because 55 percent of respondents reported that they had seen child labourin mines in DDP zones versus 49 percent in mines in non-DDP zones

The presence of children under 15 working in the mineral exploitation was reported in 16percent of the mining sites visited (N = 238), most of them in the gold sector.11 Over half of the mobilerespondents (54 percent, N = 269) reported that they had seen children working in mines in the past sixmonths.

The same goes with ‘child labour’, another criteriafor the scoring that has been observed at 36% of the mines (234 of 654 sites), while these sites employ60% of the mine workers.

Child labor has been detected at one in four ASM

i realized that that the the thing that giving me the most anguish in the world most uh a sense of crisis was the 00:16:18 possibility that my children would grow up merge into the world as adults and lose their sense of hope into a world of turbulent violence and would lose sense of hope 00:16:31 so that that's when things really started to crystalliz

Recent work has revealed several new and significant aspects of the dynamics of theory change. First, statistical information, information about the probabilistic contingencies between events, plays a particularly important role in theory-formation both in science and in childhood. In the last fifteen years we’ve discovered the power of early statistical learning.

John Holt, a Boston teacher. He began his bestsellingbook How Children Fail in 1964

In order to throw light on the question whether exceptionally bright children are specially likely to be one-sided, nervous, delicate, morally abnormal, socially unadaptable, or otherwise peculiar, the writer has secured rather extensive information regarding 31 children whose mental age was found by intelligence tests to be 25 per cent above the actual age. This degree of intelligence is possessed by about 2 children out of 100, and is nearly as far above average intelligence as high-grade feeble-mindedness is below. The supplementary information, which was furnished in most cases by the teachers, may be summarized as follows: -- Ability special or general. In the case of 20 out of 31 the ability is decidedly general, and with 2 it is mainly general. The talents of 5 are described as more or less special, but only in one case is it remarkably so. Doubtful 4. Health. 15 are said to be perfectly healthy; 13 have one or more physical defects; 4 of the 13 are described as delicate; 4 have adenoids; 4 have eye-defects; 1 lisps; and 1 stutters. These figures are about the same as one finds in any group of ordinary children. Studiousness. "Extremely studious," 15; "usually studious" or "fairly studious," 11; "not particularly studious," 5; "lazy," 0. Moral traits. Favorable traits only, 19; one or more unfavorable traits, 8; no answer, 4. The eight with unfavorable moral traits are described as follows: 2 are "very self-willed"; 1 "needs close watching"; 1 is "cruel to animals"; 1 is "untruthful"; 1 is "unreliable"; 1 is "a bluffer"; 1 is "sexually abnormal," perverted," and "vicious." It will be noted that with the exception of the last child, the moral irregularities mentioned can hardly be regarded, from the psychological point of view, as essentially abnormal. It is perhaps a good rather than a bad sign for a child to be self-willed; most children "need close watching"; and a certain amount of untruthfulness in children is the rule and not the exception. Social adaptability. Socially adaptable, 25; not adaptable, 2; doubtful, 4. Attitude of other children. "Favorable," "friendly," "liked by everybody," "much admired," "popular," etc., 26; "not liked," 1; "inspires repugnance," 1; no answer, 1. Is child a leader? "Yes," 14; "no," or "not particularly," 12; doubtful, 5. Is play life normal? "Yes," 26; "no," 1; "hardly," 1; doubtful, 3. 1s child spoiled or vain? "No," 22; "yes," 5; "somewhat," 2; no answer, 2. According to the above data, exceptionally intelligent children are fully as likely to be healthy as ordinary children; their ability is far more often general than special, they are studious above the average, really serious faults are not common among them, they are nearly always socially adaptable, are sought after as playmates and companions, their play life is usually normal, they are leaders far oftener than other children, and notwithstanding their many really superior qualities they are seldom vain or spoiled.

Teachers should be better trained in detecting the signs of superior ability. Every child who consistently gets high marks in his school work with apparent ease should be given a mental examination, and if his intelligence level warrants it he should either be given extra promotions, or placed in a special class for superior children where faster progress can be made. The latter is the better plan, because it obviates the necessity of skipping grades; it permits rapid but continuous progress.

Whether civilization moves on and up depends most on the advances made by creative thinkers and leaders in science, polities, art, morality, and religion. Moderate ability can follow, or imitate, but genius must show the way.

Statistics collected in hundreds of cities in the United States show that between a third and a half of the school children fail to progress through the grades at the expected rate; that from 10 to 15 per cent are retarded two years or more; and that from 5 to 8 per cent are retarded at least three years. More than 10 per cent of the $400,000,000 annually expended in the United States for school instruction is devoted to re-teaching children what they have already been taught but have failed to learn.

the human being is a rational animal, whose powers of reason are brought to actuality only through education

education is not a merely contingent addition to the human life-form. Education is reason’s vehicle.

I have now visited John Ssebunya in Bombo, Uganda five different times, filmed five different documentaries

“She had engaged to go as governess to Mrs. Smallridge’s children—a dear friend of Mrs. Elton’s—a neighbour of Maple Grove; and, by the bye, I wonder how Mrs. Elton bears the disappointment?”

Half a dozen natural children, perhaps—and poor Frank cut off!—This, though very undesirable, would be no matter of agony to her. It inspired little more than an animating curiosity.

Emma, on reaching home, called the housekeeper directly, to an examination of her stores; and some arrowroot of very superior quality was speedily despatched to Miss Bates with a most friendly note. In half an hour the arrowroot was returned, with a thousand thanks from Miss Bates, but “dear Jane would not be satisfied without its being sent back; it was a thing she could not take—and, moreover, she insisted on her saying, that she was not at all in want of any thing.”

Yes, indeed, there is every thing in the world that can make her happy in it. Except the Sucklings and Bragges, there is not such another nursery establishment, so liberal and elegant, in all Mrs. Elton’s acquaintance. Mrs. Smallridge, a most delightful woman!—A style of living almost equal to Maple Grove—and as to the children, except the little Sucklings and little Bragges, there are not such elegant sweet children anywhere. Jane will be treated with such regard and kindness!—It will be nothing but pleasure, a life of pleasure.—And her salary!—I really cannot venture to name her salary to you, Miss Woodhouse. Even you, used as you are to great sums, would hardly believe that so much could be given to a young person like Jane.” “Ah! madam,” cried Emma, “if other children are at all like what I remember to have been myself, I should think five times the amount of what I have ever yet heard named as a salary on such occasions, dearly earned.”

trusting that you will some time or other do me greater justice than you can do now

An old married man

Emma, glad to be enlivened, not sorry to be flattered, was gay and easy too, and gave him all the friendly encouragement, the admission to be gallant, which she had ever given in the first and most animating period of their acquaintance; but which now, in her own estimation, meant nothing, though in the judgment of most people looking on it must have had such an appearance as no English word but flirtation could very well describe.

Mr. Knightley’s excessive curiosity to know what this word might be, made him seize every possible moment for darting his eye towards it, and it was not long before he saw it to be Dixon. Jane Fairfax’s perception seemed to accompany his; her comprehension was certainly more equal to the covert meaning, the superior intelligence, of those five letters so arranged. She was evidently displeased; looked up, and seeing herself watched, blushed more deeply than he had ever perceived her, and saying only, “I did not know that proper names were allowed,” pushed away the letters with even an angry spirit, and looked resolved to be engaged by no other word that could be offered. Her face was averted from those who had made the attack, and turned towards her aunt.

Emma was pleased with the thought; and producing the box, the table was quickly scattered over with alphabets, which no one seemed so much disposed to employ as their two selves. They were rapidly forming words for each other, or for any body else who would be puzzled. The quietness of the game made it particularly eligible for Mr. Woodhouse, who had often been distressed by the more animated sort, which Mr. Weston had occasionally introduced, and who now sat happily occupied in lamenting, with tender melancholy, over the departure of the “poor little boys,” or in fondly pointing out, as he took up any stray letter near him, how beautifully Emma had written it.

“Here,” resumed Harriet, turning to her box again, “here is something still more valuable, I mean that has been more valuable, because this is what did really once belong to him, which the court-plaister never did.”

gipsies

She had an unhappy state of health in general for the child of such a man, for she hardly knew what indisposition was; and if he did not invent illnesses for her, she could make no figure in a message.

when the other very person was chancing to pass by to rescue her!

Harriet was soon assailed by half a dozen children, headed by a stout woman and a great boy, all clamorous, and impertinent in look, though not absolutely in word.—More and more frightened, she immediately promised them money, and taking out her purse, gave them a shilling, and begged them not to want more, or to use her ill.—She was then able to walk, though but slowly, and was moving away—but her terror and her purse were too tempting, and she was followed, or rather surrounded, by the whole gang, demanding more.

Why she did not like Jane Fairfax might be a difficult question to answer

By birth she belonged to Highbury: and when at three years old, on losing her mother, she became the property, the charge, the consolation, the foundling of her grandmother and aunt, there had seemed every probability of her being permanently fixed there; of her being taught only what very limited means could command, and growing up with no advantages of connexion or improvement, to be engrafted on what nature had given her in a pleasing person, good understanding, and warm-hearted, well-meaning relations. But the compassionate feelings of a friend of her father gave a change to her destiny. This was Colonel Campbell, who had very highly regarded Fairfax, as an excellent officer and most deserving young man; and farther, had been indebted to him for such attentions, during a severe camp-fever, as he believed had saved his life. These were claims which he did not learn to overlook, though some years passed away from the death of poor Fairfax, before his own return to England put any thing in his power. When he did return, he sought out the child and took notice of her. He was a married man, with only one living child, a girl, about Jane’s age: and Jane became their guest, paying them long visits and growing a favourite with all; and before she was nine years old, his daughter’s great fondness for her, and his own wish of being a real friend, united to produce an offer from Colonel Campbell of undertaking the whole charge of her education. It was accepted; and from that period Jane had belonged to Colonel Campbell’s family, and had lived with them entirely, only visiting her grandmother from time to time. The plan was that she should be brought up for educating others; the very few hundred pounds which she inherited from her father making independence impossible. To provide for her otherwise was out of Colonel Campbell’s power; for though his income, by pay and appointments, was handsome, his fortune was moderate and must be all his daughter’s; but, by giving her an education, he hoped to be supplying the means of respectable subsistence hereafter.

Upon my word,” exclaimed Emma, “you amuse me! I should like to know how many of all my numerous engagements take place without your being of the party; and why I am to be supposed in danger of wanting leisure to attend to the little boys. These amazing engagements of mine—what have they been? Dining once with the Coles—and having a ball talked of, which never took place. I can understand you—(nodding at Mr. John Knightley)—your good fortune in meeting with so many of your friends at once here, delights you too much to pass unnoticed. But you, (turning to Mr. Knightley,) who know how very, very seldom I am ever two hours from Hartfield, why you should foresee such a series of dissipation for me, I cannot imagine. And as to my dear little boys, I must say, that if Aunt Emma has not time for them, I do not think they would fare much better with Uncle Knightley, who is absent from home about five hours where she is absent one—and who, when he is at home, is either reading to himself or settling his accounts.”

Mrs. Weston, with her baby on her knee, indulging in such reflections as these, was one of the happiest women in the world. If any thing could increase her delight, it was perceiving that the baby would soon have outgrown its first set of caps.

“Do you?—I have no doubt. Nature gave you understanding:—Miss Taylor gave you principles. You must have done well. My interference was quite as likely to do harm as good. It was very natural for you to say, what right has he to lecture me?—and I am afraid very natural for you to feel that it was done in a disagreeable manner. I do not believe I did you any good. The good was all to myself, by making you an object of the tenderest affection to me. I could not think about you so much without doating on you, faults and all; and by dint of fancying so many errors, have been in love with you ever since you were thirteen at least.” “I am sure you were of use to me,” cried Emma. “I was very often influenced rightly by you—oftener than I would own at the time. I am very sure you did me good. And if poor little Anna Weston is to be spoiled, it will be the greatest humanity in you to do as much for her as you have done for me, except falling in love with her when she is thirteen.”

“That is,” replied Mr. Knightley, “she will indulge her even more than she did you, and believe that she does not indulge her at all. It will be the only difference.” “Poor child!” cried Emma; “at that rate, what will become of her?” “Nothing very bad.—The fate of thousands. She will be disagreeable in infancy, and correct herself as she grows older. I am losing all my bitterness against spoilt children, my dearest Emma. I, who am owing all my happiness to you, would not it be horrible ingratitude in me to be severe on them?” Emma laughed, and replied: “But I had the assistance of all your endeavours to counteract the indulgence of other people. I doubt whether my own sense would have corrected me without it.”

Mrs. Weston’s friends were all made happy by her safety; and if the satisfaction of her well-doing could be increased to Emma, it was by knowing her to be the mother of a little girl. She had been decided in wishing for a Miss Weston. She would not acknowledge that it was with any view of making a match for her, hereafter, with either of Isabella’s sons; but she was convinced that a daughter would suit both father and mother best. It would be a great comfort to Mr. Weston, as he grew older—and even Mr. Weston might be growing older ten years hence—to have his fireside enlivened by the sports and the nonsense, the freaks and the fancies of a child never banished from home; and Mrs. Weston—no one could doubt that a daughter would be most to her; and it would be quite a pity that any one who so well knew how to teach, should not have their powers in exercise again. “She has had the advantage, you know, of practising on me,” she continued—“like La Baronne d’Almane on La Comtesse d’Ostalis, in Madame de Genlis’ Adelaide and Theodore, and we shall now see her own little Adelaide educated on a more perfect plan.”

languor of ill-health.

Poor little Emma! You were very bad with the measles; that is, you would have been very bad, but for Perry’s great attention. He came four times a day for a week. He said, from the first, it was a very good sort—which was our great comfort; but the measles are a dreadful complaint. I hope whenever poor Isabella’s little ones have the measles, she will send for Perry.”

rs. Weston, who is carefulness itself. Do not you remember what Mr. Perry said, so many years ago, when I had the measles? ‘If Miss Taylor undertakes to wrap Miss Emma up, you need not have any fears, sir.’ How often have I heard you speak of it as such a compliment to her!”

Now, if your friends have any gratitude, they will say something pretty loud about you and me in return; but I cannot stay to hear it.”

enry is a fine boy, but John is very like his mama. Henry is the eldest, he was named after me, not after his father. John, the second, is named after his father. Some people are surprized, I believe, that the eldest was not, but Isabella would have him called Henry, which I thought very pretty of her. And he is a very clever boy, indeed. They are all remarkably clever; and they have so many pretty ways. They will come and stand by my chair, and say, ‘Grandpapa, can you give me a bit of string?’ and once Henry asked me for a knife, but I told him knives were only made for grandpapas. I think their father is too rough with them very often.” “He appears rough to you,” said Emma, “because you are so very gentle yourself; but if you could compare him with other papas, you would not think him rough. He wishes his boys to be active and hardy; and if they misbehave, can give them a sharp word now and then; but he is an affectionate father—certainly Mr. John Knightley is an affectionate father. The children are all fond of him.” “And then their uncle comes in, and tosses them up to the ceiling in a very frightful way!” “But they like it, papa; there is nothing they like so much. It is such enjoyment to them, that if their uncle did not lay down the rule of their taking turns, whichever began would never give way to the other.” “Well, I cannot understand it.” “That is the case with us all, papa. One half of the world cannot understand the pleasures of the other.”

“Harriet must give us as much of her company as she can while my brother and sister are here. I am sure she will be pleased with the children. We are very proud of the children, are not we, papa? I wonder which she will think the handsomest, Henry or John?”

“But I do not see why poor Isabella should be obliged to go back so soon, though he does. I think, Emma, I shall try and persuade her to stay longer with us. She and the children might stay very well.”

CHARADE.

Emma felt herself so well acquainted with him, that she could hardly believe it to be only their second meeting. He was not exactly what she had expected; less of the man of the world in some of his notions, less of the spoiled child of fortune, therefore better than she had expected.

But you, who have known Miss Fairfax from a child, must be a better judge of her character, and of how she is likely to conduct herself in critical situations, than I can be.” “I have known her from a child, undoubtedly; we have been children and women together; and it is natural to suppose that we should be intimate,—that we should have taken to each other whenever she visited her friends. But we never did. I hardly know how it has happened; a little, perhaps, from that wickedness on my side which was prone to take disgust towards a girl so idolized and so cried up as she always was, by her aunt and grandmother, and all their set. And then, her reserve—I never could attach myself to any one so completely reserved.” “It is a most repulsive quality, indeed,” said he. “Oftentimes very convenient, no doubt, but never pleasing. There is safety in reserve, but no attraction. One cannot love a reserved person.”

“She always declares she will never marry, which, of course, means just nothing at all. But I have no idea that she has yet ever seen a man she cared for.

“There is hardly any desiring to refresh such a memory as that,”—said Mr. Knightley, feelingly; and for a moment or two he had done. “But I,” he soon added, “who have had no such charm thrown over my senses, must still see, hear, and remember. Emma is spoiled by being the cleverest of her family. At ten years old, she had the misfortune of being able to answer questions which puzzled her sister at seventeen. She was always quick and assured: Isabella slow and diffident. And ever since she was twelve, Emma has been mistress of the house and of you all. In her mother she lost the only person able to cope with her. She inherits her mother’s talents, and must have been under subjection to her.”

twelve

Harriet

Goddard

father

remembrance

two

childhood

locally-based staff and carries out its programs in conjunction with local partners. Teams of international instructors and volunteers support the programs through projects year-round.

hildren sit in judgment on their masters;

It will doubtless be objected that to encourage young persons at the Pert Ageto browbeat, correct, and argue with their elders will render them perfectlyintolerable. My answer is that children of that age are intolerable anyhow;and that their natural argumentativeness may just as well be canalised togood purpose as allowed to run away into the sands.

Learning became firmly subject centred rather than child centred.

10 percent of children spend atleast half of their childhood living in poverty.

Mrs Harville must be an odd mother to part with them so long

not to call at Uppercross in the Christmas holidays

excepting the little boys at the cottage

useful

clinging to him like an old friend

The social sciences remain normally silent about what mental platform is initially there thatthe personware is ‘installed’ on. The humanity of humans can be hardly conceived apart from theirparticipation in and entanglement with social systems, since it is only by virtue of their interactionswith the social system and its corresponding personware that they start making use of language andother symbolic systems. When considered apart from that, humans are alinguistic and asymbolicanimals [20 ].

Even though human existence in such a bare state may seem inconceivable, it is therenevertheless: every time a baby is born, a new, not yet programmed, prepersonal human is lookinginto somebody’s eyes ([27 ]: p. 133). This undeniable prepersonal presence we already call human leadsus to logically infer that humans do happen to exist prior to their personware [ 20 ,25 ,28 ]. It is thereforeour fundamental point of departure that humans are marvellous, intelligent, living cognitive agents inthemselves that can be said to exist prior to and independently of any particularly determined socialpersona. The point of acknowledging a prior prepersonal platform is not made towards arguing that ahuman can exist without any personware.