Shrine was heavily inspired by Refile and Roda. From Refile it borrows the idea of "backends" (here named "storages"), attachment interface, and direct uploads. From Roda it borrows the implementation of an extensible plugin system.

R is the implementation of the S programming language combined with lexical scoping semantics inspired by Scheme.

The S language is often the driver programming language for research in statistical methodology, and R gives an Open Source route to participation in that activity.

Extensions from Ruby are noted in the following list.

I was inspired by udzura's mock.

Inspired by ENV! and David Copeland's article on UNIX Environment, env_setting is a slight rewrite of env_bang to provide OOP style access to your ENV.

This was inspired heavily by functionality in the CanCan gem

Inspired by Minesweeper.

is a casual indie game inspired by the old Tom & Jerry (NES) game

Influenced byC, Smalltalk

The gem was inspired by the Kleisli gem.

Scrivener is Bureaucrat's little brother. It draws all the inspiration from it and its features are a subset of Bureaucrat's.

Special thanks to the owners of the great gems that inspired this work: Nick Sutterer - creator of reform Nathan Van der Auwera - creator of cocoon

I figured I could try making my own with modern technologies.

The CSS Zen Garden era was hugely inspirational to many.

Familiar npm inspired dependency management.

I’ve asked Mark about the inspiration and, yes, SNCF/Paris Connection, was in there, but he also cited Knizia’s Spectaculum for parts.

Highly inspired by Foreman.

This implementation is based upon following sources: JavaScript Debounce Function by David Walsh Lodash implementation

All validators can be used independently. Inspried by functional programming paradigm, all built in validators are just functions.

FormValidation.validators.creditCard().validate({

FormValidation.formValidation(formElement

bringing Vue-style reactive stores with data and computed properties into Svelte

This library takes inspiration from Tailwind and utilizes Otion to provide means of efficiently generating atomic styles from shorthand syntax and appending them to the DOM at runtime.

inspired by the Express router

Svelta was greatly inspired by Vuexy.

Svelta was inspired by them.

For the editor level, we took inspiration from Pine's work in the Vue ecosystem via Vetur.

However, this paper considers Bushin relation to earlier concerns about memory and information, via the ideas of Robert Hookeand John Locke. Whereas Bush modeled the memex on the associative processes of naturalmemory, Hooke and Locke concluded that an external archive had to allow collective reason toovercome the limits of individual memory, including its tendency to freeze and repeat patternsof ideas.

And it wasn’t because the people running it put clear rules in place to prevent misbehavior. We know this because when Wikipedia started it didn’t have any programmers (it used off-the-shelf wiki software) and it didn’t have clear rules (one of the first major rules was apparently Ignore all rules).

Where we got our inspiration The awesome Travis CI had the great idea to use a .yml file for builds and was followed by the popular CircleCI. We're happy to follow this approach, which we believe is superior than any other.

Inspired by

Inspired by AM::SecurePassword

We will use the Open Annotation specs as the basis for a more formal data model standard.

heavily inspired in RSpec Expectations

Inspired by Pundit

Thanks also to this example from the D3 gallery for demonstating how to create sunburst charts.

one that would borrow the best features from the ABC language

Well, why don't I create my own language', stealing my ideas from ABC

Onivim 2 is a reimagination of the Oni editor. Onivim 2 aims to bring the speed of Sublime, the language integration of VSCode, and the modal editing experience of Vim together, in a single package.

If I had more time, I would have explored an API close to https://sancho-ui.com/components/combobox and https://ui.reach.tech/combobox/.

Sancho originally started as a fork of Evergreen but has since evolved to incorporate my favourite ideas from Bootstrap and Material-UI. We make substantial use of Reach-UI where possible to ensure proper accessibility. This project is obviously hugely indebted to all of these projects.

Inspired by

Material-UI's styling solution is inspired by many other styling libraries such as styled-components and emotion.

Inspirations

@emotion/core

But instead of prompting a productive conversation, addic-tion rhetoric positions new technologies as devilish and teenagers as constitutionally incapable of having agency in response to the temp-tations that surround them.

Vignette 6—How Young People Customize the Same Game Differently Dependingon What They Bring to Playing It From the Rest of Their Lives

A typical day in Why-ville.net sees about 14,000 players log in

Only then will we be able to understand how conditions associated with educational privilege and inequality are produced within the contextual pragmatics of everyday life

It is important to realize that persons can, and often have to, exercise agency in these settings as they construct, leverage, repurpose, and transform social and mate-rial arrangements in order to provide meaningful, cross-setting connections related to their goals and concerns.

Life-long learning is a fa mi l ia r not ion t hat refers to t he acqu isit ion of f u nda men-tal cultural, social, and cognitive abilities developed over the life course from infan-cy to old age

An interdisciplin-ary group of scholars following a similar line of thinking distilled academic litera-tures related to learning in and out of school environments within diverse commu-nities, and they advanced 3 central concepts and associated learning principles [Banks et al., 2007]. The 3 conceptual ideas – life-long, life-wide, and life-deep learn-ing – highlight the foundational inf luence of temporal, spatial, and value-driven di-mensions of learning and development, respectively.

ace, class, disability designation, etc. – as learners circulate across places and associated operating value systems over multiple timescales.

This mobile ethnography takes unexpected trajectories in tracing a cultural formation across and within multiple sites of activity that destabi-lize the distinction

our work is organized around the prin-ciples that people are part of multiple activity systems, and that learning should be studied accordingly.

As Hull and Shultz (2001) cau-tion, problematizing the view of out-of-school learning as “frivolous” or “incidental” does not mean that we should swing to the other extreme, “relegating all good things to out-of-school, with school only seen as a repressive space” (p. 83).

If we understand the researcher as a learner, there is a similar privileging of vertical forms of learning and expertise at play. Treating the work of the ethnography as akin to the linear movement from novice to expert—gaining “mastery” of a single setting—appears to reflect both the assumptions of the traditional ethnographic template and more reductive definitions of learning.

attending to horizontal forms of learning challenges traditional notions of “transfer” by making central the hybridization and transformation of practices, rather than their mere reproduction or application. Expertise itself is thereby widened to include the negotiation of various contexts and the development of hybrid solu-tions: border and genre-crossing practices that demand their own distinct skills and strategies. Research that makes central the mutual constitution of vertical and horizontal forms of learning can contribute to developing the documentation and assessment appropriate for afterschool and out-of-school learning, and identifying points of leverage and coordination such that the interests, questions, ideas, practices, and tools sparked in

What interactions in the robotics club as a local community of practice unsettle(Kelton)the norms of schooling at Technology High school, what interactions reinforce them?

process they call desettling.

It asks,and prompts its visitors to ask,“What counts as mathematics?”

a fleshier epistemology of mathematical knowledge.

Ms. Collins has urgedthem to forgo standard measurement toolsin favor of using their bodies alone to hunt downtheobjects.

At both North Lake and Maple, these social-grouping rearrangements ramified all the way into the classroom spaces during the days surrounding the trip, with students temporarily re-assigned to different desks basedon their field-trip pairings

Posing with art is a largely unexplored yet significant aspect of the cultural practice of partic-ipation at museums. Around the world, we commonly see visitors and tourists posing in frontof statues, paintings, or other monuments or works of art.

arents who suppott their youngsters in the Juniors see the dance troupe as one way both to keep their kids busy with friends "of their own kind" and to ensure that their children continue to see themselves as members of their own Old European immigrant group

The per­forming atts of these groups came to be central to the entertainment of the folk festivals that had begun to flourish in the early 1970s. These festivals cel­ebrated immigrant ethnic groups,

Studies of how youthperceivespace are an important part of the children’s geographyliterature. These studies have been concerned with issues of young people’s environmentalexperience and mobility, looking at how and where young people spend their time acrossthe course of a typical day and what attributes of the geography are important to youth

Second, spatial literacy is an important component of civic engagementsince many democratic processes of urban development rely on representations of spaceand residents’ sustained reflection on experiences within lived spaces.

Fieldtripsallowyoungpeopletosocializewithoneanotherinnon-schoolspaces(andonthelongbusridestoandfromsites)and,throughthe`collectionofsigns’intheformofphotographs,postcardsorsouvenirs(Urry1992),tocarryhomebitsofthevisitedspacetoshowoÄtofriendsorparentsortouseasmemorytoolsinrelivingthetrip.

Forchildrenwhoselifespaceswereorganizedinandaroundsuchlocales,school®eldtripswouldhavesimplybeenbriefexcursionsthroughpublicspacesdiÄerentfromthefamiliaronekidsknewintheireverydaylives

“transformative learning isnot imposed upon the participants, but built into the very operating principles and everydaysocial textures of these activities”

. Several suggested that their school experiences were not positive (e.g., Karl,2ahigh school junior, reported that he was often kicked out of class), and many of the skaters spentlong hours at the skateparks or skating around town, especially during weekday afternoons andevenings.

Teachers and studentsare dis/placed when these official practices exclude and discount them, forcing them to existin marginal spaces, devalued and suppressed. This work illuminates how the interrogation ofsocial spaces provides insight into the boundaries drawn around material places and practiceslike schools and schooling, and what happens within these spaces and at their intersections

opens up questions and possibilities for expansive theories of learningthat better capture social life

Therefore the experience, shared or individual, from interacting with the sculpture is crafted differently once you pull out your smartphone

This calls for a theoretical framework that blendsinsights from sociocultural theories of learning and interest psychology, both ofwhich we began considering earlier.

Specifically,when interest-based pursuits are framed in terms of the simultaneous satisfactionof a person’s various practicepreferencesacross time, then the girls’ transformingthe activity indicates that they did not have a general interest in fashion/graphicdesign. Instead, whateverpreferencesthey might have had that intersected withthe domains of fashion and design, suchpreferencesdid not find expressionin the activity proposed by the researchers.

the theory suggests that one can produce anaccount of how and whatconditions of practicecontinuously enable hobbyists toengage and develop their variouspreferencesacross practice time.

taking observational notes helps one tolearn about various celestial objects and their defining features and eventually tobetter see such objects (Levy, 1991). Note taking is also a requirement for receiv-ing certificates/awards for certain achievements.

individual inter-ests are seen as a relationship between the person and the environmen

Pragmatically speaking, Iseek to contribute to the design ofinterest-basedinstruction, with an empha-sis on science learning in and out of schools

wealth of informal knowledge

area immediately surrounding the elevators

Monique’s comments reflect a strong sense of identification with the work

Although some adult sup-port may be necessary for youth to achieve political goals, too much involvementmight undermine their initiative or lead to a slippery slope where adults end upco-opting youths’ roles

Inmiddle-class European-American families—the primary participants in researchon child development

[However, U.S. children whoseparents work at home are often involved in their parents’ work, in a progressionfrom watching, to carrying out simple tasks, to giving regular assistance, to regularwork

In the colonial periodthe workplace and the home were typically not separated, and young childrenparticipated skillfully in family work as well as community social events

Efforts to transform the structure of formal schooling have encountered chal-lenges related to adults’ difficulties in learning to engage in radically different par-ticipation structures.

with keen observation and listening. Learners observe to figure outprocesses they expect to engage in. They seek understanding far beyond that neededfor simple mimicry; their roles in shared endeavors often involve coordinating withothers, not simple imitation

. There are relatively few studies of theways in which people both alone and with others respond to exhibits (such aspictures and sculptures)

Although Oppenheimer’s educational model was complex andnonprescriptive, the basis of his approach to exhibits was compatible with that of Dewey,giving central importance to the role of direct experience of phenomena, and trying to presentthe learner with a problematic experience from which he/she could conduct genuine inquiry.It is also compatible with the Piagetian notion of disequilibration as a driver for learningthrough change of existing knowledge schemas

the prevalence of cognitive overload points to the central importanceof something I call“immediate apprehendability.”By this, I mean the quality of a stimulusor larger environment such that people introduced to it for thefirst time will understand itspurpose, scope, and properties almost immediately and without conscious effort

The very appearance of another within the installation therefore canprovide the resources with which to engender talk and interaction betweenpeople who just happen to be in the same spac

Their bodily comportment, their orientation, exploration,investigation, manipulation and the like become sensible, by virtue of their‘connection’ to the installation.

the article isconcerned with the ways in which people, in interaction with each other, boththose they are with and others who happen to be in the same space, reflexivelyconstitute the sense and significance of objects and artefacts, how theengagement with the artefact emerges in different ways for differentparticipants, and the ways in which those material features, and the ecologyin which they lie, reflexively inform the production and intelligibility ofconduct and interaction

Shearman powerfully demonstrates how the painters andsculptors of the High Renaissance were not only sensitive to the locationwhere the painting was sited, the placement of other artefacts in the localsetting and the likely positioning of the spectator, but also to the experience ofdifferent kinds of spectators as they approach the image and how throughengagement with the painting, familiarity and expectation, the spectator canunderstandthe ‘genealogy of the moment’.

In a way, we are concerned with the ways in which visitors and viewersare, and can be seen to be, active and engaged spectators.

research has increasingly focused on cognition and on theways in which particular forms of exhibit, exhibition, and displays ofaccompanying information may enhance educational opportunities

The maker of a picture or other historical artefact is a man addressinga problem of which his product is a finished and concrete solution. Tounderstand it we try to reconstruct both the specific problem it wasdesigned to solve and the specific circumstances out of which he wasaddressing it

important issues for ourunderstanding of visual communication. It directs our attention towards theidea of an ‘active spectator’ who constitutes the sense and significance ofobjects and artefacts

e it put the visitor in a very active role as learner:experimenting, hypothesizing, interpreting, and drawing conclusions

It emphasized the aspects of science most easily and pleasurably learned in a physi-cally complex and chaotic environment, namely those involving exploration, physicalmanipulation, and experimentation

he questions“what’s going on?”and“so what?”were usedas label headings to help raise visitors’curiosity at these intermediate steps, as wellas to scaffold them through the cycle.

Classroom rules, agreed upon andsigned dramatically by the children and teachers, are posted nearthe door.

The books not only provide information in English and Span-ish for the students' thematic research, but are frequently chosen bythe children for "free" reading

teacher in these classrooms is that of a mediator, in the Vy-gotskian sense: to provide guidance, strategic support, and assistanceto help the children assume control of their own learning

. These funds of knowledge are sociallyinherited and culturally reproduced and developed (or discarded),and their distribution is a constant and dynamic characteristic ofhousehold life

The example alsoillustrates what La Fontaine (1986) has called the "fluid reality" ofthe households, the changes in household composition, residence,jobs, and social relations; it is within this fluidity that the experiencesof families must be understoo

Aaron has several areas of expertise to sharewith his classmates and teachers on a regular basis: He is a talentedartist, he knows a great deal about his favorite animal and pet, thegecko, and he is aware and articulate about his Jewish cultural back-ground.

"funds of knowledge"

Our analysis reveals both the collective nature of theiractivities and the diversity of these human knowledge systems, in-cluding its various constraints (Glick, 1985).

happenings of a figured world

By "figured world," then, we mean a socially and culturally con-structed realm of interpretation in which particular characters and actors are recognized, significance is assigned to certain acts, and particular outcomes are valued over others. Each is a simplified world populated by a set of agents (in the world of romance: attractive women, boyfriends, lovers, fiances) who engage in a limited range of meaningful acts or changes of state (flirting with, falling in love with, dumping, having sex with) as moved by a specific set of forces (attractiveness, love, lust). 3

When AA members talk to outsiders who may be alcoholics in a one-to-one interaction, they are following the last of the Twelve Steps, "carrying the message to alcoholics who still suffer."

AA mem­bers knew that I was attending meetings as part of my research, what was said at those meetings was intended for other members, not for the anthropologist, and much was sensitive in nature and private.

He becomes emotionally attached to the identity of AA alcoholic as he begins to care how others in the group perceive him

so that other drinkers may find so much of themselves in the lives of professed alcoholics that they cannot help asking whether they, too, are alcoholics

They argue that the ability todo the math alone is not enough to support strong mathematical identities for stu-dents; rather, mathematical identities are tied to understanding and eng

The neophyte learned from others not only how to use the drug but also how to attend to and value the experience.

In contrast, to insist on starting with social practice, on taking participation to be the crucial process, and on including the social world at the core of the analysis only seems to eclipse the person. In reality, however, participation in social practice -subjective as well as objective -suggests a very explicit focus on the person, but as person-in-the-world, as member of a sociocultural community.

Or to put it the other way around, in a thoroughly historical theory of social practice, the historiciz-ing of the production of persons should lead to a focus on processes of learning.

As an aspect of social practice, learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -it implies becoming a full participant, a member, a kind of person. In this view, learning only partly-and often incidentally-implies becoming able to be involved in new activities, to perform new tasks and functions, to master new understandings. Activities, tasks, functions, and understandings do not exist in isolation; they are part of broader systems of relations in which they have meaning. These systems of relations arise out of and are repro-duced and developed within social communities, which are in part systems of relations among persons. The person is defined by as well as defines these relations. Learning thus implies becoming a different person with respect to the possibilities enabled by these systems of relations.

Stories do not just describe a life in a learned genre, but are tools for reinterpreting the past, and understanding the self in terms of the A. A. iden-tity.