- Nov 2024
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www.youtube.com www.youtube.com
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states of Consciousness are not structures so you know I can huff and puff my breath for an hour or take some plant medicine or do a meditation technique that might open up a particular state now now that state might even stick but the state isn't the same thing as the structure which means whenever you come back to your structure you you you you come back to where you really are back to Baseline
for - quote / insight - difference - between states of consciousness and psychological infrastructure - John Churchill
quote / insight - difference - between states of consciousness and psychological infrastructure - John Churchill - (see below) - States of Consciousness are not structures - I can - huff and puff my breath for an hour or - take some plant medicine or - do a meditation technique that might open up a particular state - Now that state might even stick but the state isn't the same thing as the structure which means - whenever you come back to your structure, - you come back to where you really are - Back to Baseline
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- Oct 2024
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fathom.video fathom.video
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zebras unite
for - question - @Michael - Is this the Zebras Unite you are referring to? - https://zebrasunite.coop/ - If so, that brings up another question: - What is the difference between Fair Share Commons and a Cooperative?
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www.carnegie.org www.carnegie.org
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the right of the laborer to his hundred dollars in the savings bank, and equally the legal right of the millionaire to his millions.
for - critique - extreme wealth inequality cannot be avoided for the greater improvement of society - The Gospel of Wealth - Andrew Carnegie - stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid - adjacency - Gandhi quote - Andrew Carnegie beliefs in The Gospel of Wealth
critique - extreme wealth inequality cannot be avoided for the greater improvement of society - The Gospel of Wealth - Andrew Carnegie - It's a matter of degree - Wealth differences within US corporations of 344 to 1 are obscene and not necessary, as proven by - Wealth difference of 6 to 1 in Mondragon federation of cooperatives - To quote - Gandhi, there is enough to meet everyone's needs but not enough to meet everyone's greed - The great problem with such large wealth disparity is that those who know how to game the system can earn obscene amounts of money - and since the concept of luxury goods is made desirable and proportional to monetary wealth, it creates a positive feedback loop of insatiability - The combination of engaging in ever greater luxury lifestyle and power is intoxicating and addictive
to - stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid - https://hyp.is/QAxx-o14Ee-_HvN5y8aMiQ/www.csmonitor.com/Business/2024/0513/income-inequality-capitalism-mondragon-corporation
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That this talent for organization and management is rare among men is proved by the fact that it invariably secures for its possessor enormous rewards, no matter where or under what laws or conditions.
for - critique - extreme wealth a reward for rare management skills - Andrew Carnegie - The Gospel of Wealth - Mondragon counterexample - to - stats - Mondragon pay difference between highest and lowest paid - article - In this Spanish town, capitalism actually works for the workers - Christian Science Monitor - Erika Page - 2024, June 7
critique - extreme wealth a reward for rare management skills - Andrew Carnegie - The Gospel of Wealth - Mondragon counterexample - This is invalidated today by large successful cooperatives such as Mondragon
to - stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid - https://hyp.is/QAxx-o14Ee-_HvN5y8aMiQ/www.csmonitor.com/Business/2024/0513/income-inequality-capitalism-mondragon-corporation
Tags
- critique - extreme wealth inequality cannot be avoided for the greater improvement of society - The Gospel of Wealth - Andrew Carnegie
- stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid
- to - stats - Mondragon pay difference between highest and lowest paid - article - In this Spanish town, capitalism actually works for the workers - Christian Science Monitor - Erika Page - 2024, June 7
- adjacency - Gandhi quote - Andrew Carnegie beliefs in The Gospel of Wealth
- critique - extreme wealth a reward for rare management skills - Andrew Carnegie - The Gospel of Wealth - Mondragon counterexample
Annotators
URL
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www.csmonitor.com www.csmonitor.com
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The income disparity between the highest- and lowest-paid employees in Mondragon’s cooperatives is capped at a ratio of 6-to-1, compared with a typical ratio of 344-to-1 in the United States. (It’s typically 77-to-1 in Spain.)
for - stats - Mondragon corporation - pay difference comparison between highest paid and lowest paid - from - essay - The Gospel of Wealth - Andrew Carnegie - Carnegie organization
from - essay - The Gospel of Wealth - Andrew Carnegie - Carnegie organization - https://hyp.is/dIoiDo16Ee-0n2OpOK3lwg/www.carnegie.org/about/our-history/gospelofwealth/
stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid - Modragon - 6 to 1 - typical US - 344 to 1 - typical Spain - 77 to 1
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- Sep 2024
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hypothes.is hypothes.is
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I tell you, Zeus with all his arrogance will be brought low. He is already 69 planning the marriage that will throw him from his omnipotence into oblivion. The curse his father, Kronos, spoke when he was driven from his ancient throne will be fulfilled then.
Tags
Annotators
URL
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- Aug 2024
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www.youtube.com www.youtube.com
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it's evolution of this state of this Quantum state in hilber space which then will allow us to compute the probabilities of what you might measure in space and time it will not tell you generally what you will measure he only tells you the probability what you can measure and that's crazy in a sense right because classical objects you can actually described trajectory so that at any point in time you can tell position momentum and so on but not for Quantum Quantum system so so this fundamental difference will will see that is essential to describe why the Consciousness and Free Will must be must be Quantum phenomena
for - consciousness - quantum explanation depends on - difference between - quantum physics - and classical physics
consciousness - quantum explanation depends on - difference between - quantum physics - and classical physics - quantum state evolves in Hilbert space - enables computation of probabilities of what one measures in space-time - but doesn't tell you what you will measure - This difference is critical for describing consciousness as a quantum phenomena
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- Jul 2024
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tmurphy.physics.ucsd.edu tmurphy.physics.ucsd.edu
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It seems ludicrous to imagine that these vitalresources incapable of further expansionwould become essentially free of charge.
for - question - transition - from capitalism to a form of socialism?
question - capitalism to a form of socialism? - To say it seems ludicrous is an opinion that makes sense from a traditional capitalists perspective - From a socialist perspective, it seems feasible - Nothing is free of charge, however, even in socialism, there is always some price an individual must pay, it's more about the incentive structure that differentiates the two - capitalism - polarized towards self-centric perspective - socialism -balanced self-and-other perspective
adjacency - between - capitalism - socialism - differing perspective on self/other worldview - adjacency relationship - While capitalism relies on a self-centric perspective, socialism relies on a more balanced self/other perspective
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- Jun 2024
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languagelog.ldc.upenn.edu languagelog.ldc.upenn.edu
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I am disinterested and uninterested in this debate.
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- Apr 2024
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english.stackexchange.com english.stackexchange.com
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Why do they follow these nouns? Sometimes it is imperative for them to follow the nouns they modify. For example, in your example, there's a difference between "proper reptiles" and "reptiles proper"
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- Sep 2023
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help.mailgun.com help.mailgun.com
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This nuance is important as the Sender field is an envelope field and the From is an email header field - each representing different aspects of the message.
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- Jul 2023
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www.congress.gov www.congress.gov
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“(G) holds a valid Class C license under the Animal Welfare Act (7 U.S.C. 2131 et seq.), and— “(i) regularly travels across State lines to conduct circus performances featuring live prohibited wildlife species, clowns, and aerial acts; “(ii) engages in such travel and conduct before January 1, 2015; and “(iii) does not allow direct contact between the public and prohibited wildlife species.”.
I believe this part was removed (and would be antiquated) due to changes in law regarding circuses
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- Sep 2022
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blog.mozilla.org blog.mozilla.org
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“Internationalization is the design and development of a product, application or document content that enables easy localization for target audiences that vary in culture, region, or language. Localization refers to the adaptation of a product, application or document content to meet the language, cultural and other requirements of a specific target market (a locale).”
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douglasorr.github.io douglasorr.github.io
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First, to clarify - what is "code", what is "data"? In this article, when I say "code", I mean something a human has written, that will be read by a machine (another program or hardware). When I say "data", I mean something a machine has written, that may be read by a machine, a human, or both. Therefore, a configuration file where you set logging.level = DEBUG is code, while virtual machine instructions emitted by a compiler are data. Of course, code is data, but I think this over-simplified view (humans write code, machines write data) will serve us best for now...
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github.com github.com
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I think the answer lies here: Cant see into oneOf or allOf etc. This, I think, is the distinguishing difference between additionalProperties and unevaluatedProperties.
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asdf-vm.com asdf-vm.com
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asdf is not intended to be a system package manager. It is a tool version manager.
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a benchmark tells you how slow your code is ("it took 20 seconds to do X Y Z") and a profiler tells you why it's slow ("35% of that time was spent doing compression").
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stackoverflow.com stackoverflow.com
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That is called profiling, not performance testing. Performance testing should ensure that a piece of code runs within a desired amount of time, given a certain context, before the new code goes into production.
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- Aug 2022
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This seemed like a good disambiguation of the terms at first glance, but actually isn't my favorite.
I found https://medium.com/@itIsMadhavan/concurrency-vs-parallelism-a-brief-review-b337c8dac350 more useful.
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www.washingtonpost.com www.washingtonpost.com
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Hamblin, J. (2021, December 9). Perspective | Omicron won’t keep us from ending the pandemic. We’re doing that ourselves. Washington Post. https://www.washingtonpost.com/outlook/2021/12/09/omicron-coronavirus-individual-threat/
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www.sciencedirect.com www.sciencedirect.com
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Weiss, D. J., & Shanteau, J. (2021). The futility of decision making research. Studies in History and Philosophy of Science Part A, 90, 10–14. https://doi.org/10.1016/j.shpsa.2021.08.018
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Atari, M., Reimer, N. K., Graham, J., Hoover, J., Kennedy, B., Davani, A. M., Karimi-Malekabadi, F., Birjandi, S., & Dehghani, M. (2021). Pathogens Are Linked to Human Moral Systems Across Time and Space. PsyArXiv. https://doi.org/10.31234/osf.io/tnyh9
Tags
- linguistics
- psychiatry
- adaptive moral system
- moral foundation theory
- moral behavior
- social and behavioral science
- social and personality psycholgy
- cultural difference
- care
- culture
- infectious diseases
- research
- COVID-19
- purity
- is:preprint
- evolution
- Pathogen Avoidance
- cultural psychology
- loyalty
- behavioral science
- lang:en
- computational linguistics
- pathogen
- moral code
- cross-cultural psychology
- morality
- US
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Seaman, K. L., Christensen, A. P., Senn, K., Cooper, J., & Cassidy, B. S. (2022). Age Differences in the Social Associative Learning of Trust Information. PsyArXiv. https://doi.org/10.31234/osf.io/b38rd
Tags
- social science
- age difference
- social associative learning
- trust information
- working memory
- research
- decision making
- developmental psychology
- is:preprint
- social processing
- cognitive psychology
- trust
- judgement
- fMRI
- behavioral science
- social cognition
- personality psychology
- social psychology
- aging
- lang:en
- learning
- social cue
Annotators
URL
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- Jun 2022
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www.ifour.co www.ifour.co
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The battle of firmware vs middleware is fierce. Firmware is a particular class of computer software that gives low-level command over the particular hardware of the device.
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- Apr 2022
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code-examples.net code-examples.net
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The difference between a non- lateral and a lateral join lies in whether you can look to the left hand table's row.
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www.nature.com www.nature.com
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Gollwitzer, A., Martel, C., Brady, W. J., Pärnamets, P., Freedman, I. G., Knowles, E. D., & Van Bavel, J. J. (2020). Partisan differences in physical distancing are linked to health outcomes during the COVID-19 pandemic. Nature Human Behaviour, 4(11), 1186–1197. https://doi.org/10.1038/s41562-020-00977-7
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psyarxiv.com psyarxiv.com
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Wulff, D. U., & Mata, R. (2021). On the semantic representation of risk. PsyArXiv. https://doi.org/10.31234/osf.io/eywjk
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twitter.com twitter.com
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(20) Prof. Christina Pagel on Twitter: “THREAD (a bit delayed) on UK & covid: TLDR: flattish cases overall are masking differences between nations, regions & age groups. And we’re still out of whack with Europe. 1/20” / Twitter. (n.d.). Retrieved October 4, 2021, from https://twitter.com/chrischirp/status/1443261013911085056
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twitter.com twitter.com
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Dr Ellie Murray, ScD. (2021, July 6). Also, see👇🏼 [Tweet]. @EpiEllie. https://twitter.com/EpiEllie/status/1412249702460968967
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- Mar 2022
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twitter.com twitter.com
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wsbgnl. (2022, January 17). Weekly Massachusetts covid cases per 100,000 population by race/ethnicity https://covid.cdc.gov/covid-data-tracker/#demographicsovertime https://t.co/ZlImOnqtEX [Tweet]. @wsbgnl. https://twitter.com/wsbgnl/status/1483069806202920986
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- Feb 2022
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bugs.ruby-lang.org bugs.ruby-lang.org
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"Context" manipulation is one of big topic and there are many related terminologies (academic, language/implementation specific, promotion terminologies). In fact, there is confusing. In few minutes I remember the following related words and it is good CS exam to describe each :p Thread (Ruby) Green thread (CS terminology) Native thread (CS terminology) Non-preemptive thread (CS terminology) Preemptive thread (CS terminology) Fiber (Ruby/using resume/yield) Fiber (Ruby/using transfer) Fiber (Win32API) Generator (Python/JavaScript) Generator (Ruby) Continuation (CS terminology/Ruby, Scheme, ...) Partial continuation (CS terminology/ functional lang.) Exception handling (many languages) Coroutine (CS terminology/ALGOL) Semi-coroutine (CS terminology) Process (Unix/Ruby) Process (Erlang/Elixir) setjmp/longjmp (C) makecontext/swapcontext (POSIX) Task (...)
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www.joshmcarthur.com www.joshmcarthur.com
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This action will work a little differently from a normal create action that you might be used to, as it doesn’t strictly need a new action - we won’t be saving this Pet model with any data - just putting it in the database so that our StepsController can access that.
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- Jan 2022
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twitter.com twitter.com
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Stefan Schubert. (2022, January 16). Pretty big difference US vs UK in this wave. Vaccination differences likely a big part of it. Https://t.co/qnHvRRb0rE [Tweet]. @StefanFSchubert. https://twitter.com/StefanFSchubert/status/1482728763779686405
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translational-medicine.biomedcentral.com translational-medicine.biomedcentral.com
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Liu, Y., Ebinger, J. E., Mostafa, R., Budde, P., Gajewski, J., Walker, B., Joung, S., Wu, M., Bräutigam, M., Hesping, F., Rupieper, E., Schubert, A.-S., Zucht, H.-D., Braun, J., Melmed, G. Y., Sobhani, K., Arditi, M., Van Eyk, J. E., Cheng, S., & Fert-Bober, J. (2021). Paradoxical sex-specific patterns of autoantibody response to SARS-CoV-2 infection. Journal of Translational Medicine, 19(1), 524. https://doi.org/10.1186/s12967-021-03184-8
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psyarxiv.com psyarxiv.com
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Williams, M., Anderson, R. C., Fox, N., Skinner, C. M., & McMurtrie, B. (2022). Evidence for a positive relationship between perceived stress and belief in conspiracy theories. PsyArXiv. https://doi.org/10.31234/osf.io/gca56
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- Dec 2021
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thx.zoethical.org thx.zoethical.org
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As physical flux are constrained in our houses exacerbating existing hierarchies inequities, social constraints, as well as giving the occasion to some of us to confirm the richness of our differences and affirm the benefit of collective life choices, ground new network organization, exacerbate our need to share practices of care.
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psyarxiv.com psyarxiv.com
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Ning, C., Wu, H., & Liu, Y. (2021). Deliberation in health-related headlines. PsyArXiv. https://doi.org/10.31234/osf.io/e5bn7
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- Nov 2021
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Tanzer, M., Campbell, C., Saunders, R., Luyten, P., Booker, T., & Fonagy, P. (2021). Acquiring knowledge: Epistemic trust in the age of fake news. PsyArXiv. https://doi.org/10.31234/osf.io/g2b6k
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stackoverflow.com stackoverflow.com
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Honestly, I don't know. Strictly speaking it's different to a window being opened at a specific size (I can see the difference). I don't know whether that difference is material. Seeing as these are tests, I'd like to remove as many unknowns as possible. If someone can tell me that it makes no difference then I'd be happy.
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- Oct 2021
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www-jstor-org.ezp2.lib.umn.edu www-jstor-org.ezp2.lib.umn.edu
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The Papiamentu adjective is invariab
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. Papiamentu, as a typical Creole, and in contrast with Span- ish and Portuguese, shows no agreement between adjective and noun, whether for gender (logical or grammatical) or num- ber.
DIFFERENCE:
-papiamentu does not sho agreement between adjective and noun!!!!!!!
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royalsocietypublishing.org royalsocietypublishing.org
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Wolfe, K., Sirota, M., & Clarke, A. D. F. (n.d.). Age differences in COVID-19 risk-taking, and the relationship with risk attitude and numerical ability. Royal Society Open Science, 8(9), 201445. https://doi.org/10.1098/rsos.201445
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replicationnetwork.com replicationnetwork.com
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replicationnetwork. (2021, May 18). DUAN & REED: How Are Meta-Analyses Different Across Disciplines? The Replication Network. https://replicationnetwork.com/2021/05/18/duan-reed-how-are-meta-analyses-different-across-disciplines/
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- Sep 2021
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www.johnbridge.com www.johnbridge.com
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is labeled as a glue for PVC, ABS, CPVC, etc. It's not labelled for gluing different plastics together, only for gluing like plastics together
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Annotators
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breakingfreemediation.com breakingfreemediation.com
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A sanitary tee is shaped like the letter ‘T’, while a Wye is similar to ‘Y’. Sanitary tee is used for horizontal to vertical transition, and Wye is used for combining 2 lines into one horizontal line to maintain a flow without causing clogging.
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Sanitary Tee and Wye are parts of the drain vent system. If you are doing plumbing works, you may have to use them in some sort. However, they look almost similar, and this confuses a lot of people. Especially to choose the one that best fits your drain system.
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www.atechtown.com www.atechtown.com
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Snap packages can only be distributed through the Canonical store, i.e. they are linked to it. This brings some advantages like improved security but limits the developer. Conversely, Flatpak is not connected to any shop and this makes each developer the owner of the shop’s distribution. This is more in line with the open-source philosophy.
Snap Flatpak
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Annotators
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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She handed one to me without milk,
It‘s not typical to drink tea with milk in the USA
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Bengalis
In England, the narrator stays in his own cultural context as much as possible. There is almost no British influence or interest in English culture shown by him.
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Update API usage of the view helpers by changing javascript_packs_with_chunks_tag and stylesheet_packs_with_chunks_tag to javascript_pack_tag and stylesheet_pack_tag. Ensure that your layouts and views will only have at most one call to javascript_pack_tag or stylesheet_pack_tag. You can now pass multiple bundles to these view helper methods.
Good move. Rather than having 2 different methods, and requiring people to "go out of their way" to "opt in" to using chunks by using the longer-named
javascript_packs_with_chunks_tag, they changed it to just use chunks by default, out of the box.Now they don't need 2 similar but separate methods that do nearly the same, which makes things simpler and easier to understand (no longer have to stop and ask oneself, which one should I use? what's the difference?).
You can't get it "wrong" now because there's only one option.
And by switching that method to use the shorter name, it makes it clearer that that is the usual/common/recommended way to go.
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- Jul 2021
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psyarxiv.com psyarxiv.com
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Im, H., Wang, P., & Chen, C. (2021). The Partisan Mask: Political Orientation, Collectivism, and Religiosity Predict Mask Use During COVID-19. PsyArXiv. https://doi.org/10.31234/osf.io/9s58f
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www.economist.com www.economist.com
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Are vaccine passports a good idea? (2021, March 13). The Economist. https://www.economist.com/science-and-technology/2021/03/13/are-vaccine-passports-a-good-idea
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- May 2021
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twitter.com twitter.com
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Kit Yates. (2021, May 1). Just hypothetically, if it were possible, if you could go back to January 2020 would you prefer to do what New Zealand did or what the U.K. did to ‘manage the pandemic’? [Tweet]. @Kit_Yates_Maths. https://twitter.com/Kit_Yates_Maths/status/1388375916900933633
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www.gpscity.com www.gpscity.com
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Note the difference between pace and cadence. Pace is 1/speed in (eg. min/km) whereas cadence refers to steps/minute
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Annotators
URL
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psyarxiv.com psyarxiv.com
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Leblanc-Sirois, Y., Gagnon, M.-È., & Blanchette, I. (2020). Emotions, reasoning, and mental health as predictors of behavior during three phases of the COVID-19 pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/2p39h
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misinforeview.hks.harvard.edu misinforeview.hks.harvard.edu
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Enders, A. M., Uscinski, J. E., Klofstad, C., & Stoler, J. (2020). The different forms of COVID-19 misinformation and their consequences. Harvard Kennedy School Misinformation Review. https://doi.org/10.37016/mr-2020-48
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psyarxiv.com psyarxiv.com
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Greene, C., & Murphy, G. (2020). Individual differences in susceptibility to false memories for COVID-19 fake news. https://doi.org/10.31234/osf.io/rvec8
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psyarxiv.com psyarxiv.com
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Vieira, J. B., Pierzchajlo, S., Jangard, S., Marsh, A., & Olsson, A. (2020). Acute defensive emotions predict increased everyday altruism during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/n3t5c
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www.pnas.org www.pnas.org
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Xie, W., Campbell, S., & Zhang, W. (2020). Working memory capacity predicts individual differences in social-distancing compliance during the COVID-19 pandemic in the United States. Proceedings of the National Academy of Sciences. https://doi.org/10.1073/pnas.2008868117
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- Apr 2021
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english.stackexchange.com english.stackexchange.com
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What is the difference between “wry” and “dry” humor?
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docs.microsoft.com docs.microsoft.com
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How is a pseudoconsole different from a pseudoterminal ?
I'm guessing that's just a Microsoftism to make it easier to search/find things that are specifically about Microsoft's flavor of pseudoterminal.
I see they don't use the word "pseudoterminal" at all, but they do mention
ConPTY, or the Windows PTY
where PTY is another synonym/name for pseudoterminal. So I think we're safe in saying that this is talking about a pseudoterminal.
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en.wikipedia.org en.wikipedia.org
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Operating systems implement a command-line interface in a shell for interactive access to operating system functions or services.
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- Mar 2021
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www.jackfranklin.co.uk www.jackfranklin.co.uk
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Svelte is different in that by default most of your code is only going to run once; a console.log('foo') line in a component will only run when that component is first rendered.
Tags
- reasonable defaults
- Svelte vs. React
- important point
- opinionated
- unfortunate defaults
- difference
- turning things around / doing it differently
- opinion
- trying to doing things the same way you did in a different library/framework (learning new way of thinking about something / overcoming habits/patterns/paradigms you are accustomed to)
Annotators
URL
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www.shellscript.sh www.shellscript.sh
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a single "=" should be used for strings
!!!!
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www.isko.org www.isko.org
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Elin K. Jacob found that classification and categorization are different processes
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knowledgeartist.org knowledgeartist.org
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"When walking in a group of three, there is bound to be someone I can learn from: There will be good qualities that I can imitate, and reflect on bad qualities that I can correct in myself."
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- Jan 2021
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psyarxiv.com psyarxiv.com
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Mason, R. S., Fitton, L., James, R. L., & Petscher, Y. (2020, October 23). Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID. https://doi.org/10.31234/osf.io/fn9j4
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- Nov 2020
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psyarxiv.com psyarxiv.com
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Mulukom, V. van, Pummerer, L., Alper, S., Bai, (Max) Hui, Cavojova, V., Farias, J. E. M., Kay, C. S., Lazarevic, L., Lobato, E. J. C., Marinthe, G., Banai, I. P., Šrol, J., & Zezelj, I. (2020). Antecedents and consequences of COVID-19 conspiracy theories: A rapid review of the evidence. PsyArXiv. https://doi.org/10.31234/osf.io/u8yah
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- Oct 2020
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Sex difference in the computerized neurocognitive battery administered to the PNC. Mean (±SEM) of z‐scores for accuracy (top) and speed (bottom) for females (red bars) and males (blue bars) across the sample on each behavioral domain. ABF, abstraction and mental flexibility; ATT, attention; WM, working memory; VME, verbal memory; FME, face memory; SME, spatial memory; LAN, language reasoning; NVR, nonverbal reasoning; SPA, spatial processing; EID, emotion identification; EDI, emotion differentiation; AGE, age differentiation; MOT, motor speed; SM, sensorimotor speed.
PNC'ye uygulanan bilgisayarlı nörobilişsel pildeki cinsiyet farkı. Her davranışsal alandaki örnekte kadınlar (kırmızı çubuklar) ve erkekler (mavi çubuklar) için doğruluk (üst) ve hız (alt) için z-puanlarının ortalaması (± SEM). ABF, soyutlama ve zihinsel esneklik; ATT, dikkat; WM, çalışma belleği; VME, sözel bellek; FME, yüz hafızası; KOBİ, uzamsal bellek; LAN, dil mantığı; NVR, sözsüz akıl yürütme; SPA, mekansal işleme; EID, duygu tanımlama; EDI, duygu farklılaşması; YAŞ, yaş farklılaşması; MOT, motor hızı; SM, sensorimotor hızı.
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Sex differences in neuropsychological performance. Mean (±SEM) is shown for males (blue) and females (red) on abstraction and mental flexibility (ABF), attention (ATT), verbal memory (VMEM), spatial memory (SMEM), language reasoning (LAN), spatial processing (SPA), sensory function (SEN), and motor speed (MOT).
Nöropsikolojik performansta cinsiyet farklılıkları. Erkek (mavi) ve kadınlar (kırmızı) için soyutlama ve zihinsel esneklik (ABF), dikkat (ATT), sözlü bellek (VMEM), uzamsal bellek (SMEM), dil muhakemesi (LAN), uzamsal olarak ortalama (± SEM) gösterilir işleme (SPA), duyusal fonksiyon (SEN) ve motor hızı (MOT).
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covid-19.iza.org covid-19.iza.org
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COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved October 11, 2020, from https://covid-19.iza.org/publications/dp13762/
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- Sep 2020
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link.springer.com link.springer.com
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Caniglia, E.C., Murray, E.J. (2020) Difference-in-Difference in the Time of Cholera: a Gentle Introduction for Epidemiologists. Current Epidemiology Reports. https://doi.org/10.1007/s40471-020-00245-2
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Obradovich, N., Özak, Ö., Martín, I., Ortuño-Ortín, I., Awad, E., Cebrián, M., Cuevas, R., Desmet, K., Rahwan, I., & Cuevas, Á. (2020). Expanding the measurement of culture with a sample of two billion humans [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qkf42
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osf.io osf.io
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King, M. M., & Frederickson, M. (2020). The Pandemic Penalty: The gendered effects of COVID-19 on scientific productivity [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/8hp7m
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psyarxiv.com psyarxiv.com
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Schnuerch, M., Nadarevic, L., & Rouder, J. (2020). The truth revisited: Bayesian analysis of individual differences in the truth effect [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/nfm6k
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r/BehSciAsk—Integrating Behavioural Science into Epidimiology. (n.d.). Reddit. Retrieved June 27, 2020, from https://www.reddit.com/r/BehSciAsk/comments/hg501h/integrating_behavioural_science_into_epidimiology/
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arxiv.org arxiv.org
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Carmona, H. A., de Noronha, A. W. T., Moreira, A. A., Araujo, N. A. M., & Andrade Jr, J. S. (2020). Cracking urban mobility. ArXiv:2008.13644 [Cond-Mat, Physics:Physics]. http://arxiv.org/abs/2008.13644
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- Aug 2020
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covid-19.iza.org covid-19.iza.org
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Inequality in the Impact of the Coronavirus Shock: Evidence from Real Time Surveys. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13183/
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Cookson, J. A., Engelberg, J. E., & Mullins, W. (2020). Does Partisanship Shape Investor Beliefs? Evidence from the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/rwhse
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osf.io osf.io
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Pickup, M., Stecula, D., & van der Linden, C. (2020). Novel coronavirus, old partisanship: COVID-19 attitudes and behaviors in the United States and Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/5gy3d
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osf.io osf.io
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St-Denis, X. (2020). Sociodemographic Determinants of Occupational Risks of Exposure to COVID-19 in Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/nrjd3
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osf.io osf.io
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Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
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covid-19.iza.org covid-19.iza.org
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When Do Shelter-In-Place Orders Fight COVID-19 Best? Policy Heterogeneity across States and Adoption Time. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13190/
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covid-19.iza.org covid-19.iza.org
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COVID-19 Lockdowns and Decline in Traffic Related Deaths and Injuries. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 30, 2020, from https://covid-19.iza.org/publications/dp13278/
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www.nber.org www.nber.org
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Fairlie, R. W., Couch, K., & Xu, H. (2020). The Impacts of COVID-19 on Minority Unemployment: First Evidence from April 2020 CPS Microdata (Working Paper No. 27246; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27246
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jamanetwork.com jamanetwork.com
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Heald-Sargent, T., Muller, W. J., Zheng, X., Rippe, J., Patel, A. B., & Kociolek, L. K. (2020). Age-Related Differences in Nasopharyngeal Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) Levels in Patients With Mild to Moderate Coronavirus Disease 2019 (COVID-19). JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2020.3651
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meta.stackexchange.com meta.stackexchange.com
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FWIW, I would have raised it earlier if I thought it would have made a difference.
This is different from apathy; it's more like powerlessness.
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psyarxiv.com psyarxiv.com
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Martarelli, C., Pacozzi, S., Bieleke, M., & Wolff, W. (2020, August 12). High trait self-control and low boredom proneness help COVID-19 homeschoolers. https://doi.org/10.31234/osf.io/z2avp
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www.nber.org www.nber.org
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Alon, T., Kim, M., Lagakos, D., & VanVuren, M. (2020). How Should Policy Responses to the COVID-19 Pandemic Differ in the Developing World? (Working Paper No. 27273; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27273
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covid-19.iza.org covid-19.iza.org
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Germany’s Capacities to Work from Home. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 8, 2020, from https://covid-19.iza.org/publications/dp13152/
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covid-19.iza.org covid-19.iza.org
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The Short-Term Economic Consequences of COVID-19: Exposure to Disease, Remote Work and Government Response. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 8, 2020, from https://covid-19.iza.org/publications/dp13159/
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www.nber.org www.nber.org
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Galasso, V., Pons, V., Profeta, P., Becher, M., Brouard, S., & Foucault, M. (2020). Gender Differences in COVID-19 Related Attitudes and Behavior: Evidence from a Panel Survey in Eight OECD Countries (Working Paper No. 27359; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27359
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covid-19.iza.org covid-19.iza.org
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Partial Lockdown and the Spread of COVID-19: Lessons from the Italian Case. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/dp13375/
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covid-19.iza.org covid-19.iza.org
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Women’s Work, Housework and Childcare, before and during COVID-19. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 31, 2020, from https://covid-19.iza.org/publications/dp13409/
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covid-19.iza.org covid-19.iza.org
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Baby Steps: The Gender Division of Childcare during the COVID-19 Pandemic. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13302/
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covid-19.iza.org covid-19.iza.org
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Should We Cheer Together? Gender Differences in Instantaneous Well-Being during Joint and Solo Activities. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13306/
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covid-19.iza.org covid-19.iza.org
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Does BMI Predict the Early Spatial Variation and Intensity of COVID-19 in Developing Countries? Evidence from India. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13444/
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covid-19.iza.org covid-19.iza.org
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Gender Inequality in COVID-19 Times: Evidence from UK Prolific Participants. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13463/
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covid-19.iza.org covid-19.iza.org
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The Gendered Division of Paid and Domestic Work under Lockdown. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13500/
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covid-19.iza.org covid-19.iza.org
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COVID-19 and Mental Health Deterioration among BAME Groups in the UK. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13503/
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www.thelancet.com www.thelancet.com
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Burki, T. (2020). The indirect impact of COVID-19 on women. The Lancet Infectious Diseases, 20(8), 904–905. https://doi.org/10.1016/S1473-3099(20)30568-5
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- Jul 2020
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www.nber.org www.nber.org
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Dave, D. M., Friedson, A. I., Matsuzawa, K., McNichols, D., Redpath, C., & Sabia, J. J. (2020). Did President Trump’s Tulsa Rally Reignite COVID-19? Indoor Events and Offsetting Community Effects (Working Paper No. 27522; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27522
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www.nber.org www.nber.org
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Dave, D. M., Friedson, A. I., Matsuzawa, K., & Sabia, J. J. (2020). When Do Shelter-in-Place Orders Fight COVID-19 Best? Policy Heterogeneity Across States and Adoption Time (Working Paper No. 27091; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27091
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Gupta, S., Montenovo, L., Nguyen, T. D., Rojas, F. L., Schmutte, I. M., Simon, K. I., Weinberg, B. A., & Wing, C. (2020). Effects of Social Distancing Policy on Labor Market Outcomes (Working Paper No. 27280; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27280
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www.nber.org www.nber.org
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Cheng, W., Carlin, P., Carroll, J., Gupta, S., Rojas, F. L., Montenovo, L., Nguyen, T. D., Schmutte, I. M., Scrivner, O., Simon, K. I., Wing, C., & Weinberg, B. (2020). Back to Business and (Re)employing Workers? Labor Market Activity During State COVID-19 Reopenings (Working Paper No. 27419; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27419
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Ellison, G. (2020). Implications of Heterogeneous SIR Models for Analyses of COVID-19 (Working Paper No. 27373; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27373
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Carlson, D. L., Petts, R., & Pepin, J. (2020). US Couples’ Divisions of Housework and Childcare during COVID-19 Pandemic. https://doi.org/10.31235/osf.io/jy8fn
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osf.io osf.io
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Nivette, A., Ribeaud, D., Murray, A. L., Steinhoff, A., Bechtiger, L., Hepp, U., Shanahan, L., & Eisner, M. (2020). Non-compliance with COVID-19-related public health measures among young adults: Insights from a longitudinal cohort study [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/8edbj
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osf.io osf.io
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Dudel, C., Riffe, T., Acosta, E., van Raalte, A. A., Strozza, C., & Myrskylä, M. (2020). Monitoring trends and differences in COVID-19 case fatality rates using decomposition methods: Contributions of age structure and age-specific fatality [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/j4a3d
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Shafer, K., Milkie, M., & Scheibling, C. (2020). The Division of Labour Before & During the COVID-19 Pandemic in Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/24j87
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osf.io osf.io
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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Ivanova, M., Ivanov, I. K., & Ivanov, S. H. (2020). Travel behaviour after the pandemic: The case of Bulgaria [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/36rkb
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osf.io osf.io
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Herzberg-Druker, E., Tali, K., & Yaish, M. (2020). Work and Families in Times of Crisis: The Case of Israel in the Coronavirus Outbreak [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/fxs64
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osf.io osf.io
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Dunn, M., Stephany, F., Sawyer, S., Munoz, I., Raheja, R., Vaccaro, G., & Lehdonvirta, V. (2020). When Motivation Becomes Desperation: Online Freelancing During the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/67ptf
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Arolas, H. P. i, Acosta, E., Casasnovas, G. L., Lo, A., Nicodemo, C., Riffe, T., & Myrskylä, M. (2020). Global years of life lost to COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/gveaj
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osf.io osf.io
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Lyttelton, T., Zang, E., & Musick, K. (2020). Gender Differences in Telecommuting and Implications for Inequality at Home and Work. https://doi.org/10.31235/osf.io/tdf8c
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Scrivner, C., Johnson, J. A., Kjeldgaard-Christiansen, J., & Clasen, M. (2020). Pandemic Practice: Horror Fans and Morbidly Curious Individuals Are More Psychologically Resilient During the COVID-19 Pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4c7af
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Czarnek, G., Szwed, P., & Kossowska, M. (2020). Political ideology and attitudes toward vaccination: Study report. https://doi.org/10.31234/osf.io/uwehk
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www.ethicalsystems.org www.ethicalsystems.org
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How Culture Explains Our Weak Response to the Coronavirus. (2020, June 14). Ethical Systems. https://www.ethicalsystems.org/how-culture-explains-our-weak-response-to-the-coronavirus/
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Amid this breathless attempt to keep abreast of new developments,
Topic sentence that transitions by "repeating with a difference."
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philbull.wordpress.com philbull.wordpress.com
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Bull, P. (2020, May 10). Why you can ignore reviews of scientific code by commercial software developers. Lumps “n” Bumps. https://philbull.wordpress.com/2020/05/10/why-you-can-ignore-reviews-of-scientific-code-by-commercial-software-developers/
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psyarxiv.com psyarxiv.com
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Majima, Y., Walker, A. C., Turpin, M. H., & Fugelsang, J. A. (2020). Culture and Epistemically Suspect Beliefs [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/qmtn6
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zoonosen.charite.de zoonosen.charite.de
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Jones, T.C., Mühlemann, B., Veith, T., Zuchowski, M., Hofmann, J., Stein, A., Edelmann, A., Corman, V.M., & Drosten, C. (2020). An analysis of SARS-CoV-2 viral load by patient age. Charité Berlin. https://zoonosen.charite.de/fileadmin/user_upload/microsites/m_cc05/virologie-ccm/dateien_upload/Weitere_Dateien/analysis-of-SARS-CoV-2-viral-load-by-patient-age.pdf
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- May 2020
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psyarxiv.com psyarxiv.com
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Alper, S., Bayrak, F., & Yilmaz, O. (2020). Psychological Correlates of COVID-19 Conspiracy Beliefs and Preventive Measures: Evidence from Turkey [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mt3p4
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bmcmedresmethodol.biomedcentral.com bmcmedresmethodol.biomedcentral.com
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Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x
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Vaidyanathan, G. (2020). People power: How India is attempting to slow the coronavirus. Nature, 580(7804), 442–442. https://doi.org/10.1038/d41586-020-01058-5
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www.theguardian.com www.theguardian.com
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Busby, M. (2020, May 9). Young men more likely than women to break lockdown rules – UK survey. The Guardian. https://www.theguardian.com/society/2020/may/09/young-men-more-like-than-women-to-break-lockdown-rules-uk-survey
Tags
- mental health
- social distancing
- government
- gender
- wellbeing
- difference
- COVID-19
- women
- is:news
- anxiety
- physical distancing
- UK
- men
- lang:en
- violating rules
- young adult
- survey
- social support
- lockdown
Annotators
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theguardian.com/society/2020/may/09/young-men-more-like-than-women-to-break-lockdown-rules-uk-survey -
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sfi-edu.s3.amazonaws.com sfi-edu.s3.amazonaws.com
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The Santa Fe Institute - SFI Transmission PDF
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psyarxiv.com psyarxiv.com
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Capraro, V., & Barcelo, H. (2020). The effect of messaging and gender on intentions to wear a face covering to slow down COVID-19 transmission [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/tg7vz
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jamanetwork.com jamanetwork.com
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Butler, S. M. (2020). After COVID-19—Thinking Differently About Running the Health Care System. JAMA Health Forum, 1(4), e200478–e200478. https://doi.org/10.1001/jamahealthforum.2020.0478
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Rudolph, C., Rauvola, R. S., Costanza, D., & Zacher, H. (2020). Answers to 10 Questions About “Generations” and “Generational Differences” in the Workplace [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7w9kv
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thesocietypages.org thesocietypages.org
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Pages, T. S. (n.d.). What are COVID-19 Models Modeling? - The Society Pages. Retrieved April 9, 2020, from https://thesocietypages.org/specials/what-are-covid-19-models-modeling/
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slack-files.com slack-files.com
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Meanwhile, to acquire a sense of what it means to be Nietzschean anddialectical all at once
Transition / repeat with a diff
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- Oct 2019
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mikecosgrave.com mikecosgrave.com
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Younger consumers have become information hunters and gatherers, taking pleasure in tracking down character backgrounds and plot points and making connections between different texts within the same franchise
This is actually a really good point about the apparent new phenomenon with our generation. The previous generation wasn't really interested in the background(s) of the characters, writers etc and how it tied in to other mediums or other shows in terms of similarities with plots etc. Nowadays, with the wide open access to info on the internet, fandoms have blossomed.
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- May 2019
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teachingamericanhistory.org teachingamericanhistory.org
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get the Negroes to forgive the people the people who have brutalized them for four hundred years,
MLK
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Martin Luther King can continue to teach the Negroes to be defenseless
MLKs way in the eyes of Malcom X
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black people–we should have the right to defend ourselves
they should use their rights which are technically the same as whites
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movement preaches violence
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.netUntitled1
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alid or invalid on a priori ground*y Thus, de-pending on the problem, the laboratory may bean altogether appropriate setting for an investiga-tion and certain real-life environments may behighly inappropriate. Suppose, for example, oneis interested in studying the interaction betweenmother and child when the child is placed in astrange and unfamiliar situation. Clearly the lab-oratory approximates this condition far better thanthe home. Conversely, if the focus of inquiry isthe modal pattern of parent-child activity pre-vailing in the family, observations confined to thelaboratory can be misleading. As I have docu-mented elsewhere in greater detail (Bronfenbren-ner, in press), patterns of parent-child interactionin the laboratory are substantially and systemati-cally different than those in the home. Specifi-cally, so far as young children are concerned, theresults indicate that the strangeness of the labora-tory situation tends to increase anxiety and othernegative feeling states and to decrease manifesta-tions of social competence (Lamb, 1976b; Ross,Kagan, Zelazo, & Kotelchuck, 1975; Lamb, Note3). Possibly in response to this reaction of thechild, parents tend to exhibit more positive inter-i actions toward their children in the laboratory' than in the home (Schlieper, 1975; Shalock, 1956;Belsky, Note 4). In addition, Lamb (1976b;Note 3) reported that the tendency of the infantat home to display more affiliative behaviors (e.g.,looking, smiling, reaching, vocalizing) toward thefather than the mother was reversed in the labora-tory. Moreover, consistent with the arguments ofSroufe (1970) and Tulkin (1972) that the lab-oratory is especially likely to be an anxiety-arous-ing situation for lower-class families, Lamb foundsocioeconomic differences in father-infant inter-action favoring the middle class in the laboratory,'whereas such differences had not been present inI the h o m e.Again, the fact that
Since my Action Research is based on building relationships with the families from Room 3, I was interested to see the impact of laboratory research vs. home environment research. According to this paragraph, it is hard to get a clear picture of parent-child relationship in either setting due to a number of factors. If I understand it correctly, however the laboratory environment is less optimal to infants, young children and families of lower socio-economic status. Increased anxiety was cited as a contributing factor. I believe that the Hawthorne Effect could contribute to the difference is how parents responded positively to their children in the laboratory versus at home. So far, of the homes I have visited this semester, there is not a significant amount of difference between how the children are interacted with at school, compared to how they are interacted with at home. It will be interesting to see, based on what I've read in this paper, if what I have experienced recently will be evident with all of the families. I also wonder, if age and familiarity are factors? I work with one-year-olds and they have all developed a secure relationship, over time, with me, unlike the people who conducted this research. Any thoughts from others, is greatly appreciated, regarding whether or not you too experience what the article says or what I have experienced.
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- Apr 2019
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statistics.laerd.com statistics.laerd.com
- Jan 2019
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Local file Local file
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ThisAdornianideaofthreadingtheHegelianneedle
Repeat with a difference
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static1.squarespace.com static1.squarespace.com
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diffe ́rance
Cf. Biesecker's "Rethinking the Rhetorical Situation from within the Thematic of Difference"
Tags
Annotators
URL
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pcmonitors.info pcmonitors.info
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Coming back to the two ‘FreeSync’ settings in the monitor OSD, they differ in the variable refresh rate range that they support. ‘Standard Engine’ supports 90 – 144Hz (90 – 119Hz via HDMI) whilst ‘Ultimate Engine’ gives a broader variable refresh rate range of 70 – 144Hz (62 – 119Hz via HDMI). We didn’t notice any adverse effects when using ‘Ultimate Engine’, so we’d suggest users simply stick to that option.
In my tests using Standard Engine, in combo with G-Sync Compatible Driver, I get more screen flickering during menus.
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- Dec 2018
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www.logicmuseum.com www.logicmuseum.com
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Diversum est esse et id quod est; ipsum enim esse nondum est, at vero quod est accepta essendi forma est atque consistit.
Formulation of ontological difference.
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- Oct 2018
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reallifemag.com reallifemag.com
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coding difference onto bodies is not new; determining who belongs in what categories
Tags
Annotators
URL
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- Jul 2018
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www.enculturation.net www.enculturation.net
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as a force which connects us to the universe, and as a force which allows our body to make meaning from this connection. What we can understand from such a connection includes the distinction between our self and other selves, or our self and the rest of the world, but also, importantly, our relationship to the world, to other bodies in the world
embodiment as Identity formation:
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- Jun 2018
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www.lancaster.ac.uk www.lancaster.ac.uk
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A case in point of the politics of difference within sociomaterial assemblages isoffered by Chasin (1995), who explores identifications across women, servants andmachines in contemporary robotics.
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- Nov 2017
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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The number of these pavilions will depend on the number of Professors, and that of the Dormitories & Hotels on the number of students to be lodged & dieted.
This quote illustrates part of the logistics from the beginning stages of founding the University of Virginia. The group in charge of planning the layout of the University clearly wanted housing to accommodate all professors and students. Counting the number of pavilions and hotels, that means that they expected no more than 10 teachers (since each pavilion had “two to four apartments for the accommodation of a professor and his family) and no more than 108 students (assuming the current single rooms on the Lawn were ‘dormitories’ that could house “two students only,” which may be incorrect) (http://www.virginia.edu/webmap/academicalVillage.html). These low numbers raise curiosity as to what their plan was for future growth, since they thought that this plan was suitable for the “enlargement to any degree to which the institution may extend in future times”. If following this document’s plan exactly (and into the present day), this particular phrase presents limitations on the flexibility and accessibility of housing since the pavilions, dormitories, and hotels cannot hold all of the current professors and students. There are 2,830 full-time faculty members and not all of them live on the Lawn (http://www.virginia.edu/facts). However, the University does offer living options on-Grounds for faculty and staff, so the University still demonstrates its desire to provide for its faculty (https://housing.virginia.edu/faculty-staff). As for students, all first-years are required to live on-Grounds, but they do not live side-by-side with faculty, as laid out in the original plans within this document. There are 15,891 undergraduate students and 6,500 graduate students on-Grounds and housing is not guaranteed for all of them. Housing was definitely built with professors and students at the forefront of the planners’ minds, so at some point over time, the University either decided, or learned, that these ideas for housing cannot keep up with the increasing population of the school.
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www.science-metrix.com www.science-metrix.com
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In order to benchmark national performances and identify Canada’s strengths in SSH, it is possible to use research articles published in journals representing disciplines where this medium of communication is popular, such as economics. For other disciplines, journal-based bibliometric analysis may be used with due caution and databases can be built in order to factor in other knowledge dissemination media. However, one must be wary of conducting comparative analyses of SSH disciplines without taking into account the effects of the knowledge dissemination media of each discipline on the bibliometric tools being used.
On the issue of cross-disciplinary comparisons even within the humanities.
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- Oct 2017
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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(v) BiTE® antibody constructs engage any T cell irrespective of its TCR specificity. Thus, they induce a polyclonal T-cell response against tumor cells only relying on the surface expression of the respective target antigen. (vi) Except for activation of naive T cells, BiTE® antibody constructs do not require any costimulatory signals for efficient T-cell activation and redirected lysis. Cytotoxicity against target cells is mainly mediated by highly potent CD8+ and CD4+ TEM cells, but other T-cell subsets might further add to the large killing capacity observed with BiTE® antibody constructs. (vii) Formation of the BiTE®-induced cytolytic synapse is supposed to be much more efficient than that of the naturally occurring immunologic synapse which relies on the sparse availability of specific pMHC complexes. In contrast, as target antigen expression is expected to be much higher, both number and size of BiTE®-induced cytolytic synapses are assumed to be adjustable by a variable BiTE® concentration. This difference might further explain the exceptional cytotoxic potency associated with BiTE® antibody constructs.
differences w/ adaptive immune response
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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Encouraged therefore by the sentiments of the Legislature, manifested in this statute, we present the following tabular statement of the branches of learning which we think should be taught in the University, forming them into groups, each of which are within the powers of a single professor. I Languages Antient Latin V Physics or Natural Philosophy Greek Chemistry Hebrew Mineralogy II Languages Modern French VI Botany Spanish Zoology Italian VII Anatomy German Medicine Anglo-Saxon VIII Government III Mathematics Pure Algebra Political economy Fluxions Law of Nature & Nations Geometry elemental History (being interwoven with Politics & Law[)] Transcendental IX Law Municipal Architecture X Ideology Military General grammar Naval Ethics IV Physics-Mathematics Mechanics Rhetoric Statics Belle Lettres & the fine arts Dynamics Pneumatics Acoustics Optics Astronomy Geography * * Some of the terms used in this table being subject to a difference of acceptation, it is proper to define the meaning and comprehension intended to be given them here.
It is very interesting to see that many of valuable subjects to learn at the time are still very important today. In modern times the methods of how these subjects are taught are more complex in the sense that multiple professors contribute to the teaching of a particular subject. Also in today's times there may be different courses under a key subject that focus on different aspects. The learning system that was in place at the start of the university seems to be ore structured , while today it is more flexible.
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antient
Within a paragraph focused on language and orthography, I found it interesting that the spelling of certain words, in this case "ancient" were different than modern spellings. The differences are probably attributed to the country's transition from using middle English to modern English. This document's syntax is different than the common syntax used today, but does not create an impossible barrier to understanding the material. The various spellings of words does not affect the understanding either, but both differences highlight the historical nature of this document. Other examples of "mis-spellings" are "atchieve" later on in this paragraph and "atchievements" later on in this document. http://www.dictionary.com/browse/ancient
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Three places were proposed, to wit Lexington in the County of Rockbridge, Staunton in the County of Augusta, and the Central college in the County of Albemarle
I do not want to take focus away from the University of Virginia and its history, but I think it is important to make comparisons between UVA and nearby colleges, which highlight the varying processes (and rates of those processes) toward current societal ideals regarding higher education. Specifically, looking at established universities in the other two proposed cities, Lexington and Staunton, for the University of Virginia provides contrast to the chosen location and its university. Washington and Lee University was moved to Lexington, VA in 1782, under the name "Liberty Hall Academy". This university has a racially complex past, similar to ours, since General Robert E. Lee of the Confederate Army was president in 1865. Women were not admitted into the law school until 1972 (similar to the College at UVA) and the undergraduate school until 1985. On the other hand, Mary Baldwin was founded as "Augusta Female Seminary" in Staunton, VA in 1842 (130 years before UVA would allow women to attend). Although it is a predominantly all-girls college, they have allowed men into graduate and adult programs. I find it intriguing how the potential locations of the University of Virginia were developed to house such different college atmospheres, which have, like UVA, become more inclusive and diverse over time.https://www.wlu.edu/about-wandl/history-and-traditions/a-brief-history http://www.marybaldwin.edu/about-us/history/
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- Sep 2017
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rampages.us rampages.us
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find homophily in our networks.
Almost too easy and it does not push us towards difference.
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engagements2017-18.as.virginia.edu engagements2017-18.as.virginia.edu
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Medicine, when fully taught, is usually subdivided into several professorships, but this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery. With this accessory, the seat of our university is not yet prepared, either by its population, or by the numbers of poor, who would leave their own houses, and accept of the charities of an hospital.
This passage foreshadows that eventually the University will further progress their medicine program but at this time and place do not have the resources to do so because they don't have a hospital in which students can study and gain clinical experience. I think it is very interesting in just 200 years since the beginning of the University how much the medicine program has flourished with the building of the UVA hospital, which is the number one hospital in the state of Virginia. Starting out, the medicine program only taught so many classes and now the medical program is thriving and attracts many different, diverse people from every walk of life. Now, I would like to focus on the second sentence specifically because I find it quite engaging and interesting that the authors of the Rockfish Gap Report thought that a hospital would attract numbers of poor because they would leave their own houses to accept the charities of a hospital. I feel many people, especially older generations, still have this belief that people in poverty take advantage of the charities of a hospital. I for one know that it happens at times because I've seen it happen before firsthand working and shadowing in an emergency room, but honestly it's not that people are taking advantage of the charities of a hospital as they state here, but instead a lot of people in poverty don't have good health, and don't have good healthcare insurance, so their only way to get good health care is by going to an emergency room at a hospital. I for one am a huge advocate for providing good health care for people in poverty because I believe a lot stems from having good healthcare. If you're healthy, you have chance to make your life better by looking for a job and making a living, but if your'e sick, like a lot of people in poverty are it's hard to do that, which is why so many people in poverty flock to places like emergency rooms when they are sick and not healthy. I think that the same thing would have happened had there been a hospital open in the community at the time the University opened. Poor people would have gone to the hospital and accepted the charities of it, but not because they were taking advantage, they would have gone because it's their only means of getting good healthcare. -Emily McClung
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At the District schools or colleges boys should be rendered able to read the easier Authors, Latin and Greek. This would be usefull and sufficient for many not intended for an University education. At these too might be taught English grammar, the higher branches of numerical Arithmetic, the geometry of straight lines and of the circle, the elements of navigation and Geography to a sufficient degree
This quote highlights similarities as well as differences between education and schooling back then vs. now. Back then students had to have extensive schooling prior to coming to university, and they had certain requirements that they had to complete such as proficiency in Latin and Greek, and understanding of Geometry and navigation. Now, there are less physical requirements needed to attend college, but there still is an unspoken expectation that students come to college fully prepared. Colleges still expect students to take challenging courses and master challenging concepts, but the actual requirements are gone. Back then there were many limitations for who could attend college. The section emphasizes that boys were the ones who needed these requirements to attend college. Now, colleges accept a much more diverse group of students, and people are given more opportunities than before
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Education, in like manner engrafts a new man on the native stock, & improves what in his nature was vicious & perverse, into qualities of virtue and social worth; and it cannot be but that each generation succeeding to the knowledge acquired by all those who preceded it, adding to it their own acquisitions & discoveries, and handing the mass down for successive & constant accumulation, must advance the knowledge & well-being of mankind: not infinitely, as some have said, but indefinitely, and to a term which no one can fix or foresee. Indeed we need look back only half a century, to times which many now living remember well, and see the wonderful advances in the sciences & arts which have been made within that period.
I found this particular quotation particularly interesting because of the amount of irony and hypocrisy that it is riddled with. It speaks of the importance of education to create "a new man", however we know that this new man is of only a light skin color and most likely a slave-owner, not to mention the exclusion of women. Moreover, in my engagement Making the Invisible Visible, a key focal point is that what is unwritten is often just as important as what's written. Here, in the mentioning of the fact that education is better for the "well-being of mankind", it is implied that solely educating the white male slave owners will be progressive to civilization because of newfound knowledge that will be entrusted with them. As such, in mentioning that education is meant to be passed down to successive generations, the unwritten irony is in the fact that increasingly only a smaller amount of the entire population will be educated because of the ratio to the enslaved people population to the non-enslaved people population. This quotation shows the naive yet justified mindset of the elite class in education administration and society as a whole in the early 19th century America.
- Muhammad Amjad
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This doctrine is the genuine fruit of the alliance between church and State,
I think it is interesting how this sentence describes that the Rockfish Gap Report is "is the genuine fruit in the alliance between church and State" because explicitly in the report the writers state that they won't offer any divinity classes at the University as it is starting out, and I think that this sentence is a contradiction of that statement. The University was built with a library ( the Rotunda) at the heart of it because they wanted to dissociate away from religion, and put knowledge first. So why then, can the Rockfish Gap Report be the genuine fruit in the alliance between church and State, when the vision when opening this University was to put knowledge at the center, and not church and religion? Therefore, in theory if knowledge was supposed to be at the center, I'm interested as to why there is such a glaring contradictory sentence. I think this contradictory shows that the writers of the Rockfish Gap Report had varying beliefs and that came across in the report. To relate, this back to my course that I'm taking called making the Invisible Visible, I think this sentence makes "visible" the invisible varying beliefs of the writers of the Rockfish Gap Report. -Emily McClung
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The objects of this primary education determine its character & limits. These objects would be, To give to every citizen the information he needs for the transaction of his own business. To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing. To improve by reading, his morals and faculties. To understand his duties to his neighbours, & country, and to discharge with competence the functions confided to him by either.
I think it is interesting that the author describes the type of education the University of Virginia strives to teach. Primary education is the foundation of knowledge that one needs to be able to grow intellectually and learn about the real-world. In society, the level and quality of education one receives is of utmost importance, especially in the United States, as it guides people's actions and shapes their outlook on life.
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- Making the Invisible Visbile
- TA:Erin Westgate
- racism
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- difference
- 132
- Aesthetic Difference
- Engaging Difference and Asthetics
- Tues8AM
- Maya Das
- education
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- Emily McClung
- Engaging Difference: Individual and Society
- Tuesdays 8 A.M.
- hypocrisy
- Making the Invisible Visible
- irony
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Local file Local file
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The results were less clear, however, concerning the relative importance in writingof fact and interpretation. By this point in the course both ‘arts’ and ‘science’ studentsseemed to be aware that essays in the history of science involved the evaluation ofdifferent views. ‘Arts’ students, however, more often indicated that they had expecteda more factual course, preferred writing about facts than opinions and considered‘getting the facts down’ as the most important criterion. This orientation towardsfacts in the ‘arts’ students’ questionnaire responses appears surprising, given that intheir writing they were more likely than ‘science’ students to represent ideas as provi-sional and mediated rather than factual.This apparent discrepancy may perhaps be resolved by distinguishing betweenstudents’ perception of an issue as problematic and their actual performance withrespect to that issue. ‘Arts’ students’ views of the role of fact and interpretation mayindicate an awareness that the representation of reality is not straightforward and thatessays require a sophisticated discussion and evaluation of different points of view.They may deal more effectively with these issues precisely because they realise thatthey are problematic. Interviews with ‘science’ students suggested that they were notalways conscious of the significance of this type of discussion and might perceive it as‘waffle’ or ‘padding’.
very interesting. I don't find her account of the counter-intuitive part of the arts students interviews and surveys convincing though as there's no evidence (it sounds like an attempt to make the data fit hypothesis, frankly). But I do wonder if it isn't the fact that it is a History of Science course that we're talking about here. Maybe that makes them more focussed on facts?
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Kuhn (1970, p. 167) commented that science education tends to elide the processthrough which knowledge has been constructed, whereas students of other subjectsare exposed to varying interpretations over time. As a result, he suggested, sciencestudents are blind to the history of their subject, seeing it only as unproblematicprogress. The interview data suggest that this is indeed a point of difference betweenthe ‘arts’ and ‘science’ students in this sample. While both of them tend to have adualistic view of science itself, the ‘arts’ students seem to be more at ease with arelativistic view of knowledge in history.
Kuhn on lack of training science students receive on how knowledge is constructed.
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Seven of the ‘arts’ students described a process of this sort, compared with only twoof the ‘science’ students. There was, however, another approach to revision, involvingonly one revision cycle. This was mentioned by five interviewees, four of whom werefrom ‘science’ backgrounds. Um ... rewriting? No. I can probably, once I’ve got the, I’ve got the feel of it, it probablytakes me a couple of hours to write, and then, shuffling stuff around, ... it’ll probably takeme, I don’t know, a morning or something to do a fair draft of it. (Ewan, 2002, science)Only one ‘arts’ student mentioned using a single revision cycle, and he had originallygraduated in science before starting his OU arts study
science vs arts revision cycles: science students one draft; arts multiple moving things around.
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Although some ‘science’ students reported similar problems, it was only ‘science’students who talked in terms of ‘padding out’ their answers in order to reach therequired length: I’m more this, get all the facts down, yes it’s only three hundred words, but that’s it in anutshell. And it’s a lot harder then to flower it up to say either five hundred words or athousand words. (Larry, 2002, science)I’m not used to waffling I think that’s the problem. A lot of the art students say oh I’vewritten too much, ... and I have the opposite problem I kind of write down what Ithink the answer’s and I’ve only got like 200 words and I have to pad it out. (Ruth,2003, science)The tendency for some ‘science’ students to write relatively short essays may berelated to their conceptions of knowledge. If it is seen as factual, then once the factshave been stated, the student might see the task as complete; as Larry said, ‘that’s itin a nutshell’. If knowledge is relativistic, however, then competing views are equallyworthy of consideration and greater elaboration is needed to make a case
how science students see "waffling"
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While the ‘arts’ students frequently described a strug-gle to make their essay ‘flow’, the ‘science’ students did not talk about textual struc-ture as problematic
science students don't see structure as an issue; arts students do.
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North, Sarah. 2005. “Different Values, Different Skills? A Comparison of Essay Writing by Students from Arts and Science Backgrounds.” Studies in Higher Education 30 (5): 517–33. doi:10.1080/03075070500249153.
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Geisler (1994) and Russell and Yañez (2002) discuss a comparable situation in theUSA, where to fulfil general education requirements, undergraduates take a numberof disciplinary courses in fields which are not their major. They note the contradic-tions involved in conflating the aims of general education and disciplinary encultura-tion, with lecturers using a disciplinary discourse that is not only unfamiliar tostudents, but also seen as irrelevant to their individual aims and aspirations. Similarly,Moore (2000) discusses the tension between integration and disciplinarity in an inter-disciplinary foundation course in South Africa, voicing concerns that the attempt topromote generic competences risks undermining the disciplinary basis of academicperformance (p. 192).
research and bibliography on the mismatch between gen ed or breadth students and the rhetoric of instructors who are intending to socialise people in their field.
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The distinction between hard and soft fieldsrelates to the extent to which knowledge is constructed on the basis of a frameworkof shared assumptions. The pure sciences (hard) typically maintain a degree ofinternal unity over aims, methods of investigation and evaluation criteria, which maycome to be seen as derived from reality itself, rather than constructed by disciplinaryconvention. The humanities and social sciences (soft), in contrast, tend to becharacterized by internal discord, encouraging a view of knowledge as a matter ofinterpretation.
disciplinary differences in the construction of knowledge
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‘However’ is a textual theme with the function of indicating the relationship of theclause to the preceding text; ‘it is apparent’ is an interpersonal theme with the func-tion of indicating the writer’s stance towards the proposition that follows; ‘during thesecond half of the sixteenth century’ is an experiential theme providing informationabout circumstances surrounding the event or situation. In the discussion that followsI refer to these three types of non-subject theme as orienting themes. Unlike thesubject, none of them is grammatically compulsory and their use reflects a choicemade by the writer about how to frame the proposition presented within the clausecomplex.These orienting themes were consistently more common in the ‘arts’ students’essays, and the difference between the two groups was highly significant (t= 2.865,p < 0.006). ‘Arts’ students used on average 31.50 textual and 15.14 interpersonalelements in every 100 clause complexes, compared to 24.28 textual and 9.75 inter-personal elements for the ‘science’ group. They also tended to use more clausecomplexes containing an experiential orienting theme, although this difference wasnot significant. Since essays which used more orienting themes were also significantlymore likely to receive a higher mark (t= 2.336, p< 0.023), it is clearly worth investi-gating further the differing ways in which these were deployed by ‘arts’ and ‘science’students.
Very interesting. This agrees with my experience that Science students have a lot of trouble with signposting!
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Research suggests that students majoring in hard fields with a high degree ofdisciplinary consensus are more likely to subscribe to beliefs in absolute knowledgethan those majoring in soft fields, and that these beliefs may be encouraged byaspects of the disciplinary context in which they work (Paulsen & Wells, 1998;Schommer-Aikins et al., 2003). Neumann (2001) reviews evidence of disciplinarydifferences in a number of aspects of teaching and learning, noting that soft disci-plines tend to emphasize critical thinking, oral and written expression, and analysisand synthesis of course content, while hard disciplines tend to emphasize skills indealing with facts and figures, with little writing required beyond the exposition ofexperimental results. In a large-scale undergraduate survey Entwistle and Tait(1995) found that students’ learning styles varied between different disciplines in linewith the demands of their course. Students of science and economics, for example,were more likely to use surface strategies, perhaps encouraged by assessmentpatterns that emphasized the reproduction of facts. In contrast, markers in historyand English were likely to penalize a reproducing orientation and a serialist (listing)style (Entwistle & Tait, 1995, p. 96).
How disciplinary differences affect approach to knowledge and grader expectations.
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Such tutor comments suggest that ‘science’ students are less ready to criticallyevaluate source material, a feature that can be related to the tendency already notedin their writing to downplay the role of human interpretation in the construction ofknowledge
This whole section so agrees with my read on this! What an amazing bit of research to show specifically what the hunch was.
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- Apr 2017
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edspace.american.edu edspace.american.edu
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This shows
This what?
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Local file Local file
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pp. 70-71
Interestingly, although most lists were from the sciences, the general science list was completely inactive: her guess is that the more specialised ones had taken over
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pp. 65-66 disciplinary differences between HSS and STEM in terms of breadth of focus:
In the categories of the social sciences and the humanities the electronic mailing list topics tended to have a broad focus, such as history of literature. The interdisciplinary category category also had this broad thematic quality. The sciences and communications were the only two categories where the electronic mailing lists had more specific content, such as "Bees in Biology" or "Computer Mediated Communication."
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p. 12 at the time she was writing, many respondents said they were the only members of their HSS departments with a computer and an internet connection.
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p. 2
Originally wanted to study HSS and STEM but scientists didn't qulify. See chapter III
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Annotators
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- Nov 2016
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www.edutopia.org www.edutopia.org
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"There is not a writer in our classrooms today who will not be producing something with a digital writing tool in her or his lifetime."
Almost all of the tools that I think most folks put in the digital writing camp are binary doppelgangers of their analogues. For example, Power point as used is mostly a flip chart with more bells and whistles. Note taking apps are 3X5 cards with a digital twist. Even hypothes.is is just marginalia with a social bent. So what I propose is that what we teach is how to apply ANY tool to the task at hand. What that means is that we need worthwhile work for our students and we need to do that work using the tools at hand. And by 'tools' I mean digital, analog, and any other that can be pressed into the larger service of gather, making sense of and sharing the problems and questions and solutions and stories of the world.
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- Sep 2016
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digitalcommons.mainelaw.maine.edu digitalcommons.mainelaw.maine.edu
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Despite this deep theoretical understanding of the powerful role that archi-tecture plays in crafting experience
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- Jul 2016
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books.google.ca books.google.ca
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Page 220
Humanistic research takes place in a rich milieu that incorporates the cultural context of artifacts. Electronic text and models change the nature of scholarship in subtle and important ways, which have been discussed at great length since the humanities first began to contemplate the scholarly application of computing.
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Page 226
Borgman on why we need a common effort in building a scholarly Commons
Striking contrast exists between disciplines and artifacts, practices, and incentives to build the content layer. Common approaches are none the less required to support interdisciplinary research, which is a central goal of the research. Scholarly products are useful to scholars and related fields and sometimes to scholars in distant fields as the boundaries between disciplines becomes more porous, the interoperability of information systems and services becomes indispensable.
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Page 223
This is Borgman discussing the role of priority in the humanities
cultural and historical events can be reinterpreted repeatedly. Prizes are based on the best interpretation rather than on the first claim to a finding.
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Page 223
Borgman is discussing here the difference in the way humanists handle data in comparison to the way that scientists and social scientist:
When generating their own data such as interviews or observations, human efforts to describe and represent data are comparable to that of scholars and other disciplines. Often humanists are working with materials already described by the originator or holder of the records, such as libraries, archives, government agencies, or other entities. Whether or not the desired content already is described as data, scholars need to explain its evidentiary value in your own words. That report often becomes part of the final product. While scholarly publications in all fields set data within a context, the context and interpretation are scholarship in the humanities.
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Page 219
In the humanities, it is difficult to separate artifacts from practices or publications from data.
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Page 219
Humanities scholars integrate and aggregate data from many sources. They need tools and services to analyze digital data, as others do the sciences and social sciences, but also tools that assist them interpretation and contemplation.
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Page 215
What seems a clear line between publications and data in the sciences and social sciences is a decidedly fuzzy one in the humanities. Publications and other documents are central sources of data to humanists. … Data sources for the humanities are innumerable. Almost any document, physical artifact, or record of human activity can be used to study culture. Humanities scholars value new approaches, and recognizing something as a source of data (e.g., high school yearbooks, cookbooks, or wear patterns in the floor of public places) can be an act of scholarship. Discovering heretofore unknown treasures buried in the world's archives is particularly newsworthy. … It is impossible to inventory, much less digitize, all the data that might be useful scholarship communities. Also distinctive about humanities data is their dispersion and separation from context. Cultural artifacts are bought and sold, looted in wars, and relocated to museums and private collections. International agreements on the repatriation of cultural objects now prevent many items from being exported, but items that were exported decades or centuries ago are unlikely to return to their original site. … Digitizing cultural records and artifacts make them more malleable and mutable, which creates interesting possibilities for analyzing, contextualizing, and recombining objects. Yet digitizing objects separates them from the origins, exacerbating humanists’ problems in maintaining the context. Removing text from its physical embodiment in a fixed object may delete features that are important to researchers, such as line and page breaks, fonts, illustrations, choices of paper, bindings, and marginalia. Scholars frequently would like to compare such features in multiple additions or copies.
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Page 215
Borgman discussing the half-life of citations and humanities :
while the half-life of literature is considered to be the longest in humanities, the large comparative study discussed earlier found the shortest citation age of an average article in humanities…. [another study] also found that the usage of history articles was much more concentrated in recent publications and was the usage of articles in economics or mathematics (the three fields studied). A close inspection revealed that the use of history articles was widely scattered across countries, without the clustering around classic articles from the other two fields. Although history can be considered within the humanities or the social sciences, comparisons between these findings do reinforce others conclusions that humanists’ may read current journal articles to keep up with their fields, but rely more heavily for their research on sources not covered by journal indexes. The findings also amplify concerns about the validity of citation studies of journal literature in humanities, given the reliance on monographic and archival sources. In sum, the humanities draw on the longest literature time span of any of the disciplines, and yet have the least amount of their scholarly literature online. So far, they are the discipline most poorly served by the publications component of the content later.
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Page 214
Literature in the Humanities goes out-of-print long before it goes out of date, so efforts to make older, out-of-copyright books available greatly benefit these fields.
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Page 214
Borgman notes that the bibliographic coverage of journal literature is shallow in the humanities. The ISI Arts and humanity citation Index only goes back to 1975. In Sciences it goes back to 1900. In the social sciences it goes back to 1956. Also SCOPUS does not include the humanities.
What is interesting about this is that the humanities are the least cumulative of all the disciplines in the sense that they do not build on previous knowledge so much as we examine previous thought.
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Page 214
Borgman on information artifacts and communities:
Artifacts in the humanities differ from those of the sciences and social sciences in several respects. Humanist use the largest array of information sources, and as a consequence, the station between documents and data is the least clear. They also have a greater number of audiences for the data and the products of the research. Whereas scientific findings usually must be translated for a general audience, humanities findings often are directly accessible and of immediate interest to the general public.
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Page 204
Borgman on the different types of data in the social sciences:
Data in the social sciences fall into two general categories. The first is data collected by researchers through experiments, interviews, surveys, observations, or similar names, analogous to scientific methods. … the second category is data collected by other people or institutions, usually for purposes other than research.
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Page 202
Borgman on information artifacts in the social sciences
like the sciences, the social sciences create and use minimal information. Yet they differ in the sources of the data. While almost all scientific data are created by for scientific purposes, a significant portion of social scientific data consists of records credit for other purposes, by other parties.
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Page 184
In the section “Description and Organization in the Sciences” Borgman discusses some of the ways in which scientific literature is better organized: for example these include uniform language, taxonomies, thesauri, and ontologies.
Tags
- humanities data
- priority
- borgman 2007
- electronic texts
- citation
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- disciplinary difference
- humanities
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- data
- ISI
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- social sciences
- Arts and Humanities Citation index
- authorship
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- Jun 2016
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Local file Local file
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T he Future of Publications in the Humanities
Fuchs, Milena Žic. 2014. “The Future of Publications in the Humanities: Possible Impacts of Research Assessment.” In New Publication Cultures in the Humanities: Exploring the Paradigm Shift, edited by Péter Dávidházi, 147–71. Amsterdam University Press. http://books.google.ca/books/about/New_Publication_Cultures_in_the_Humaniti.html?hl=&id=4ffcoAEACAAJ.
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www.phdontrack.net www.phdontrack.net
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The Hardy-Littlewood Rule
"The rule states that anyone that joins collaboration in good faith will be listed equally as an author, regardless of the relative contributions they end up making.
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This has a list of guidelines about authorship in different disciplines, particularly the natural sciences.
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No Bias, No Merit: The Case against Blind Submission
Fish, Stanley. 1988. “Guest Column: No Bias, No Merit: The Case against Blind Submission.” PMLA 103 (5): 739–48. http://www.jstor.org/stable/462513.
An interesting essay in the context I'm reading it (alongside Foucault's What is an author in preparation for a discussion of scientific authorship.
Among the interesting things about it are the way it encapsulates a distinction between the humanities and sciences in method (though Fish doesn't see it and it comes back to bite him in the Sokol affair). What Frye thinks is important because he is an author-function in Foucault's terms, I.e. a discourse initiator to whom we return for new insight.
Fish cites Peters and Ceci 1982 on peer review, and sides with those who argue that ethos should count in review of science as well.
Also interesting for an illustration of how much the field changed, from new criticism in the 1970s (when the first draft was written) until "now" i.e. 1989 when political criticism is the norm.
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. It follows then that the machinery of the institution does not grow up to accommodate needs that are independently perceived but that, rather, the institutional machinery comes first and the needs then follow, as do the ways of meeting them. In short, the work to be done is not what the institution responds to but what it create
On the creative nature of literary criticism
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t "[ilf Northrop Frye should write an essay attacking archetypal criticism, the article would by definition be of much greater significance than an article by another scholar attack- ing the same approach" (Schaefer 5). The reason, of course, is that the approach is not something in- dependent of what Northrop Frye has previously said about it; indeed, in large part archetypal criticism is what Northrop Frye has said about it, and therefore anything he now says about it is not so much to be measured against an independent truth as it is to be regarded, at least potentially, as a new pronouncement of what the truth will hereafter be said to be
author-function at work: Frye is an author-concept and his work is a coherent whole--an Oeuvre.
This is absolutely fine for literary criticism and the humanities. The same is in practice true of the sciences--what Steven Hawking says about physics is more interesting than other people, especially if he reverses his previous claims. But in contrast to Frye, where a reversal is a change in the discursive practice (cf. Foucault), in the case of science, it should not be the case that hearing a "great man" reverse himself is more significant than hearing an unknown post-doc. The reversal should be evidence-based.
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. Predict- ably, Schaefer's statement provoked a lively exchange in which the lines of battle were firmly, and, as I will argue, narrowly, drawn. On the one hand those who agreed with Schaefer feared that a policy of anonymous review would involve a surrender "to the spurious notions about objectivity and absolute value that . . . scientists and social scientists banter about"; on the other hand those whose primary concern was with the fairness of the procedure believed that "[jiustice should be blind" ("Correspon- dence" 4). Each side concedes the force of the opposing argument-the proponents of anonymous re- view admit that impersonality brings its dangers, and the defenders of the status quo acknowledge that it is important to prevent "extraneous considerations" from interfering with the identification of true merit (5)
Discussion of debate at MLA about plan to introduce blind submission to PMLA and comparison with sciences and social sciences.
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