Kuiper, M. E., de Bruijn, A. L., Reinders Folmer, C., Olthuis, E., Brownlee, M., Kooistra, E. B., Fine, A., & van Rooij, B. (2020). The intelligent lockdown: Compliance with COVID-19 mitigation measures in the Netherlands [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5wdb3

Kennedy, B., Atari, M., Davani, A. M., Hoover, J., Omrani, A., Graham, J., & Dehghani, M. (2020, May 7). Moral Concerns are Differentially Observable in Language. https://doi.org/10.31234/osf.io/uqmty

Heffner, J., Vives, M. L., & FeldmanHall, O. (2020, April 15). Emotional responses to prosocial messages increase willingness to self-isolate during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qkxvb

Youngstrom, E. A., Ph.D., Hinshaw, S. P., Stefana, A., Chen, J., Michael, K., Van Meter, A., … Vieta, E. (2020, April 20). Working with Bipolar Disorder During the COVID-19 Pandemic: Both Crisis and Opportunity. https://doi.org/10.31234/osf.io/wg4bj

Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R., … Vallières, F. (2020, April 22). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8yqxr

WHO - Doing what matters in times of stress: An illustrated guide.

Wilson, R., Nicely, S., & Quinlan, K. (2020 April 10). Managing COVID-19 concerns for people with OCD. American Psychological Association. https://www.apa.org/topics/covid-19/managing-ocd

Bondy, E., Baranger, D. A., Balbona, J. V., Sputo, K., Paul, S. E., Oltmanns, T., & Bogdan, R. (2020, April 30). Neuroticism and reward-related ventral striatum activity: Probing vulnerability to stress-related depression. Retrieved from psyarxiv.com/5wd3k

Lengersdorff, L., Wagner, I., & Lamm, C. (2020, April 20). When implicit prosociality trumps selfishness: the neural valuation system underpins more optimal choices when learning to avoid harm to others than to oneself. https://doi.org/10.31234/osf.io/q6psx

Gollwitzer, A., Martel, C., Marshall, J., Höhs, J. M., & Bargh, J. A. (2020, May 5). Connecting Self-Reported Social Distancing to Real-World Behavior at the Individual and U.S. State Level. https://doi.org/10.31234/osf.io/kvnwp

Laban, G., George, J., Morrison, V., & Cross, E. S. (2020, May 6). Tell Me More! Assessing Interactions with Social Robots From Speech. Retrieved from psyarxiv.com/jkht2

Maybe not technically a catch-22/chicken-and-egg problem, but what is a better name for this logical/dependency problem?

Olthof, M., Hasselman, F., & Lichtwarck-Aschoff, A. (2020, May 1). Complexity In Psychological Self-Ratings: Implications for research and practice. Retrieved from psyarxiv.com/fbta8

Horstmann, K. T., Rauthmann, J. F., Sherman, R. A., & Ziegler, M. (2020, April 30). Unveiling an Exclusive Link: Predicting Behavior with Personality, Situation Perception, and Affect in a Pre-Registered Experience Sampling Study. Retrieved from psyarxiv.com/ztw2n

Weinstein, N., & Nguyen, T. T. (2020, April 30). Motivation and Preference in Isolation: A test of their different influences on responses to self-isolation during the COVID-19 outbreak. Retrieved from psyarxiv.com/pbgq7

Townsend, E., Nielsen, E., Allister, R., & Cassidy, S. A. (2020). Key ethical questions for research during the COVID-19 pandemic. The Lancet Psychiatry, 7(5), 381–383. https://doi.org/10.1016/S2215-0366(20)30150-4

Fischer, R., Karl, J. A., Bortolini, T., Zilberberg, M., Robinson, K., Rabelo, A. L. A., … Mattos, P. (2020, April 22). Rapid review and meta-meta-analysis of self-guided interventions to address anxiety, depression and stress during COVID-19 social distancing. https://doi.org/10.31234/osf.io/ndyf4

Wolff, W., Martarelli, C., Schüler, J., & Bieleke, M. (2020, April 17). High boredom proneness and low trait self-control impair adherence to social distancing guidelines during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/jcf95

Atchison, C. J., Bowman, L., Vrinten, C., Redd, R., Pristera, P., Eaton, J. W., & Ward, H. (2020). Perceptions and behavioural responses of the general public during the COVID-19 pandemic: A cross-sectional survey of UK Adults [Preprint]. Public and Global Health. https://doi.org/10.1101/2020.04.01.20050039

Webster, R. K., Brooks, S. K., Smith, L. E., Woodland, L., Wessely, S., & Rubin, G. J. (2020). How to improve adherence with quarantine: Rapid review of the evidence. Public Health. https://doi.org/10.1016/j.puhe.2020.03.007

Collective Intelligence and COVID-19 | Trello. (n.d.). Retrieved April 20, 2020, from https://trello.com/b/STdgEhvX/collective-intelligence-and-covid-19

• Bahwa sebagian besar jurnal di bidang geokimia, membolehkan pengarsipan modus hijau (Green OA), atau pengarsipan dokumen riset, data, makalah versi preprint di repositori nirlaba (misal repositori kampus).

• Di tahun 2020, fakta ini masih belum banyak diketahui oleh para dosen/peneliti. Mereka cenderung menerima untuk dikendalikan oleh jurnal dalam proses publikasi, tanpa keinginan berargumentasi untuk mempertahankan hak miliknya terhadap makalah (to retain copyrights).

Keeping a goal in mind and using it to direct our actions requires constant willpower. During times when other parts of our lives deplete our supply of willpower, it can be easy to forget our goals. For example, the goal of saving money requires self-discipline each time we make a purchase. Meanwhile, the habit of putting $50 in a savings account every week requires little effort. Habits, not goals, make otherwise difficult things easy… While goals rely on extrinsic motivation, habits are automatic. They literally rewire our brains.

The importance of self-compassion in tempering the brittleness of self-efficacy

The main reason is that most people’s risk tolerance is very low, because self-efficacy (defined as “a person’s conviction or confidence about his or her abilities to mobilize the motivation, cognitive resources or courses of action needed to successfully execute a specific task within a given context”) is remarkably fragile. When it comes to trying and learning new things, people have difficulty transferring success in one arena to even highly related ones. Even small failures lead to learned helplessness so quickly, we learn to protect against that eventuality by not trying new things unless success is guaranteed.

The primary risk of entrepreneurship and other free agent lifestyles is not financial or even social — it is the risk to a person’s very self-concept as someone who does what they set out to do.

What we need if we want to change behavior at this fundamental level is to replace predictive models of behavior change—do this and you’ll get that —with exploratory models.

Stories may actually be a more accurate way of describing how people think about and use mental models of behavior change. Stories, like emergent systems, only move in one direction. They cannot be rolled back and played again. This irreproducibility suggests the importance of another form of psychological capital that is also highly correlated with successful behavior change: self-compassion. They are two sides to the same coin — you need self-efficacy to believe you can do it, but you equally need self-compassion to be ok when you don’t. Self-compassion aids change by removing the veil of shame and pain that keeps you from examining the causes of your mistakes (and often, leads you to indulge in the very same bad habit as a way of forgetting the pain). Self-forgiveness is the first step in fostering an invitational attitude that is open to feedback and learning, from yourself and others.

There is something about the turning of this coin — between efficacy and compassion — that I believe lies at the heart of the experimentation framework I’m envisioning. And the more I think about it, the more I suspect compassion is the far more radical and important side.

Taken from a graduation address delivered at West Point, which is just so good and worth quoting many sections of at length

That’s really the great mystery about bureaucracies. Why is it so often that the best people are stuck in the middle and the people who are running things—the leaders—are the mediocrities? Because excellence isn’t usually what gets you up the greasy pole. What gets you up is a talent for maneuvering. Kissing up to the people above you, kicking down to the people below you. Pleasing your teachers, pleasing your superiors, picking a powerful mentor and riding his coattails until it’s time to stab him in the back. Jumping through hoops. Getting along by going along. Being whatever other people want you to be, so that it finally comes to seem that, like the manager of the Central Station, you have nothing inside you at all. Not taking stupid risks like trying to change how things are done or question why they’re done. Just keeping the routine going.

We have a crisis of leadership in America because our overwhelming power and wealth, earned under earlier generations of leaders, made us complacent, and for too long we have been training leaders who only know how to keep the routine going. Who can answer questions, but don’t know how to ask them. Who can fulfill goals, but don’t know how to set them. Who think about how to get things done, but not whether they’re worth doing in the first place. What we have now are the greatest technocrats the world has ever seen, people who have been trained to be incredibly good at one specific thing, but who have no interest in anything beyond their area of exper­tise. What we don’t have are leaders.

What we don’t have, in other words, are thinkers. People who can think for themselves. People who can formulate a new direction: for the country, for a corporation or a college, for the Army—a new way of doing things, a new way of looking at things. People, in other words, with vision.

That’s the first half of the lecture: the idea that true leadership means being able to think for yourself and act on your convictions. But how do you learn to do that? How do you learn to think? Let’s start with how you don’t learn to think. A study by a team of researchers at Stanford came out a couple of months ago. The investigators wanted to figure out how today’s college students were able to multitask so much more effectively than adults. How do they manage to do it, the researchers asked? The answer, they discovered—and this is by no means what they expected—is that they don’t. The enhanced cognitive abilities the investigators expected to find, the mental faculties that enable people to multitask effectively, were simply not there. In other words, people do not multitask effectively. And here’s the really surprising finding: the more people multitask, the worse they are, not just at other mental abilities, but at multitasking itself.

One thing that made the study different from others is that the researchers didn’t test people’s cognitive functions while they were multitasking. They separated the subject group into high multitaskers and low multitaskers and used a different set of tests to measure the kinds of cognitive abilities involved in multitasking. They found that in every case the high multitaskers scored worse. They were worse at distinguishing between relevant and irrelevant information and ignoring the latter. In other words, they were more distractible. They were worse at what you might call “mental filing”: keeping information in the right conceptual boxes and being able to retrieve it quickly. In other words, their minds were more disorganized. And they were even worse at the very thing that defines multitasking itself: switching between tasks.

Concentrating, focusing. You can just as easily consider this lecture to be about concentration as about solitude. Think about what the word means. It means gathering yourself together into a single point rather than letting yourself be dispersed everywhere into a cloud of electronic and social input. It seems to me that Facebook and Twitter and YouTube—and just so you don’t think this is a generational thing, TV and radio and magazines and even newspapers, too—are all ultimately just an elaborate excuse to run away from yourself. To avoid the difficult and troubling questions that being human throws in your way. Am I doing the right thing with my life? Do I believe the things I was taught as a child? What do the words I live by—words like duty, honor, and country—really mean? Am I happy?

So it’s perfectly natural to have doubts, or questions, or even just difficulties. The question is, what do you do with them? Do you suppress them, do you distract yourself from them, do you pretend they don’t exist? Or do you confront them directly, honestly, courageously? If you decide to do so, you will find that the answers to these dilemmas are not to be found on Twitter or Comedy Central or even in The New York Times. They can only be found within—without distractions, without peer pressure, in solitude.

“Your own reality—for yourself, not for others.” Thinking for yourself means finding yourself, finding your own reality. Here’s the other problem with Facebook and Twitter and even The New York Times. When you expose yourself to those things, especially in the constant way that people do now—older people as well as younger people—you are continuously bombarding yourself with a stream of other people’s thoughts. You are marinating yourself in the conventional wisdom. In other people’s reality: for others, not for yourself. You are creating a cacophony in which it is impossible to hear your own voice, whether it’s yourself you’re thinking about or anything else. That’s what Emerson meant when he said that “he who should inspire and lead his race must be defended from travelling with the souls of other men, from living, breathing, reading, and writing in the daily, time-worn yoke of their opinions.” Notice that he uses the word lead. Leadership means finding a new direction, not simply putting yourself at the front of the herd that’s heading toward the cliff.

So solitude can mean introspection, it can mean the concentration of focused work, and it can mean sustained reading. All of these help you to know yourself better. But there’s one more thing I’m going to include as a form of solitude, and it will seem counterintuitive: friendship. Of course friendship is the opposite of solitude; it means being with other people. But I’m talking about one kind of friendship in particular, the deep friendship of intimate conversation. Long, uninterrupted talk with one other person. Not Skyping with three people and texting with two others at the same time while you hang out in a friend’s room listening to music and studying. That’s what Emerson meant when he said that “the soul environs itself with friends, that it may enter into a grander self-acquaintance or solitude.”

Introspection means talking to yourself, and one of the best ways of talking to yourself is by talking to another person. One other person you can trust, one other person to whom you can unfold your soul. One other person you feel safe enough with to allow you to acknowledge things—to acknowledge things to yourself—that you otherwise can’t. Doubts you aren’t supposed to have, questions you aren’t supposed to ask. Feelings or opinions that would get you laughed at by the group or reprimanded by the authorities.

This is what we call thinking out loud, discovering what you believe in the course of articulating it. But it takes just as much time and just as much patience as solitude in the strict sense. And our new electronic world has disrupted it just as violently. Instead of having one or two true friends that we can sit and talk to for three hours at a time, we have 968 “friends” that we never actually talk to; instead we just bounce one-line messages off them a hundred times a day. This is not friendship, this is distraction.

"the best plan is to let as few things into your identity as possible"

I think what religion and politics have in common is that they become part of people's identity, and people can never have a fruitful argument about something that's part of their identity. By definition they're partisan.

More generally, you can have a fruitful discussion about a topic only if it doesn't engage the identities of any of the participants.

The most intriguing thing about this theory, if it's right, is that it explains not merely which kinds of discussions to avoid, but how to have better ideas. If people can't think clearly about anything that has become part of their identity, then all other things being equal, the best plan is to let as few things into your identity as possible.

This is true but it used to be false. Biologists (Linnaeus) grouped different races into different species. That false classification still has modern-day ramifications.

Summary portion

Description of 6 levels defining autonomous cars:

1. Level 0 - no automation.
2. Level 1 - partial assistance with certain aspects of driving, like lane keep assist or adaptive cruise control.
3. Level 2 - step up to systems that can take control of the vehicle in certain situations, like Tesla's Autopilot or Cadillac's Super Cruise, while still requiring the driver to pay attention.
4. Level 3 - promises full computer control under defined conditions during a journey.
5. Level 4 - expands that to start-to-finish autonomous tech limited only by virtual safeguards like a geofence.
6. Level 5 - total hands-off, go-anywhere-at-the-push-of-a-button experience.

This implies that T4 and T3 are not identical, but I want to check the study further to see if half-life comes into play. The T3 group could theoretically have higher daily thyroidergic exposure, but maintain TSH because they experience a daily dip. Multiple dosing at least partly solves this issue. Controlled release tablets would be ideal.

So, given that thyroid hormone resistance does exist, the remaining question is whether it is common enough to explain some cases of CFS or similar conditions. Unfortunately this paper is not in english, but the abstract provides enough information to google more.

I ought read the full study to see the proposed mechanism. The vasopressin effect is not surprising at all, but the oxytocin effect was unexpected for me. That may be because I know more about vasopressin than I do oxytocin.

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

This chapter, "Advantages of Online Professional Development" describes the benefits of online teacher professional development (OTPD), which implements technology to deliver training and learning in an online environment. OTPD allows teachers to participate in a flexible, self-directed, and collaborative learning community. They can interact with other teachers synchronously and asynchronously, or take professional development courses at their own schedule.

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10

This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

The article, "Keys to success: Self-directed learning,' authors Fellows, Culver, and Beston discuss the components of Grow's self-directed learning (SDL) model. Learners and instructors fit into a matrix which can be used to determine optimal instructional strategies to meet the readiness of the learner. The authors discuss how SDL is implemented in multiple institutions for higher education. Instructional methods are shared to address foundational SDL skills as well as issues that arose when learners were having difficulty transitioning from one stage of readiness to another. Overall, holistic learner skills were enhanced with SDL. Rating: 9/10

okay, answer to previous question above.

Note the differences between risk assessment and risk management. The project would look towards risk assessment and then migrate its focus to risk management potentially, but what then? and how will this transition be smooth/original?

golden.

nice nice

This is the crux of what I should be looking at I guess This is in regards to national strategies. Is this what I need to do?

Risk assessment or assessment of impact?

1) ICS 2) IOT 3) GPS

worthwhile to assess one or all? Followed up question later

English terms for self

focus on self-consciousness increased since 17th century

intersubjective recognition and self-consciousness

What about publishing to your own site...or from your own site?

Are you looking for self-contained portable sinks? Visit MONSAM Portable Sinks, they offer a wide range of portable sinks with self containes sinks. All of their commercial portable sink models come with hot and cold water and are self-contained, eliminating the need for plumbing and drainage.

"The wall" is a persistent meme in right wing male circles, but it seems to me like a paltry consolation for undesirable guys (MGTOW) to delude themselves. If the wall is real, who is maintaining it and for what purpose? Even grannies can find men to keep them company. They just don't want the kind of man who would want their wrinkly asses.

A pertinent video which could be annotated in multiple ways by addressing the agency of accessories as a form of empowerment for drag people in a new subjectivity.

Some guiding questions raised by your topic and your in-class presentation:

1. How will you convey defamiliarization by using the psychoanalytic of Freud through the point of view of the objects?

2. Do you think about incorporating comparative analysis of drag's objects used in performances?

3. In your scholarly sources, will you allude to how posthuman drags can reassert their role in society in an "embodied" way?

As you mentioned in your presentation, I would say that the idea that accessories can become a state of becoming into a cyborg figure (machine aesthetic) could be explored in relation to a vitalist materialist approach to a certain extent.

Research article. Discussed the use of web 2.0 including blogs, wikis, and social media as a method of information sharing that is impacting education through teaching and learning management. The work suggests that learning outcomes, activities, and assessment have to be in alignment to create effective learning experiences and uses a case study within an information management program in which students use various web 2.0 tools and document their use .

a self-imposed exile due to excessive irritation at people

This is a reasonable list of Knowles' assumptions about adult learners -- not as complete or nuanced as one might find in a textbook, but worth having a look at when starting a new project. rating: 3/5

How do we augment our ability as humans to set objectives? How do we observe that process? How do we gain insight into hidden aspects and drivers of setting intention? How do we recognize our own framings? How do we re-frame? If the Anthropocene Epoch means anything, it is that our own emoto-cognitive lenses make all the difference.

So there is not one performance of self; there are many performances of self, playing out in tandem with others.

Only concerned with the presentation of self and not with self itself as we may define it internally. Goffman's definition of self relies upon the reception of another interactant.

Are we then more defined by what bends or breaks our barriers than the barriers themselves?

You must follow-through, it seems or else the whole charade falls through.

Self, then, lies not only in one individual; an interaction seems to be required an and impression made in order for a conception of self to exist. At least, according to Goffman.

ACCURATE.

I'm not sure I wholly agree with his statement but I do believe it is important to consider. To me, I believe different environments enhance aspects of ourselves already present. I don't believe these sites are fully responsible for our own actions. That said, I agree, in some ways, that we are being incredibly manipulated into being the worst versions of ourselves in online spaces. It's more profitable to bring out the worst in us than the best--at least, that's what Big Business seems to believe. I find it hard to believe, though, that we can be all that much more fake online than in-person--if you really think about it. We are always modulating ourselves and our reactions to accommodate those around us. We are constantly being told not to be ourselves through social, academic, professional, etc. conditioning. Does anybody really know who they are? Do you? I just don't think it's apt or fair to say that we are being anymore fake online when there's no proof we were ever being real before.

无监督的视觉表示学习在计算机视觉研究中仍然是一个很大程度上未解决的问题。在最近提出的用于无监督学习视觉表示的方法中，一类自我监督技术在许多具有挑战性的基准上实现了卓越的性能。已经研究了大量的自我监督学习的前提任务，但其他重要的方面，如卷积神经网络（CNN）的选择，并没有得到同等的关注。因此，我们重新审视了许多以前提出的自我监督模型，进行彻底的大规模研究，结果发现了多个关键的问题。我们挑战了自我监督的视觉表现学习中的一些常见实践，并观察到CNN设计的标准配方并不总是转化为自我监督的表征学习。作为我们研究的一部分，我们大大提高了先前提出的技术的性能，并且大大优于以前发布的最先进的结果。

Following their Foucault reference, this reminds me of his "Self Writing" piece. The self is formed through the physical, material act of writing -- "the present as actual" -- and the transmission of self across space and time through the letter -- "the present as virtual". The subject, then, emerges against the interplay of the material and the virtual.

The duplication of data across articles and the non-positive definite dataset have never been fully explained. In light of Sternberg's history of self-plagiarism (see link below), this is troubling.

https://medium.com/@jamesheathers/the-unbearable-heaviness-of-text-recycling-12389fe9850d

This reminds me of Foucault's Self Writing.

Kierkegaard argues in The Sickness Unto Death that a human being is a synthesis of opposites; infinite and finite, freedom and necessity, etc. The "self," then, is the relation of these two opposites, and, in addition to that relation relating to each of the opposites, the relation also relates itself to itself.

I think all I'm really trying to say is that Kierkegaard wrote a ton, and some of it sounds very similar to what is being suggested by Foucault. Also, Kierkegaard may be a great place for us to turn to find help in understanding Foucault.

Throughout this section, Foucault characterizes correspondence as a way to reveal the self: "a certain way of manifesting oneself to oneself and to others," to "show oneself," "a decipherment of the self by the self as an opening one gives the other onto oneself."

This sort of 'opening' is to make oneself vulnerable, to be seen by others. (cf. Marback's "A Meditation on Vulnerability in Rhetoric")

This is characteristic particularly of writing that is intended for others (correspondence), but in what ways are other forms of writing equally--if not more--revealing of the self?

(That also makes me question whether any writing is truly for the self and not intended in some way for others. Even diaries/journals are written with the possible eventuality that someone other than the writer will read it.)