1. Last 7 days
    1. An eight year-old Hispanic female

      Case#: An 8-year old Hispanic female

      DiseaseAssertion: Whole exome sequencing identified a homozygous ABCA4 missense variant (p.Arg602Trp) that has been identified as a Stargardt Disease mutation

      FamilyInfo: consanguinity, her parents being first cousins, no family history of blindness. Familial cosegregation analysis was used, with both parents being heterozygous carriers.

      CasePresentingHPOs: HP:0000529, HP:0000662, HP:0000556, HP:0002017,HP:0008046, HP:0031528, HP:0003678

      CaseHPOFreeText: rapidly progressive vision loss, nyctalopia and retinal dystrophy, bilateral decreased vision following a febrile gastrointestinal illness with nausea and vomiting, Initial visual acuity was 20/60 at distance and 20/30 at near in both eyes, after 2 years visual acuities of 20/200 at distance in both eyes, attenuated vessels and multiple subretinal blister-like elevations, Cycloplegic retinoscopy detected very mild hyperopia and astigmatism in both eyes (OD: + 1.00 sphere + 1.00 cylinder axis 110 degrees; OS: + 0.75 sphere + 0.50 cylinder axis 60 degrees)

      CaseNotHPOs: NR

      CaseNotHPOFreeText: no evidence of a diffuse post-infectious/inflammatory process

      Genotyping Method: DNA analysis by whole exomic sequencing

      PreviouslyPublished: No

      Variant: NM_000350.3:c.1804C>T

      ClinVar:99084

      CAID:CA226932

      SupplementalData:

    1. To determine the overall CF for all AR-IRD–causing mutations in different subpopulations, we initially calculated CF for each of the 10,044 likely pathogenic variants in each subpopulation (SI Appendix, Tables S2 and S3).

      This variant is found in Supplemental Table S3, but this table lists frequencies and does not give case information

    1. son (the proband of Family #3, pedigree in Figure 1C)

      Case#: Male, Family#3, Proband M1, M2: II,1 on pedigree

      DiseaseAssertion: STGD

      FamilyInfo: mother of proband has p.N18681 and p.P1380L mutations and is asymptomatic with no changes to NIR-AF and SD-OCT. Treated with 400mg of hydroxychloroquine for lupus prior to imaging. Non-affected father.

      CasePresentingHPOs:HP:0007663, HP:0000493

      CaseHPOFreeText: Proband has reduced visual acuity and issues reading with BCVA 20/200 in R.E and 20/50-2 in L.E. Oval foveal lesions with stage 2 flecks. Visual acuity reducing starting at age 10.

      CaseNotHPOs: n/a

      CaseNotHPOFreeText: n/a

      Genotyping Method: Genotyping performed at Columbia University, sequencing technology used is not disclosed.

      PreviouslyPublished: n/a

      Variant: M1:p.P1380L, complex allele: M2: p.N18681 and IVS38:c.5461-10T>C. M3: c.4139C>T(p.P1380L)

      ClinVar: M1) 99390 M2) 99067 M3) Variation ID: 7904

      CAID: n/a

      SupplementalData: Fig 1: Pedigree illustrating ABCA4 variants and the associated Stargardt phenotype for 5 families. Proband Labeled w/ white arrow for each family. Fig 2: retinal scan measuring melanin in 4 patients of family 2. Panel shows bull's-eye ring of RPE atropy. Fig 3: Macular SD-OCT line profile from b-scans. Reflectivity plotted against function of retinal depth. Table 1: table shows patients with p.N18681 variant, type of mutation, and pathogenicity class. Table 2: Patients, age on-set and first symptom

    1. Case 1

      Case#: Case1, Sex:Female, Age:35

      DiseaseAssertion: STGD

      FamilyInfo: n/a

      CasePresentingHPOs: n/a

      CaseHPOFreeText: Clinical Notes: the patient reported an ocular trauma in the right eye, which required hospitalization and caused sudden loss of vision at the age of 9 years. In 1998, at our first observation, visual acuity was 20/1,000 in the right eye and 20/600 in the left eye.

      CaseNotHPOs:n/a

      CaseNotHPOFreeText: n/a

      Genotyping Method: genetic analysis

      PreviouslyPublished: n/a

      Variant: Variant is a heterozygous mutation given as (N965S/G1961E); NM_000350.3(ABCA4):c.2894A>G (p.Asn965Ser) /NM_000350.3(ABCA4):c.5882G>A (p.Gly1961Glu)

      ClinVar: Variation ID: 236096 / Variation ID: 7888

      SupplementalData: n/a

    1. the model would predict foveal disease in the first decade of life for three alleles (P68L;G1961E, L541P;A1038V, and T1019M)

      Case#: Cideciyan Case #86, male, 20.5yo at report

      DiseaseAssertion: "clinical diagnosis within the spectrum of Stargardt disease or cone–rod dystrophy caused by ABCA4 mutations."

      FamilyInfo: Parental segregation of the reported alleles confirmed. P87 is the proband's sibling, affected, same genotype

      CasePresentingHPOs:

      CaseHPOFreeText: LDF eccentricity along principal meridians [deg]: superior=16.9, inferior=11.7, temporal=18.9, inner nasal=9.6, outer nasal=18.9

      CaseNotHPOs:

      CaseNotHPOFreeText:

      GenotypingMethod: NGS

      PreviouslyPublished: PMID: 24550365

      Variant: c.203 C>T p.Pro68Leuc.5882 G>A p.(Gly1961Glu); c.5882 G>A p.(Gly1961Glu). Phase confirmed.

      ClinVar: 99113

      CAID: CA226972

      SupplementalData: table s1

    1. An accepted unilateral promise to buy or to sell a determinate thing for a price certain is binding upon the promisor if the promise is supported by a consideration distinct from the price.

      Binding only when the consideration is distinct from the purchase price.

    1. Raising the minimum wage will force many small businesses to lay off workers.

      I don't really see this as a reason not to raise minimum wage. Wouldn't this be a small consequence compared to workers needing to work multiple jobs to make ends meet?

    2. _____________is mediocre/average/decent/acceptable.

      Claims of Value seems to be having an opinion, which makes sense why it is so easy to spot. An example would be: "Human rights are more important than border security."

    1. Как будто не важен порядок того как мы их положим. в любом случае если плитка способна занять уровень так, что не одна другая не займёт - она займет.

      но можно найти минимальные по ширине и как-то так сделать.

    1. When no priorknowledge is available about transcription factors, our results onthe E. coli network were however not better than random gue

      how do the results of the other models compare when there are no priors.

    1. There are only two white people in my book, and it’s an even split between queer and straight people

      This is the authors way of giving attention to the minorities and groups that are often ignored. By only having two white characters in a book as a whole, it allows a group of people that has forced dominance to take a step aside so proper representation can happen. In addition to this, by making one of them queer, it forces the majority to then become the minority.

    1. "What we need to look at is their commitment to scientific inquiry, their engagement with the process. And if they get the right answer at the end and it's two marks out of 40, that's great. But if they lose those two marks, it's not actually the point of the lab. The point was to do the entire process."

      I think social media has fostered a culture of being afraid of failure and wanting to be successful right away. This culture is targeted at a younger demographic with TikToks on how to be successful by your 20s or how to get results instantly. This can create a school environment where children are scared to do the work because they don't want to fail. As Ausman mentions, shifting the narrative in the case of school projects and labs, the journey to understand the material comes first and the results come second.

    2. Learning "is meant to be somewhat arduous. It's meant to make you grapple with difficult information, words you don't know, things you have to look up... I'm asking [students] to slow down a little," she said.

      Slowing down is becoming harder within a world trying to make everything instant. I agree with what Ausman is saying in which the learning experience is not a fast or instant and meant to make you stop. A.I is able to easily take that away, and while working with children I recognized that they would get easily frustrated when not knowing something and would give up easily. Though this isn't the case for every child and it's not solely the fault of A.I, it can be a multitude of reasons but I would see where some frustration would come from not getting something quickly. This isn't something i saw exclusly in younger children either, when training teenagers for a summer position, if something stumped them for an activity or for a group discussion they either gave up on the activity or the went on their phones and google the answer instead of working together to figure out the answer. I think slowing down is a crucial step in learning how to be adaptive with an instant world.

    3. Participants this summer expressed shock at what the AI generated: pleasing displays at first glance that, upon deeper inspection, reveal fabricated book titles, gibberish language, incorrect details, photos that weren't of their chosen authors and images that reinforced ethnic or racial stereotypes.

      I think we are led to believe to accept what A.I generates without a second look over. In most ads and marketing done on generative A.I, there is no mention of double checking the picture. It's marketed as quick, easy, and one upload and you're done. This creates the habbit of not looking into what A.I has generated for you, which can lead to incorrect details like the article mentioned. On Chatgpt, the warning about how it can make mistakes and the need to always double-check is written in small text that is easily overlooked. On top of that, A.I. images do have a certain "look" but without a trained eye, it can be difficult to tell which images are misleading or outright wrong. Having these types of exercise of looking deeper into these images can be beneficial in helping the younger generation spot these A.I. images and creating space to think critically about what they are seeing.

    4. The goal is to instill "a healthy skepticism," so students are less likely to dismiss sources of information that differ from their own point of view as "fake news."

      I think with the rise of social media and how A.I is growing in bettering its responses and representation of things, having the ability to stop and question what is in front of you is showing its importance in classrooms. I see a lot of comments under A.I news or news in general about how "Google is free" and to make the effort to see if what you are seeing is real, but not many people take that extra step to fact-check. The option to just scroll past and accept what is in front of the viewer is way too easy, and this "healthy skepticism" is a goal that is more important than ever to instill in our youth.

    5. Some advocate being more explicit in how we guide students from elementary through post-secondary to practise and build this skill — and spell out why it's necessary.

      Teaching and explaining critical thinking in kids from elementary students and high school is something that seems to become more explicit in todays schools because children are using or have their own tech devise, making it harder for them to focus in school. To explicitly teach these skills in students early and build upon them through out their education

    6. As soon as students arrive on campuses every fall, he wants school leaders to send clear, consistent messages that the goal of education "is to learn well and think well."

      This sentence "learn well and think well" reflects 2 components of education and personal development. Learning well is more then just memorizing facts but encompassing a variety of strategies and approaches that enhance learning. Thinking well shows the ability to analyze information and evaluate your arguments. Focusing on effective learning strategies and promoting critical thinking skill. It's kind of sad to think how critical thinking, creative thinking, problem-solving skills is something has to be encourage by educators in a way so students don't feel or think they can use technology to help them or be given the answer

    7. "You have to 'not get it' and encounter difficult concepts, things you don't agree with and argument-making. That's not a one-paper exercise... It's those messy, in-between spaces where new information and novel ideas emerge."

      I like how this quote is saying how learning is supposed to messy and chaotic with encountering difficult concepts but engaging in argument-making is crucial aspects of the learning process. With AI increasing in education, students learning to think for their selves being encourage to ask question, and being able to explain their ideas or viewpoint without any use of AI.

    1. . The scarring of the past need not continue in the future — a future which will be determined not just by administrators but by brave students who speak out and start making a difference.
      • the conclusion shifts from the authors personal experiences to the possibility of changing the system for future students
    2. The following year, things did end up changing at CSUSB, due in part to the implementation of a new initiative, directed self-placement (DSP), which gave students the opportunity to choose their own English placement.

      ! Their research did more than earn a grade; it allowed them to challenge an institution

    3. challenge administrators and faculty to label students accurately: as writers.
      • One of the authors’ biggest arguments: writers are always developing, so one negative label should not define them.
    4. So we began writing, hoping to someday publish our work. That was our rebellion against the unfair label.

      Demonstrates the idea that writing can be used to take action and create change

    5. And then we proposed and presented a session at the 2013 Conference on College Composition and Communication (CCCC), where the audience response encouraged us to reach farther with our ideas.

      ! Their accomplishments directly challenge the assumptions that they were incapable writers

    6. However, all the work we read was written by professors and other scholars, not by students who have actually lived with the stigma of being labeled remedial
      • The authors want students themselves to have a voice in the discussion about remediation
    7. the remedial label affected my identity formation in that the university’s doubt whether I was a “real” college student weakened my own sense of identity and belonging as a college student

      ! This makes negative labeling especially important because first-year students are still developing their sense of who they are.

    8. Reading Brandt helped us reflect on our sponsors.
      • Connects the university to Brandt: universities and teachers can act as literacy sponsors because they influence how students develop as writers
    9. Student portraits when we do get them are too often profiles of failure rather than of people with dynamic mental lives.

      The outside research supports the students’ argument that institutions often create incomplete pictures of struggling students.

    10. I learned that EPT scores like mine result in students being unjustly labeled and prejudged prior to stepping foot inside a classroom of the university

      *Supports the argument that one test result can create assumptions before professors see what a student can actually do

    11. we wanted to do a paper on the topic of “remediation” for our term paper. I thought if I was going to prove that I wasn’t a remedial student, I would need to interview as many students, professors, and administrators that were directly associated with the label as I could, so I did just that

      Their argument becomes stronger because they move beyond personal experience and investigate the system itself

    12. we decided that we needed to look beyond our own experiences to the work of those we were now describing as “other scholars.”
      • Their personal confusion becomes the reason for concluding research
    13. why over half of Cal State students were being labeled remedial, why the majority of the students who are defined as remedial are minorities

      ? This raises an issue about whether the placement system affects certain groups disproportionately

    14. this class would be no different from the English class that any incoming college students take, except that our class was stretched over a longer span.

      ! Needing additional time does not mean someone is incapable of college-level work

    15. I no longer felt that my essay was controlling me. I knew what I wanted to say, and I knew how to translate it into my paper; I controlled what I wrote.

      *The challenging work actually increased her confidence instead of proving that she was academically deficient

    16. The term remedial implies that we are not at the college level, but in my “remedial” class all we ever did from the first day was college-level work.

      ? If the work is college level, what actually makes the students “remedial”

    17. I was shocked when our professor did not hand out a grammar book and start teaching us how to construct sentences or how to properly use a comma. Instead she began by having us read scholarly journals and think critically about them.
      • their classroom experience does not match the university’s idea of what remedial students are capable of doing
    18. She never treated us like remedial students. She believed in us and knew from the beginning that we had a lot of potential
      • The professor’s expectations helped the students see themselves differently
    19. I was shocked when I started reading the syllabus. I thought it would have a lot of grammar lessons or basic instructions on how to do an essay, but it didn’t. It had a lot of reading passages and articles by scholars like Michel Foucault, Peter Elbow, James Paul Gee, and many more.

      ! She expected easy remedial work, but the course immediately challenged that stereotype

    20. we all had plenty of people to tell us that we were remedial and exactly what that meant: not-good, fake, damaged, unlikely to succeed. We were embarrassed; we felt marginal, inferior, and alienated.

      *This summarizes the main impact that the language of remediation had on the students

    21. He said, “When you place in remedial it means that you have to take extra English classes in order to be considered a ‘real college student.’” That shocked me because I had worked so hard to get into a university, only to find out that I was not a “real college student” after all.
      • Calling someone not a “real” student creates an unnecessary division between students.
    22. It’s been three years since I was labeled, and I’ve accomplished so much during that time. However, despite my accomplishments, the label still stings as much as it did at first.

      ! This shows that a label can continue affecting someone long after the label was given

    23. Based on our EPT scores, we five FYW students were categorized as remedial.

      *A test score determined how the university viewed these students before considering their actual experiences or abilities as writers.

    24. 50–80% of first-year students enrolled on its twenty-three campuses as remedial writers, although sometimes using the label “not yet proficient.” English departments have resisted these categories in various ways, and now most of them have adopted local enactments of what Arizona State University calls “stretch” programs (Glau) in which students do substantive text work that is not, and is not named, remedial.

      ! That percentage is surprisingly high. It shows how many students can receive a “remedial” label even when universities no longer offer remedial English.

    1. To be clear, pacing does not mean halting model training or technical progress, but ensuring companies take adequate time to align and safeguard their models, and for third party evaluators to confirm this. Our pacing framework is an attempt to further strengthen our commitment to safety and encourage a race to the top.

      Looking at this through the utilitarian lens, this selection of sentences shows exactly what someone following the utilitarian ethical framework should be prioritizing. They are trying to manage the risks and negatives of AI while taking advantage of the benefits, which only get more pronounced when AI technology is developed further. Now this is definitely the "best case scenario" if something like this actually works, but it is exactly the path forward if someone wants to manage the risks of AI.

    1. The Writing Process

      Surprise: The children stop playing and watch the lottery like it is normal. This surprised me because they are used to the tradition and don’t seem scared of it.

      Important: The black box is old and worn, but the villagers still use it. This is important because it shows how long the lottery tradition has been around.

      Confusing: Tessie Hutchinson gets chosen even though she was part of the lottery. This confused me because the villagers were okay with the lottery until Tessie was the one chosen.

    1. Unless states address the major gap between the emissions reductions pledged and what is required to avert catastrophic climate change, the world will experience one of the greatest waves of migration and displacement in modern history.

      The gap has not been adressed in the last 7 years; so this is essentially the issue we are/will confront

    2. human rights

      There are critiques to the priority of human rights from social science (cultural relativity), ethical philosophy (obligations vs rights; Weil, Levinas), science studies (decentering of the human subject), among others

    3. the Global North is responsible for the vast majority of historic greenhouse gas emissions

      Current discourse ("people are saying") has it that China's up and coming economic development includes more sustainable elements such as electric vehicles and renewable energy. Curious if anyone has deeper knowledge of this.

    4. disproportionate impact of climate change on African Americans

      Does this fit with an Afro-pessimist framing of the disposability and fungibility of Black bodies (Hartman, Wilderson)?

    5. condemnation

      With the UN session and "climate week" starting monday, thinking of the inefficacy of UN as a global moral police. What does their condemnation mean anymore? Even more so since Trump 2.0 and the Palestinian genocide.

    6. no more than 2°C in excess of pre-industrial levels. 3

      We have already exceeded 1.5 degrees, which was the target advocated for in 2015 by Caribbean and Pacific Island nations

    1. Stay Cool for Long Scans Supports continuous scanning sessions of >2 hours with the fan attachme

      remove snowflake - do not want to indicate to customers our scanners get warm.

      replace "stay cool for long exams" with "Scan as long as it takes"

    2. T-Mode™ Enhances tissue contrast in real time, making anatomy e

      the description of T-Mode is not correct:

      "Simplify learning ultrasound anatomy with labels and color overlays while scanning"

    1. Uno de los principales objetivos de la RedHD es la difusión del campo y de los proyectos quese realizan. En este número de RDU presentamos una introducción a las HD en general, asícomo temas más específicos, tales como las publicaciones digitales y la arqueología virtual.

      COMENTAR

    2. En 1974 se publicaron los primeros tomos bajo el nombre Índice Thomasticus, con más deonce millones de palabras en latín medieval. Se considera que el origen de las HumanidadesDigitales lo podemos encontrar en este gran proyecto, en el que por primera vez se aplicó eluso del cómputo en el quehacer humanístico

      SACA RESUMEN

    1. The Internet has becomethe most important medium for organizing and searchinginformation and documents.

      I don't know if I would actually count the internet as organized...

    2. “The starting point for understanding classification is onethat any object, any document and any domain could beclassified from multiple equal correct perspectives”

      This reminds me of an issue one of my friends is having in the Justice Library. What do you do when a document can belong to multiple domains? Such as a paper on 2SLGBTQIA+ Indigenous people; does it belong more in the Queer literature section or the indigenous one? It is still an important piece to both fields, but neither section gets particular first claim.

    1. game is arich and complex one that clearly addresses a number of topics, most notably the tensionbetween evolution and natural selection (creatures evolve, but the player carefully designstheir attributes).

      Now we are looking at a range of things this can apply to, this is a fascinating matter and gives us a window into the range Bogost was looking into. This is grounds for rhetoric, the talk of what can be, what is, and what should be. It can be considered a fun civilization game, an exploration of what a game can actually talk about, and what it can inform in realife. If I may offer a singular criticism, this is 19 pages into this brief look, I understand that attention spans are shortening but some things do not need to be dragged out this much.

    2. One use of procedural rhetoric is to expose and explain the hidden ways of thinking thatoften drive social, political, or cultural behavior. W

      Okay so here we go, a second functional argument! love it, so we're actually talking about a way of how these games can actually have impactful rhetoric. Expose, explain, and critique. Good we actually rounded up a point

    3. other games use proce-durality to make claims about the cultural, social, or material aspects of human experience.Some do this deliberately, while others do it inadvertently. W

      This is where the real argument for Games being Rhetorical objects really begins, He is identifying what medium we are actually talking about. because of the countless games out in the media and platforms, there is a subgenre that actually caters to this field and when talking about digital rhetoric, these are often the games that interact the most.

    1. These factors led to the creation of distinct regional hybrid subcultures and affinities that were developed along religious lines.

      This quote presents how Spanish settlement had influenced and changed the development of such unique cultures and communities in different regional areas.

    2. The Treaty established social, legal, and political boundaries, which in effect, led to the incorporation of approximately 75,000-100,000 inhabitants who had been given the option to move south across the newly drawn geopolitical border or remain in the newly conquered territory and become U.S. citizens.

      This treaty had significantly changed the lives of so many Mexican residents by being placed under the U.S. laws and forming new issues relating to citizenship and boundaries.

    3. indios, a misnaming by Columbus who erroneously believed he had landed in India

      This specific quote shows how the Spanish utilized a single label that was used for many other different Indigenous groups, making it simple to control them.

    1. la formación de personas razonables no está orientada exclusivamente al desarrollo de habilidades cognitivas

      ¿Que tan lógico debe ser el razonamiento de una persona para tomar una decisión que sea razonable?

    2. para juzgar que una razón es buena tenemos que contar con nuestro propio acervo de creencias, costumbres y principios

      ¿cómo podemos evitar que nuestros propios prejuicios nos cieguen al aceptar si una razón es buena o no?

    3. No hay reglas para esto; como en todo saber contextual, lo mejor que se puede hacer es examinar y discutir diversos casos y situaciones reales o ficticias

      ¿cómo podemos saber si nuestra decisión fue razonable y no una decisión basada en nuestra intuición?

    4. . No se trata de aprender la regla por la regla, sino sobre todo que el niño aprenda la regla y logre crear sus propios ejemplos,

      creo que esta idea también se puede aplicar al aprendizaje de las matemáticas ya porque memorizar una regla puede permitir resolver un ejercicio pero comprenderla y poder crear ejemplos demuestra que realmente se entendió

    5. Su falta se caracteriza por una escasa atención a los contextos concretos en que se toman las decisiones y se realizan los juicios

      Una conclusión no siempre se puede juzgar sin tener en cuenta las circunstancias en las que se tomó, una decisión puede ser razonable en una situación y no serlo en otra

    6. Lo que realmente importa en la educación del pensamiento es que ésta ayude a las personas a tener una mejor vida y a desenvolverse mejor en el mundo en que viven.

      ver la lógica como una herramienta para la vida significa que aprender a razonar no debería servir solo para resolver ejercicios, sino también para tomar mejores decisiones y analizar las situaciones que enfrentamos diariamente

    1. No fewer gifts were provided for him there,  the very wealth of a nation, than what was once done by those who,  at his birth, set him adrift,  alone over the waves           as a child.

      (Shield Sheafson), the mythical patriarch and first king of the Danish royal line.

    2. Men did not know,   to tell the truth,           hall counselors,   heroes under the heavens,           who accepted that load.

      In the poem, after Scyld’s death, his people prepare his body for burial at sea with great treasures and honors.

    1. But this association of video games with leisure is not a necessary condition. It i

      Is the purpose of Video Games not an escape from reality, It strikes me as counter intuitive to the point to suggest they ought be a way of rhetoric.

    1. Deep learningsolves this central problem in representation learning by intro-ducing representations that are expressed in terms of other, simpler representations.

      Yes, I believe, its trying to explain how DL recognize something complicated all at once, the model can progressively build its understanding from simpler features. It seems similar to how humans might recognize an object by first noticing shapes, edges, and individual parts.

    2. The performance of these simple machine learning algorithms depends heavilyon therepresentationof the data they are given

      I also found this interesting because it shows that even a good ML algorithm can perform poorly if the data is not represented in a useful way. Thus, deciding what information the model receives is an important part of ML.

    1. the critics would be sitting on my shoulders, commenting likecartoon characters. They'd be pretending to snore, or rolling their eyes at myoverwrought description

      I love how she uses the idea of an angel and demon on the shoulder. I could picture someone sitting at their desk with all the imaginary cartoon friends with exaggerated facial expressions. I got a chuckle from this part.

    2. by then I had been writing for so long, I would eventually let myselftrust the process -- sort of, more or less

      This sentence resonates with me. I have gotten to the point that I just type out whatever my response or assignment might be, then go back and fix it. But like she says at the end "sort of, more or less" sometimes my writing process will change slightly.

    3. People tend to look at successful writers whoare getting their books published and maybe even doing well financially and thinkthat they sit down at their desks every morning feeling like a million dollars, feelinggreat about who they are and how much talent they have and what a great story theyhave to tell; that they take in a few deep breaths, push back their sleeves, roll theirnecks a few times to get all the cricks out, and dive in

      I like that Lamott points out that successful authors also use this method of writing, and that just because an author is successful, making so much money in sales, doesn't mean they don't struggle with writing. It humanizes people we may idolize due to enjoying their works. It also puts into perspective how long it may actually take to write that 900 page book you've been waiting to be released.

    4. I'd start writing without reining myself in. It was almost just typing, justmaking my fingers move. And the writing would be terrible. I'd write a leadparagraph that was a whole page, even though the entire review could only be threepages long, and then I'd start writing up descriptions of the food, one dish at a time,bird by bird,

      I like how she explains finally starting to write. how she writes more or less than needed and then going back later to fix it. I remember learning to just start writing what you're thinking, even if it has nothing to do with the topic you need to write about, eventually, you should get on topic and get it all out.

    1. Ooh, see that girl, watch that sceneDigging the dancing queen

      This turns into a transformation of now the dance floor becomes a space of admiration from the audience.

    1. It is highly procedural and driven entirely by gameplay loops.

      Agreed but at the same time there's a balance to find. After all if we literally wanted a video game we could just play that. There are enough of them out there. But some of it is of course personal preference.

      In fact some of it is personal ability. Game loops can substitute for our personal weaknesses as GMs. A good social engine can substitute for one's inability to simulate people decisions.

    2. It happened because of a combination of strict mechanical consequences, high stakes, and dynamic world elements.

      I think this is what attracts people to OSR. The idea that the world is independent of you and the pressure that exerts on you to take action rather than expecting to win.

      I see it as well in the Pokémon scene with custom roms (effectively heavily modded versions of old games) often making the design decision to make the game more consistent with the world it implies exists. Something that more often than not makes the game really hard.

    1. is a cry for help: Help me! Only you, only you can, you are unique

      Margaret Atwood is almost mocking men for there need to be special- and the hero of a situation. This links heavily to Atwoods feminist undertone for her writtings.

    1. Some tools have the ability to speak to you in ways that others do not.

      An extension of this is Conway's law which may tend to force us to create work which not only reflects us, but which becomes us.

      The relationship with tools becomes a two way street between us and the tool as well as the tools which interpose all of us (humanity).

      What might this mean for our relationship with Artificial Intelligence? Will our laziness with respect to thinking turn us into non-thinkers who rely on a tool not actually able to think?

      (via me at https://old.reddit.com/r/typewriters/comments/1wjidrf/what_words_could_we_use_to_better_describe_the/pamjdv3/)

    2. In my experience, a Typewriter's soul reveals itself to the folks that are MEANT to be their custodian for a time. I find most objects that serve a creative purpose to be this way; They absolutely have voices, but only the right person(people?) can hear them. People don't find Typewriters. Typewriters find people.

      reply to Kirk Jackson aka u/NashvilleTypewriter at https://old.reddit.com/r/typewriters/comments/1wjidrf/what_words_could_we_use_to_better_describe_the/pal3wez/

      This is great. I find it to be the case as well.

      Watching other spaces like note taking applications (and methods), stationery, planners, notebooks, pencils, pens, fountain pens, etc. it repeats itself over and over. Some will really love a particular object which seems to work for them while others don't. Fora are filled with people asking, what do you like? how do you use it? when instead they ought to be attempting to figure out what they like and how they would use it.

      Some turn their love of a particular thing into a religion (Apple vs. IBM comes to mind) which also tends to make others doubt their own choices and what might work best for them. Instead of experimenting around a bit to see what works for them, they take the supposed "magic" propounded by others and wrongly try to make it work for themselves. This is one of the primary reasons I tell potential new typewriter stewards to visit shops or type-ins so that they can put their hands on a variety of machines to see which "speaks" or works best for them and their needs. There are so many people limping along out there on dreadfully maintained machines because they haven't tried others (or even cleaned, oiled, and well-adjusted ones) and don't know what they're missing.

      I was reading/listening to a series by APM recently called Sold a Story about how some academics and scientists created a "new method" for teaching reading and sold it as a products to school systems all over the country. While it managed to work for a terrifically small population, it was broadly wrong for the majority of people. Decades of harm was done to children and the educational space because everyone went with what these experts said (and which may have seemed logical) rather than doing some work, trusting testing and results, or continuing to experiment with a variety of strategies. Similarly, while computers and writing software may work for many, some of the older tried-and-true methods out there using tools like pencils, pens, loose paper, index cards, notebooks, notepads, and typewriters can provide dramatically different affordances in ways of working with them which are actually better for some of the things one might wish to accomplish with them. Some tools have the ability to speak to you in ways that others do not.

      (P.S. Thanks for your observation as this may become the kernel of the introduction to the book I'm slowly working on.)

    1. Your peers offer different insights and opinions. Their perspective matters because everyone thinks differently and you may be able to see the same writing thought about in a different way.

    1. I believe it is important to have credibility for your sources because taking information from an invalid source ruins your credibility as either an author or a speaker. It is important not to spread misinformation especially as an educator in said topics because some people may take it and run with it.

    1. NoteLearn: Understanding Uncertainty & Distributions

      I think this is too much content for a fold. Turn it into a tooltip as well as a link to a different page that has this fleshed out in detail - maybe that page already exists and it's just a matter of linking it

    2. NoteNew to this model? Start with the Simplest Model → — a shorter version focusing on some key levers with line-of-sight explanations. You can carry your settings over to this Advanced Model when you’re ready.

      This one is short. It could probably just be a tooltip

    3. NoteModel version and September 17 update This page runs the current model (engine 2026-09-17.1). See the September 2026 review and correction log. For comparisons with beliefs recorded at the May 8 workshop, use the hosted workshop-era model or its tagged source. The archived model is preserved as it was deployed and includes errors corrected here. Two supplied research critiques prompted optional median-preserving priors, explicit growth-factor price ranges, and structural comparisons for media use, GF dosage, and maturity dependence. Baseline numerical assumptions are retained. New controls include provenance tooltips and links to the discussion responses, justification, and remaining questions. These additions are AI-implemented scenario tests, pending expert review. NoteNew to this model? Start with the Simplest Model → — a shorter version focusing on some key levers with line-of-sight explanations. You can carry your settings over to this Advanced Model when you’re ready. ►Audio overviews(AI-generated · note)How Cultured Meat is Made ~11 minDownload MP3View/annotate scriptThe Cost Model Explained ~10 minDownload MP3View/annotate script WarningImportant: Model Status & Limitations This model is largely AI-generated and, as of September 2026, has not been independently validated. It is provided to fix ideas, make assumptions inspectable, and support discussion and comparison. Do not treat the outputs as authoritative cost estimates. Several limitations are decision-relevant, not cosmetic: the single latent-maturity factor is ad hoc; source dollars are not yet normalized to one real-dollar year; wet-biomass water content is not standardized; and the model does not separate the probability of reaching commercial scale from cost conditional on reaching it. The sensitivity chart is a dollar-swing ranking, not a variance decomposition. We are addressing these incrementally. Read the full critique and our responses → Limits/Critique We especially welcome expert review of: growth factor quantities and prices, bioreactor CAPEX ranges, and the maturity correlation structure — see below and the Sources section. NoteFrom workshop evidence to model revision The May 8, 2026 workshop is complete. Its outputs now form a linked evidence-to-model workflow: the summary records the technical arguments, the beliefs analysis shows the forecast spread, the demand bridge connects factory-gate cost to an adoption model, and the proposed modeling hack turns the remaining disagreements into testable model changes. Workshop summary → · Public beliefs form → · Cost → demand bridge → · Modeling hack proposal → The named beliefs-analysis dashboard remains an internal review artifact and is intentionally not linked from this public site; a redacted public synthesis should be produced separately. NoteWe Want Your Feedback For substantive or longer-form discussion — please post on 💬 GitHub Discussions. That’s where the conversation can get involved, where others can reply and build on each other, and where everything stays threaded and organized. See the 📖 Discussion Map for where to post what, or jump to a hub: 🧠 Substantive hub — bio / econ / stats / engineering / welfare (the main event) 🎯 PQ framing · 💬 Workshop logistics · 🖥️ Platform & UX For quick inline notes on specific text or a parameter, use Hypothesis (click the < tab on the right edge). For anything beyond a brief highlight, prefer GitHub Discussions so the conversation stays organized and discoverable. 🎧 Listen: Technical Review (22 min MP3) — Audio walkthrough of model architecture and areas for review Other ways to reach us: Open a GitHub issue · Email contact@unjournal.org function toggleHypothesis() { const btn = document.getElementById('toggle-hypothesis') || document.getElementById('vc-hyp'); // Track state via body class (avoids checking Hypothesis's internal display/transform state) const hidden = document.body.classList.contains('hyp-force-hidden'); if (hidden) { document.body.classList.remove('hyp-force-hidden'); if (btn) btn.textContent = '◉ Annotations'; } else { document.body.classList.add('hyp-force-hidden'); if (btn) btn.textContent = '▷ Annotations'; } } function toggleFullWidth() { const body = document.body; const btn = document.getElementById('toggle-fullwidth') || document.getElementById('vc-wide'); // Quarto full-page layout uses column classes and sidebar const contentSelectors = [ 'main.content', 'main', '.page-columns', '#quarto-content', '.column-page', '.column-body', '.column-body-outset', '.panel-fill', '.panel-sidebar', '#quarto-sidebar', '.page-layout-full .content' ]; if (body.classList.contains('fullwidth-mode')) { body.classList.remove('fullwidth-mode'); // Remove injected style const injected = document.getElementById('fullwidth-style'); if (injected) injected.remove(); btn.textContent = 'Expand Content'; } else { body.classList.add('fullwidth-mode'); // Inject a style tag to override Quarto's layout constraints if (!document.getElementById('fullwidth-style')) { const style = document.createElement('style'); style.id = 'fullwidth-style'; style.textContent = ` body.fullwidth-mode #quarto-content, body.fullwidth-mode main.content, body.fullwidth-mode main, body.fullwidth-mode .page-columns, body.fullwidth-mode .column-body, body.fullwidth-mode .column-page { max-width: 100% !important; width: 100% !important; padding-left: 1rem !important; padding-right: 1rem !important; } body.fullwidth-mode #quarto-sidebar, body.fullwidth-mode #quarto-margin-sidebar, body.fullwidth-mode .sidebar { display: none !important; } body.fullwidth-mode .page-columns { grid-template-columns: 1fr !important; } `; document.head.appendChild(style); } btn.textContent = 'Normal Width'; // Also hide hypothesis when going fullwidth hideHypothesis(); } } function toggleParams() { const btn = document.getElementById('toggle-params'); const vcBtn = document.getElementById('vc-params'); const sidebar = document.querySelector('.panel-sidebar'); const fill = document.querySelector('.panel-fill'); if (!sidebar) return; const isHidden = window.getComputedStyle(sidebar).display === 'none'; if (isHidden) { sidebar.classList.remove('params-hidden'); sidebar.style.removeProperty('display'); if (fill) { fill.style.removeProperty('grid-column'); fill.style.removeProperty('width'); } if (btn) btn.textContent = '◀ Hide Parameters (expand charts)'; if (vcBtn) { vcBtn.textContent = '◀ Parameters'; vcBtn.style.background = '#e8f4e8'; vcBtn.style.borderColor = '#5a7a5a'; } } else { sidebar.classList.add('params-hidden'); if (fill) fill.style.gridColumn = '1 / -1'; if (btn) btn.textContent = '▶ Show Parameters'; if (vcBtn) { vcBtn.textContent = '▶ Parameters'; vcBtn.style.background = '#f8f9fa'; vcBtn.style.borderColor = '#ccc'; } } } // Wide sidebar: turn the parameters panel into a fixed-position drawer overlay. // Using position:fixed avoids all CSS grid conflicts — the sidebar lifts out of // the document flow and floats on top. A dimmed backdrop lets users click outside // to close. The OJS cells inside still work because the DOM nodes are the same. function toggleWideSidebar() { const body = document.body; const sidebar = document.querySelector('.panel-sidebar'); const backdrop = document.getElementById('params-backdrop'); const btnV = document.getElementById('vc-wide-params'); const btnI = document.getElementById('toggle-wide-params'); if (body.classList.contains('sidebar-wide')) { // Close drawer body.classList.remove('sidebar-wide'); const s = document.getElementById('sidebar-wide-style'); if (s) s.remove(); if (backdrop) backdrop.style.display = 'none'; if (btnV) { btnV.textContent = '⟺ Wide params'; btnV.style.background = '#f8f9fa'; btnV.style.borderColor = '#ccc'; } if (btnI) btnI.textContent = '⟺ Wide view'; } else { // Open drawer: make sidebar a fixed overlay panel body.classList.add('sidebar-wide'); if (!document.getElementById('sidebar-wide-style')) { const s = document.createElement('style'); s.id = 'sidebar-wide-style'; s.textContent = ` body.sidebar-wide .panel-sidebar { position: fixed !important; top: var(--quarto-navbar-height, 62px) !important; left: 0 !important; width: min(62vw, 820px) !important; max-width: 92vw !important; height: calc(100vh - var(--quarto-navbar-height, 62px)) !important; max-height: calc(100vh - var(--quarto-navbar-height, 62px)) !important; overflow-y: auto !important; overflow-x: hidden !important; z-index: 6000 !important; background: white !important; box-shadow: 8px 0 32px rgba(0,0,0,0.22) !important; padding: 0.5rem 2rem 5rem 1.5rem !important; border-right: 3px solid #3498db !important; scrollbar-width: thin !important; } `; document.head.appendChild(s); } if (backdrop) backdrop.style.display = 'block'; if (btnV) { btnV.textContent = '↘ Narrow params'; btnV.style.background = '#e8f0fa'; btnV.style.borderColor = '#3498db'; } if (btnI) btnI.textContent = '↘ Narrow view'; // Scroll drawer to top when opening if (sidebar) sidebar.scrollTop = 0; } } // Re-initialise Tippy tooltips for abbr[title] and span[title] elements added by OJS. // OJS renders after Quarto's DOMContentLoaded Tippy pass, so elements inside OJS // html`` templates are missed on first pass. Span elements (used for ⓘ inline notes // in the main content area) are also included — native browser title tooltips clip // long text and are unreliable across browsers. function initOjsTooltips() { if (typeof tippy === 'undefined') return; document.querySelectorAll( '.panel-sidebar abbr[title], .panel-fill abbr[title], .panel-sidebar span[title], .panel-fill span[title]' ).forEach(function(el) { const t = el.getAttribute('title'); if (!el._tippy && t) { el.removeAttribute('title'); // prevent duplicate native browser tooltip tippy(el, { content: t, placement: 'bottom', maxWidth: 500, allowHTML: false }); } }); } setTimeout(initOjsTooltips, 2500); // first pass after OJS settles // Re-run whenever sidebar OR main content changes (OJS re-renders on slider change) document.addEventListener('DOMContentLoaded', function() { var obs = new MutationObserver(function() { initOjsTooltips(); }); var sidebar = document.querySelector('.panel-sidebar'); var fill = document.querySelector('.panel-fill'); if (sidebar) obs.observe(sidebar, { childList: true, subtree: true }); if (fill) obs.observe(fill, { childList: true, subtree: true }); }); // Reset all parameters: clear URL state and reload (most reliable approach, // since OJS viewof inputs can't be reset reliably from plain JS) function resetAllDefaults() { window.location.href = window.location.pathname + window.location.hash; } var _expandAllActive = false; var _expandAllObserver = null; function collapseAllDetails() { _expandAllActive = false; if (_expandAllObserver) { _expandAllObserver.disconnect(); _expandAllObserver = null; } document.querySelectorAll('details[open]').forEach(function(d) { d.removeAttribute('open'); }); } function expandAllDetails() { _expandAllActive = true; document.querySelectorAll('details').forEach(function(d) { d.setAttribute('open', ''); }); // OJS re-renders reactive cells after every slider change, replacing <details> elements // with fresh closed ones. The MutationObserver re-applies 'open' to any new ones. if (!_expandAllObserver) { _expandAllObserver = new MutationObserver(function(mutations) { if (!_expandAllActive) return; mutations.forEach(function(m) { m.addedNodes.forEach(function(node) { if (node.nodeType !== 1) return; if (node.tagName === 'DETAILS') node.setAttribute('open', ''); if (node.querySelectorAll) node.querySelectorAll('details').forEach(function(d) { d.setAttribute('open', ''); }); }); }); }); _expandAllObserver.observe(document.body, { childList: true, subtree: true }); } } function toggleViewControls() { const content = document.getElementById('view-controls-content'); const icon = document.getElementById('vc-minimize'); if (!content) return; const isHidden = content.style.display === 'none'; content.style.display = isHidden ? 'flex' : 'none'; if (icon) icon.textContent = isHidden ? '−' : '≡'; } function toggleToc() { const btn = document.getElementById('toggle-toc') || document.getElementById('vc-toc'); // Quarto TOC can be in several locations const selectors = [ '#quarto-margin-sidebar', '#TOC', '.sidebar.toc-left', 'nav.toc', '#quarto-sidebar' ]; let toc = null; for (const sel of selectors) { toc = document.querySelector(sel); if (toc) break; } if (!toc) { btn.textContent = 'TOC not found'; return; } if (toc.style.display === 'none') { toc.style.display = ''; btn.textContent = 'Hide Table of Contents'; } else { toc.style.display = 'none'; btn.textContent = 'Show Table of Contents'; } } function hideHypothesis() { document.body.classList.add('hyp-force-hidden'); const btn = document.getElementById('toggle-hypothesis') || document.getElementById('vc-hyp'); if (btn) btn.textContent = '▷ Annotations'; } View ≡ ◀ Parameters ⟺ Wide params ▷ Contents ▷ Annotations ↔ Expand ▲ Collapse all ▼ Expand all /* ── Fullwidth mode: hide parameter sidebar, let charts fill the page ── */ .fullwidth-mode .page-columns { grid-template-columns: 1fr !important; max-width: 100% !important; width: 100% !important; } .fullwidth-mode #quarto-content, .fullwidth-mode main.content, .fullwidth-mode main, .fullwidth-mode .column-page, .fullwidth-mode .column-body, .fullwidth-mode .panel-fill { max-width: 100% !important; width: 100% !important; padding-left: 1rem !important; padding-right: 1rem !important; } /* Hide parameter sidebar and TOC in fullwidth mode */ .fullwidth-mode .panel-sidebar, .fullwidth-mode #quarto-sidebar, .fullwidth-mode #quarto-margin-sidebar, .fullwidth-mode .sidebar { display: none !important; } /* Hide Hypothesis in fullwidth mode, and when manually toggled off */ .fullwidth-mode .annotator-frame, .fullwidth-mode .hypothesis-sidebar, .fullwidth-mode hypothesis-sidebar, .hyp-force-hidden .annotator-frame, .hyp-force-hidden .hypothesis-sidebar, .hyp-force-hidden hypothesis-sidebar, .hyp-force-hidden iframe[src*="hypothes.is"] { display: none !important; visibility: hidden !important; pointer-events: none !important; } /* Sidebar overflow fix — offset by Quarto navbar so top buttons aren't hidden */ .panel-sidebar { overflow-y: auto !important; overflow-x: hidden !important; position: sticky !important; top: var(--quarto-navbar-height, 62px) !important; max-height: calc(100vh - var(--quarto-navbar-height, 62px)) !important; } .panel-sidebar details[open] { max-width: 100%; overflow-wrap: break-word; } /* When params sidebar is hidden, let charts take full width */ .params-hidden { display: none !important; } NoteNew to Cultured Meat? Read our deep dive: How Cultured Chicken is Made — a detailed guide covering cell banking, bioreactors, media composition, growth factors, and why each step affects costs. Quick summary: Cultured chicken is produced by growing avian muscle cells in bioreactors. The main cost drivers are media (amino acids, nutrients), growth factors (signaling proteins), bioreactors (capital equipment), and operating costs. For a side-by-side comparison of how published TEAs differ in their assumptions and estimates, see our TEA Comparison page. This model stops at a factory-gate cost; for what a given cost implies for consumer adoption and market share, see our Cost → Demand bridge, which connects to Pablo AMC’s demand-side model. CELL BANK → SEED TRAIN → PRODUCTION → HARVEST → PRODUCT [O] [OOO] [OOOOOOO] [===] [≡≡≡]

      So many folds at the top. Better than having them unfolded but I feel like there must be a better way of displaying this, perhaps with some horizontal boxes, perhaps some of these should go to external links, etc