Recent high school graduates, who represent the majority offirst- time community college students, tended to report that theyhad always assumed that college would be the immediate stepafter they finished high school.
College is usually the next step by default, other than a break year but usually you come back just to get into college.
well over two-thirds of first-time commu-nity college students enter with the express goal of attaining aneducational credential
So most students are there for the credential, not just exploring.
students may be pursuing one of many possible goals, includ-ing transfer to a baccalaureate-granting college, certifi ca tion orlicensure in an occupation, exploration of possible career paths,avocational interests, or job- spe cific professional development.
Thats alot of variation for goals, college transfer to training for a job to having hobbies. No wonder a professor can't understand a student because they haven't done that.
the funda-mental character of the community college derives from the ideathat its doors are open to everyone.
"Open doors" is the core idea but open doors also mean an open door range of students with very different needs and problems.
Or as another student put it, “This islike high school with cigarettes.”
This is just sad, so they feel its an extension to highschool and not its own thing.
community colleges are heavilyin flu enced by the local and state contexts, and as a result thevariation extends across colleges as well.
so its area dependent, there isn't a singular "community college experience".
one of the truisms aboutthe two- year sector is that its diversity when it comes to educa-tional missions, program offerings, and student population cre-ates a bewildering and contradictory set of policies and practiceswithin each college.
So the system itself is confusing, because using "Bewildering and Contradictory" is some way of seeing it.
American higher education is due for reinvention, if it is to ad-dress the realities that apply to today’s students
Reinvention, strong wording.
my aim is toilluminate how college students understand their educationalpaths, what mismatches exist between their expectations andtheir professors’ expectations, and how some of the traditionalstructures and norms of higher education function as obstaclesto increased access and educational opportunity.
Three goals: How a student sees their paths, where the issues are, and how the traditional structure can block access.
Thefirst of the three parts begins with an examination of students’goals, expectations, and orientation toward college.
Part 1 is about the students, where the fear factor comes from.
we must uncoverstudents’ preconceptions and expectations and integrate thoseresults as we rethink course objectives and the means of accom-plishing them.
So teachers should begin by understanding what students think and expect, then go from there.
chang-ing from within requires a more comprehensive understandingof today’s college students and how to address their needs.
From Within means an inside out approach to start the change, aka start it inside the classroom first then everything else moves.
I contendthat accommodating the changing patterns of partici pa tion inhigher education will require orga ni za tional changes, and thatthese will benefit all college students at every level
The author isn't blaming one particular group, shes saying its a systematic issue that needs the system to change.
multiple and conflicting expectations—among stu-dents and instructors—can easily lead to miscommunication inthe classroom and undermine the learning environment.
Miscommunication is the cause of these issues, makes more sense than race.
such knowledge requires awell- grounded understanding of students’ perspectives, expecta-tions, and behavior.
So the key to solving this issue is understanding students, no wonder the sub title says how they misunderstand eachother
excellentteachers tend to assume that their students can learn at a highlevel, and that such teachers understand enough about how peo-ple learn to be able to support in-depth learning.
Now THIS is a solution I can agree with, you got high standards but a High understanding of the material.
The other common approach is to tryto make the work easier, whether by slowing down, by break-ing the subject matter into discrete parts, or by assigning less.This strategy, however, risks focusing on low-level cognitive ob-jectives to the exclusion of higher-order thinking skills.
So the other way is to make the standards low enough that they can pass, but doesn't that hurt the students capability to learn complex topics? Neither work
professors who view their stu-dents as underprepared for college tend to respond in one of twoways. One approach is to “maintain standards,” by continuingalong as usual
So let them fail and continue moving on? what kind of professor is this??
If a stu-dent’s style of partic i pa tion is different from the norm, for ex-ample, an instructor may believe that the student is not ascapable as the other students.
So cultural differences being misread by the professor could be seen as a form of bias.
Sometimes the assumptions about appropriate socialbehavior and academic performance are class- or race- based,embodying norms and values that are not universally held oreven acknowledged.
This claim sounds like he's trying to claim race and class affect social behavior and academic performance (sounds ignorant and hollow).
Even in college classes, with students who have metentry- level requirements, professors lament students’ weak skillsand lack of preparation for the demands of college.
So even placement level students struggle with it too.
Professors were asking the class to analyze texts, butsome students were unprepared to do so, for their high schoolwork had familiarized them with summarizing and paraphras-ing, but nothing more.
Because of what they were taught in highschool isn't whats needed to prepare them for college. Not the students fault.
I draw on interviews with more
-^
than 120 students, conducted as part of four different researchproj ects
The book is made from actual peoples experiences, so its not a theoretical issue its bringing up.
Being unprepared to meet certain expectations, however, is notthe same as being unable to meet them.
Students not being able to analyze but summarizing was what they were taught before they entered College. It's not an intelligence issue but the learning curriculum.
rooms in the 1970s, as working-class students resisted the ab-stract exercises that their professors devised.
-^
Howard London, forinstance, observed the conflict inside community college class-
So this issue has been documented before and isn't new.
The most compelling evidence of this disjuncture emerges at theclassroom leve
The author is saying the real story is within the classroom itself and not just statistics.
The complications are perhapsmost evident at community colleges, where the diversity of stu-dents is most pronounced
Community colleges are where the contradiction is most obvious.
Higher education’s exclusive beginnings have kept col-leges from adequately serving a greater proportion of thepopulation
The past still affects the present, so the elite origins aren't just history that brushes by
My children are old enough so I can say, ‘It’s time forMom to do something she would really like.’
its being honest because she could've gotten more data but shes done more than enough.
“A lot of people who come to thecommunity college—not half, but a lot of them—are here be-cause they don’t have the grades to get into a good college, andthe other people are here because they don’t have the money toget into a good college.
Shes saying grades and money play a role in what college you go to and thats based off of her peer experience with it.
“I’ll be going here for a year and then trans-ferring to [the nearby university]. I thought it would be nice tosave a little money before I head off.”
Financial reasons make this connect to the cost benefits everyone statement from earlier.
“Really it was just finan cial. I got into severalout- of- state universities coming out of high school, but I couldn’tafford any of them. Even with academic scholarships they werestill too much money, because I have to pay for half of my owncollege
So scholarships don't really cover it, huh.
“I wanted an education,but I wasn’t ready to put forth the horsepower; I wasn’t ready toget serious about it.
He needed time before he jumped into college, and thats fine plus horsepower is one way you can tell he's still young.
In particular, he said, “I saw friends working at the pizzaplace—and I didn’t want to do that.”
I mean if I saw my friends working at a pizza place I'd rather go to college too. Financial Reasons are one big way to change someones view
“My friends had the ability to go straight into universitywithout worrying about paying. I didn’t. I lived on my own inhigh school, and so as soon as I graduated I needed to producemoney because I didn’t have any.”
I mean thats normal, not everyone at 18 has the option to go to college because they have to work.
For women who had left high school and started familiesyears earlier, attending college had not been part of the plan.
So women that didn't have college in their future plans only thought about it later in life.
The three chapters take up themes that consistentlyemerged from those interviews, and provide the basis for under-standing the tensions and misunderstandings that occur insidecollege classrooms.
The core problem is the big misunderstanding between students and professors.
The explanation for the disparities lies in the fundamentalcontradiction between the elite origins of American higher edu-cation and current increased access for people previously ex-cluded.
So they haven't redesigned the system and just made a quick patch that doesn't really fit the new population that wasn't thought of originally.
How is it that the percentage of the popu-lation with college degrees has stayed the same over the past fourde cades
A big question that the author is asking.
By contrast, other countries have increased their collegegraduation rates—in the case of Japan and Korea, by over 30
The U.S is falling behind other countries which makes this seem like an urgent issue we have to address soon.
the number of college graduates has merely kept pace with theoverall population growth.
So even when people GO to college, the same percentage graduate. Why isn't the graduation percentage keeping up with the enrollment?
The Ameri-can system of providing higher education for the masses remainsan unfinished proj ect
Its a bit critical to say it like that but yes its not done yet.
it comprises the largest group ofdifferent types of accredited postsecondary institutions and con-stitutes the first stop for roughly half of today’s college students.In many states (thirty-five out of fifty
Half of all college students start at a community college based off this statement, why is it treated as a supplementary option?
From this perspective, The College Fear Factor takes an un-conventional approach, focusing on the least selective and leastprestigious colleges in the country: community colleges
This is the main idea the author wants the book to show, all the community colleges almost everyone tends to ignore.
In a recent real-ity show, the preeminent role of the Vidal Sassoon Academy wasunderscored by its description as “the Harvard of hairdressing.
If I'm being told a hair dressing school is comparable to Harvard, that just shows how ingrained these postsecondary schools are in popular media WE watch.
1.02倍にしかならなかったのはなぜか
「ループが偏る構成があるのはなぜか」 かな？
疑問
「疑問」なのかな？ リサーチクエッション的な意味だと思うけど、「疑問」をトルでいいのでは? 「次の内容を確認します」とかかな。
実際にローカルHTTPサーバーで試すと
節の冒頭でこれが書かれているのがわからなかった。 コラムで書くとか、偏り起こる理由や別で解決すべき事なのかを明確にした方が良いかなって思います。
計算部分をExecutorへ切り出す方法もありますが、処理が各所に散らばっていると、どこで分けるか悩みます。
別の方法を先に説明せずに、「リクエスト単位で・・・・並列化できます。」のあとに、「計算部分だけをExecutorへ切り出す・・・」とした方が読みやすいかな。
そこで、
トルで良いかな?
毎秒1,000件で1コア分に達する計算です。
「1コアで毎秒1000件の処理が可能です。」の方が良いかな。
ここを修正すると、この後の文章を修正する必要があるかと思います。
複数のイベントループで並列実行
この節がなんとなくなんだけど、わかりにくかったんだよなー。 私の知識不足なのかもしれないけど・・。 細かく気になった点を個々にコメントしますが、勘違いしていることもあるかもしれないので、細かいことは無視してください。
コミュニティの
「コミュニティの」なのかな？「コミュニティで運営されているサイト」なのかな？ 「Quansight Labs」というコピーライトが書かれているけどこのサイトの主体を示す言葉として別の言葉でもいいかも。
read first 4 questions
total = 8 questions
start from
what are props
final T2T genome assembly
The assembly data can be accessed via the following link: https://pan.baidu.com/s/1_BxfB0v-tSX167rXr8kiWA Extraction code: qfm8
start from
What is Node.js
continue with
Why use React instead of plain JavaScript?
armston, 2002). A coach chooses observation and reflection when teachers have implement ed new practices within their own classrooms independently, are ready to examine their practice, want to reflect on the effectiveness of their teaching, want another set of eyes to help them enhance or refine their practice, or are focused on their own continuous improve- ment as professionals.
I believe that reflection can happen during each part of the gradual release process but it may look different at each point. During the modeling stage, we may have our mentees reflect on what they noticed or saw. They can ask questions and clarify. During the shared practice or co teaching stage, it might shift where we are talking more about what we noticed, ask thoughful questions and again clarify but they still may continue to do the same. In the independent stage, we are the ones sharing what we noticed. No matter what through, reflection takes place through each stage.
ctively observes the teaching practices and notes corresponding student behaviors.
I forget that as a mentor, I need to of course be focused on my mentee but major component is also to note what the students are doing and how they are responding.
Name: Laura Mason Date: Danan 4
I absolutley love this tool! I think it is definitley going to be useful because it is quick and convinient and at any point I want to monitor my mentees progress, I can just grab this. I can use it when giving feedback. The only thing I think I would add, is a section for notes so we can discuss what was seen during feedback conversations.
Instead, they must feel prepared to respond to students at a moment’s notice.
I have actually spent a lot of time talking to my mentee about this. I explained that as a teacher you are constatnly adapting what you are doing to fit the needs of the students in that particual moment, and sometimes that can be pretty challenging!
Biological determinism holds that biological factors, and notsocial or environmental ones, are the real, main, or most signifi-cant cause of life-related phenomena.
If looking at only the biological causes researchers may develop a bias. Looking at all the factors like environmental and social aspects matter as well. Making sure to look at all of the factors is important in creating non-bias results.
Pretheory is problematic because it distorts research and knowl-edge. It equates testosterone to manhood/masculinity/maleness,despite the lack of empirical support for this and the presence oftestosterone in people of all gender/sexes (van Anders, 2013; vanAnders et al., 2011; van Anders & Watson, 2006).
Bias are very common things for humans to have, including researchers. This can become a bad thing because it can bleed into the results of what they study and make them less accurate.
Gender/sex is critical to social neuroendocrinology, because thepeople we study exist in evolved and socialized bodies and carryout behaviours that have evolutionary and sociocultural meaning.For example, a researcher might study testosterone and sexualdesire, but what desire involves is not universal. It can includedesire for erotic bodily pleasure as people typically presume, butalso for excitement, stress relief, feeling attractive, or more, all inways that are profoundly gendered (Chadwick, Burke, Goldey,Bell, et al., 2017; Chadwick, Burke, Goldey, & van Anders,2017).
People are heavily influenced on society and social norms. researchers should consider this when taking everything into account. This would allow for the research to be more accurate.
Social neuroendocrinology explores dynamic hormone-behaviorassociations that are socially situated, and is especially useful as amodel for biobehavioral research with humans beyond binaries
Researchers should always look at the environmental and social aspects of the situation to gain a non-bias conclusion. Doing so gives an accurate and valid understanding on the situation.
ndeed, hormones are strikingly more malleablethan many social constructions, showing variability over the lifespan, days, seasons, and in response to exogenous cues that aresocial, environmental, and biochemical (Ellison, 2001; vanAnders, Goldey, et al., 2014).
Hormones can change under so many different influences, they are not fixed. There are so many things that can cause your hormones to change. It is important to study all of the possibilities.
Gender/sex refers to phenomena, features,and whole people where gender and sex intertwine, both could berelevant, and/or the two cannot be disentangled easily or at all, aswith whole women, men, and gender/sex-diverse people and manyaspects tied to them (van Anders, 2015; van Anders & Dunn,2009; see Figure 1). Understandings of ourselves and others arebased on a varying mix of cues that usually involve gender and sex(e.g., clothes, voice, hairstyles, facial structure).
Gender and sex are two very similar things, which, makes them easy to overlap and get mixed up. When researchers are documenting their research they should try their best to distinguish the two to eliminate confusion. Gender and sex are two things that are very different yet very similar.
ndeed, many sex differences in androgens and estro-gens are apparent and/or magnified only when all other sources ofvariation (like aging, diet, activity, social context, seasonality, timeof day) are held constant, leading to spurious assumptions that sexis the only or biggest source of variation (Hyde et al., 2019; vanAnders, Goldey, et al., 2014).
There are many factors that hormones may be effected by it does not just have to be sex. Hormones can be effected by the weather, diet, people you are spending time around, and so much more. This is why it is so important to study them and all of the factors that may disrupt them.
Accordingly, sex can be understood as biological/evolved, biomaterial, and/or bodily/physical aspects of organisms,individuals, or characteristics that can be classified as female, male,and/or sex diverse (building off of van Anders, 2015).
There is way more to sex than just labelng someone male or female. Its an emotional connection that deepens any relathsionhip no matter the sex of the indviual.
Personal Small business Commercial Shop Our company Support FR Sign in Canada Post Sending Get stamp prices Postage rates by envelope weight and destination Get postage rates Mailing rates for letters and packages Create a shipping label Prepare and download a printable shipping label Send within Canada Available services, rates and Registered Mail Send internationally Rates and services, forms, duties and Registered Mail Buy stamps and packaging Flat rate boxes, postage stamps and prepaid products Return a purchase Convenient and easy return options Schedule a home pickup Use the Canada Post app to schedule a home pickup and we’ll come to your door Check sending guidelines Requirements and restrictions by destination Receiving Track your delivery Get an item’s status and sign up for delivery notifications Forward your mail Redirect your mail to a new address Get updates on incoming mail Use MyMail to get notified about your mail before it arrives Manage your mail and packages Mail holds, automatic tracking and moving to a new home Pick up purchases at post office Use FlexDelivery to get packages delivered to the post office Mailboxes and lockers Community mailboxes, parcel lockers and post office boxes Rent a post office box An extra address to securely receive mail and packages Money services Canada Post MyMoney Account Delivered with KOHO to help you make the most of your money Money transfers Send and receive money with MyMoney Transfers Money orders A safe and prepaid alternative to cash, cheques and e-transfers Prepaid cards and services No credit history or banking information required Stamps and coins Shop latest stamps Collectible stamps, albums, packs, supplies and more Shop latest coins Collectible coins from the Royal Canadian Mint Canadian stamp stories Dive into the stories behind our stamps Suggest a stamp Send us your idea for a new Canadian stamp theme Pictorial cancels Browse available cancels and find out where to find them Sign up for stamp news Get Details, your source for the latest stamp news and releases Tools Track a delivery Find a postal code Find a rate Find a post office Create a shipping label View all tools Search
The page appears to provide different versions of its main images for desktop, tablet, and mobile, and the content rearranges as the window shrinks. Presenting the same information and structure on different devices means the content stays usable across browsers, devices, and assistive technologies, as the Robust principle requires.
Find a postal code Find a rate Find a post office Forward your mail
Every icon has a clear text name. So you do not have to guess from the image by itself. This helps people who are colourblind or have weaker sight. It also helps anyone who does not know what a symbol means. Screen readers also read the text aloud, which a bare icon wouldn't offer.
Set up automatic tracking
Each link says what will happen when it's activated. Users don't have to guess or read the surrounding text to work out where a link leads, which keeps the interface's operation understandable for people with cognitive disabilities and for screen reader users who move through links out of context.
Featured products and services
The page is divided into labelled sections, and each heading says what follows. This gives the page a simple, predictable structure that helps users who struggle with long, unbroken content. Screen readers often parse for headers, so well-labelled sections let those users jump around instead of listening to the whole page in order.
Add more Canada to your cart
The same wording is repeated back to back, which adds clutter without adding information. This makes the page harder to scan, especially for users who are easily overloaded by busy layouts. Combining each heading and link into a single element would keep the content and make the page simpler.
Are typewriters becoming an elite hobby?
A: Personally, I think it's a pica hobby.
blood
What this does is integration. What SON and PVN does is to send signals for hormone secretion and motivated behavior
F (t + Δt) − F (t)
the probability of \(F(t + \Delta t) \cap R(t) = F(t + \Delta t) - F(t)\)
5.149
Again, they defined 5.149 as the lognormal parameter, which is different from the normal.
0.1314
this is wrong. probability is 1 - 0.1314.
3.2
this was defined as the lognormal parameter mu, not the normal parameter mu.
μ = eμ+σ2 /2 and σ2 = e2μ+σ2(eσ2− 1)
the meaning of mu and sigma is overloaded!
μ = αβ and σ2 = αβ2
beta reduces the maximum (spreads) the data faster than alpha (by the square of beta). Both alpha and beta translate the distribution at the same rate. This agrees with my graphical interpretation from the previous comment.
igure 6.28: Gamma distributions
alpha translates the pulse across the x axis but also decreases the maximum value. \(\Beta\) slows down the exponential decay but also decreases the maximum.
approach that is both more just and scientific, by offering biologicaldynamism, biological expansiveness/emergence, and biological con-textualism. These, in turn, help us to move beyond not just biolo-gisms, but related regressive ideologies that enact real harms topeople, groups, and hermeneutical justice or knowledge frameworks.ConclusionsHow can biobehavioral research move beyond binaries andbiologisms? In this article, I have laid out how concepts like gen-der/sex and methodological approaches like social neuroendocri-nolog
more passage to support the first two genderfairresearch tags
Biobehavioral research beyond biologisms offers a way to incor-porate biological parameters into psychological research beyond bio-logical determinism, reductionism, and essentialism. It offers an
The author is suggesting for researchers to move away from biology as the only reason that people behave differently. instead researchers should look at biology and social experiences. This matters because it will allow researchers to create research that represents experience more accurately.
Social neuroendocrinology and gender/sex can provide a usefulapproach to biobehavioral research because they offer some spe-cific ways to avoid biologism. But, like most of what I have dis-cussed in this paper, biologism is not just one thing. There arethree important and commonly discussed iterations of biologismand, moreover, three biological ways beyond them that I propose(see Figure 2).Biological determinism holds that biological factors, and notsocial or environmental ones, are the real, main, or most signifi-cant cause of life-related phenomena. It involves searching onlyfor biological causes and/or articulating explicitly or implicitlythat only biological causes matter.
This passage connects to Chapter 2’s idea of gender-fair research because the author is suggesting a different way to study biological and social processes. Researchers should look at how someone's environment and biology interacts together instead of working separately.
The first involves “pretheory.” Pretheory refers to the cul-tural ideas that infuse scientific theory but go unrecognized,unstated, and untested; pretheory is quite literally pre (prior) totheory since theory is developed partially out of it (Lloyd, 1993).Pretheory is informed by social constructions—for example, howwe scientists study testosterone is influenced by cultural percep-tions of testosterone because these shape what we as scientiststhink about the hormone and what questions we think to ask about
The reading connects to something I learned in chapter 2 about how researchers can have assumptions before they start collecting data. Van anders call this "pretheory".
Gender shapes and impacts what behaviours people engage in:competition is encouraged for men and punished for women, andespecially vice versa for nurturance. These aspects of gender canhave biomaterial consequences as per the S/P Theory, since com-petitive and nurturant behaviors are hormonally-salient (vanAnders et al., 2011). Gendered forms of engagement in competi-tive and nurturant behaviours might actually lead to differentiallevels of testosterone that overlap with gender/sex, which is why Ihave spoken of “gender?testosterone pathway” (van Anderset al., 2015). Research supports this, with evidence showing thatmany competitive behaviors increase testosterone and many nur-turant ones decrease it
This passage is related to chapter 2's correlation vs. causation. testosterone and a behavior can be related but it doesn't mean that testosterone caused the behavior. The author points out that the relationship can work in both directions.
Gender refers to sociocultural aspects of femininity, masculin-ity, and gender diversity, which can include minds, behavior,expression, appearance, people, relationships, structures, policies,laws, and cultures (van Anders, 2015). Accordingly, gender occursat many levels that are themselves interconnected and overlapping,such that gender is multifaceted and multiple, and can branch andcoincide. Gender shapes and constrains people’s behavior, withpractices and institutions rewarding those who meet genderexpectations and punishing those who violate them
For me this passage connects to chapter 2 of the reading where the researcher has clarify everything that there're studying. Van anders shows that sex and gender are not as separate or simple as some researchers might think. This is important because the way researchers define something affects what they are able to measure and what conclusion they make.
Imagine if people just figured out how to practice source control...
He seemed to know us all, but he hadn’t the slightest what we were doing there, or where “there” might be—though he came up with several theories on that last point over the next two weeks, chief among them a wedding reception, a high-school poker game, and at one point, some kind of horrifyingly Kafkaesque holding cell.
The author previously described the cautiousness of the doctors and nurses who were treating Worth had when discussing Worth's mental condition. Although the author does not describe his own theories or the theories of his family, on Worth's condition, describing Worth's own theories on where they are seems to echo what the author and family may have thought. A wedding reception could be the hope they may have had that Worth could be "normal" upon awaking and a holding cell could be their worst fear come true that Worth would be unrecognizable.
He had touched death, but seemed to find life no less interesting for having done so.
This line to me seems like the author was really inspired by their brother's journey and outlook on life.
put his mouth to a microphone in a garage in Lexington, Kentucky, and was electrocuted.
This is the kind of opening statement that gets readers locked in.
the connect
some other comment
neoliberal capitalism
test comment
4ms-400
Wtf is 400ms? We need more insights about the dataset
The paper includes a real Washington–Utah deployment only for the decision-delay sensitivity study, while the main Orca and Pensieve performance claims rely on trace-based emulation. It is therefore unclear whether the reported end-to-end gains carry over to a live Internet deployment.
The paper motivates UNUM as capturing latent factors such as workload, cross traffic, and controller interactions, but most embedding analysis demonstrates separation by explicit network parameters such as bandwidth and RTT rather than directly validating that these harder latent factors are encoded.
+
they talk about shared bottleneck etc but they dont address it?
UNUM's main motivation is generalization, yet the training corpus is described primarily by parameter ranges and categories rather than by the empirical distribution of network conditions. It is therefore difficult to tell what kinds of environments dominate the learned representation or how far the evaluation actually shifts from the training distribution.
UNUM emphasizes cross-environment generalization, but the paper reports only parameter ranges for its training corpus rather than the distribution of network conditions. The released CC code appears to systematically sweep a bandwidth–RTT grid for synthetic training while evaluating selected Mahimahi/Pantheon-derived trace sets. How sensitive is UNUM to the training distribution, and how does its performance change when the test distribution over RTT, capacity dynamics, and queueing behavior differs substantially from the synthetic training distribution?
The paper's headline gains rely heavily on controller-specific reward functions, which hide the tradeoffs between the actual end-to-end metrics being optimized..
The paper relies too much on controller-specific test reward to summarize gains. Since reward functions already encode tradeoffs between metrics such as throughput, delay, rebuffering, and quality variation, a large reward improvement does not necessarily mean an equally large real QoE improvement. For example, Orca-UNUM improves utilization but slightly increases queueing delay, while Pensieve’s reward includes quality variation that is not separately shown. The BBR results are more convincing because they report direct changes in utilization and delay.
Decision delay breakdown. We evaluate the impact of keyembedder model hyperparameters on decision delay. Amongthem, only the number of encoder layers and embedding sizehave an observable influence. Figure 16a and Figure 16bshow that the dominant contributor to decision delay is theinference time. Inference delay ranges from 2.2 ms to 23ms as the number of encoder layers increases from 2 to 32,and from 2.2 ms to 3.2 ms as the embedding size increasesfrom 8 to 256. For the default UNUM embedder configuration(4 encoder layers, 16 embedding size), the average decisiondelay is 2.68 ms (data collection: 38.95 ns, data movement:0.12 ms, tokenization: 0.01 ms, inference: 2.44 ms). Sinceboth Orca and Pensieve operate at coarse-grained timescalesfor control decisions, such a small added delay is acceptable
I would like to see inference latency vs. improvement graph
3kB - 96MB
Again the distribution not clear.
Access to public Wi-Fi is increasingly seen as a must-have and expected amenity in buildings where the public is welcome
Good practice: This sentence helps explain why public Wi-Fi is important by connecting it to something people now expect when they visit public buildings. It makes the purpose of providing public Wi-Fi easier for the reader to understand.
ConnectTO Program Update – July 2025
Possible bad practice: The page contains a lot of detailed information about past reports, dates and City Council decisions. While this provides useful background, the amount of information could make the page feel overwhelming for someone who just wants a quick understanding of what ConnectTO currently does.
This means that access to government services, banking, medical appointments, social connections, and other digital tools is not evenly available to all residents
Good practice: The website clearly explains what the digital divide means instead of assuming that everyone already understands the term. It also gives specific examples, like banking, medical appointments and government services, which makes the issue easier for readers to understand.
Digital Canopy
Good accessibility practice: This is a descriptive link because the link text tells users what they will find if they select it. Descriptive links are more useful than vague labels such as “click here,” especially for users who navigate a webpage by moving through its links.
In This Section
Good accessibility practice: The “In This Section” area groups related pages together in a clear structure. This makes it easier for users to understand how the information is organised and find other relevant pages without searching the entire website.
In RStudio, select Global Options from the Tools drop-down menu to make the following seven changes on three tabs.
Tools will be on your home screen on your laptop at the top, furthest to the right. I was trying to find "Tools" for the longest time in RStudio.
x-analytics setup check, 2026-09-20 19:42 R 4.5.1 | RStudio 2026.06.1 | Darwin 25.6.0 | Git 2.39.5 Workspace: save never, restore false, history false (ok) Project: /Users/priya/Documents/x-analytics (ok) Folders: raw data figure session homework project-individual project-group (ok) Packages: 10 of 10 installed; xapir 0.1.0 (ok) STUDENT_DB_URL: set (ok) Class database: connected; post has 21,847 rows (ok)
Not all in order; one by one in the console. Go through the entire run that you did to get the entire code. By doing command, shift, enter
'You! hypocrite lecteur!—mon semblable,—mon frère!'
Eliot generally looks with disregard at those who try to criticize him. The notes he puts are in response to an insistence that his poem be lengthened, and can be read with a sarcastic tone. Many other notes, including his note on the tarot cards in which he admits to not understanding the composition of the deck and manipulating it to his will, showcase Eliot's view of this work as uniquely his own with little regard to critical or consensus opinion of it. However, the preface goes on to say that the hypocritical reader is one's second self. Eliot, in engaging in creating a work that contains so many references and ideals is bound to contradict himself. He is bound to give two ideas that are inherently contradictory equal standing in his poem. However, just as readers may criticize his work and in so doing be hypocritical, the work is hypocritical in and of itself. As Seven Old Men ends in saying, "In vain my reason tried to cross the bar, The whirling storm but drove her back again; And my soul tossed, and tossed, an outworn wreck, Mastless, upon a monstrous, shoreless sea." Eliot tries to take a sea of media and history and human art and condense it into one narrative. The piece, however, is a piece that depicts a wasteland. It is one soul, one artwork, against the monstrous and shoreless sea of society at large and the social perception of art.
'That corpse you planted last year in your garden, 'Has it begun to sprout? Will it bloom this year?
This image connects death with the possibility of rebirth (which we see as an extremely prevelant theme throughout the poem), but in a grotesque unnatural way. Eliot then suddenly addresses "you" through Baudelaire's words. The effect is to implicate the reader in the spirutall barreness of the Waste Land. They are not simply observing this dead, fragmented society from the outside; but belong to it. Eliot's image of the buried corpse potentially producing growth mirros Baudelaire's creation of "flowers" from corruption and evil. Thus prompting if something living can grow from death and decay in the same way. Both seem to ask if beauty and renewal will emerge- or attempts to emerge-from something corrupted. A third source that also explores corruption and rebirth is Shakespeare's Hamlet. Here, the moral corruption of the court denies Ophelia the platform to speak her truth because she is only a "pretty face", and consequently Ophelia takes her own life because she cannot stand the futile role to which she has been subjected amongst such moral decay and evil. In this source, life is not able to resurrect or withstand the corruption, symbolized by Ophelia's death, but in the Waste Land, the question is left more open-ended: can society be reborn after such destitution, or will corruption and death ultimately consume the remaining life, just like Ophelia.
Classical bibliographical databases have in general lostimportance compared with Internet search engines. It istoday an open question whether, for example, the tradi-tional thesaurus still has a role to fill in modern informa-tion retrieval (see Dextre Clarke and Vernau 2016). Hjør-land (2015a) argued however, that for serious scholarlypurposes it is important that users or intermediaries areable to control the search process. For such tasks, classi-cal databases seem to be the most advanced tools.
This is interesting. I like the encouragement/reinforcement of using all the tools at your disposal to retrieve information, not just search engines. I find depending on how niche the subject is, classical databases are certainly the way to go. You can't count on everything being digitized/archived online into an accessible database yet!
However, it is often difficult to reveal what kind of theo-retical assumption guide KOPs. Such processes are oftendone intuitively and some systems have been difficult to re-late to a theory.
This sort of stuck out to me! In sociology, we learn how external influences and your surroundings affect your internal development and your "inner thoughts" or "inner voice". Two individuals won't have the exact same intuition due to their upbringing and beliefs, which leads me to wonder if that could add a hurdle to relating a single kind of theory to different individual's non-computerized KO methods.
Toronto’s Expanded Public Wi-Fi Strategy
Good accessibility practice: The clear heading helps organize the page into separate sections and makes it easier for users to scan the information and find the topic they are looking for. A well-structured page can also make navigation easier for people using assistive technologies.
Involuntary mental time travel into the future is often emotional (Barsics, Van der Linden, & D'Argembeau, 2016) and is perceived to help in decision‐making and action‐planning (D'Argembeau et al., 2011).
I never knew this and it is great to understand to have a better understanding of what you do involuntarily.
These studies consistently find that episodic memories contain greater sensory details and stronger feelings of traveling in time, whereas future thoughts have greater ratings of importance and emotional valence.
I cannot choose between what episodic type of I'd rather have.
methods to discern the everyday frequency of episodic counterfactual thoughts have not been employed.
I should be first on the list.
Past research has shown that mental time travel into the future is experienced frequently in everyday life (e.g. D'Argembeau, Renaud, & Van der Linden, 2011)
We are time traveling while we are blinking? or does it happen at a specific moment?
Keywords: episodic counterfactual thinking; episodic future thinking; episodic memory; mental time travel
These are all new terms to me but make perfect sense and speak for themselves.
To date, studies exploring the relationship of counterfactual thoughts with episodic memories and episodic future thoughts have focused mainly on voluntary mental time travel.
What happens if they don't agree is my question?
Executives: People who make business, economic, administrative, legal, governmental, or political decisions about the products.
Since executives focus heavily on high-level decision making, documents for them should prioritize clear takeaways, legal impacts, and financial outcomes.
Identifying what type of reader may be interested in your document will help you create an improved, more effective document.
This is important because understanding your target audience directly shapes how you structure information, ensuring the final piece is both practical and tailored to their specific needs.
Technical communication is the delivery of technical information to readers (or listeners or viewers) in a manner that is adapted to their needs, level of understanding, and background.
This is a very important term in healthcare. A good understanding of technical communication is essential for delivering the best possible care to patients.
Culture consists of the shared beliefs, attitudes, behaviors, values, and assumptions shared by an identified group of people
This made me think about how a patient’s culture and values could affect the treatment they are comfortable with or willing to follow. Healthcare providers should understand those differences instead of assuming that every patient will respond to the same information in the same way.
it is important to adapt the safety protocols for the technicians to understand, as unclear steps could lead to physical harm.
This stood out to me because unclear communication in healthcare could also cause someone to get hurt. For example, if a patient misunderstands how to perform a home exercise, they could make their injury worse instead of improving it.
you often need to translate highly technical concepts to groups with differing levels of technical knowledge
I think this is especially important in healthcare because providers understand medical terms that patients may have never heard before. As a future physical therapist, I will need to explain injuries and treatment plans in a way that makes sense without overwhelming the patient.
Related to this, mononormativity presumes that pair bonds should be between two individuals only, marginalizing (a) people with partner number sexualities beyond one, as with those in multiple relationships, as well as (b) those who are single or not interested in being in relationships with other people, as with people who are Aromantic, single-by-choice, focused on sexual-erotic contacts only and more. Mononormativity and heteronormativity both reflect a sexual normativity, that people should be and/or should want to be sexual with someone else, marginalizing Asexual people. These normativities have meant that most human biobehavioral research on partnered sexuality/relationality has focused on biologically reductionist topics, for example, which hormones account for pair bonds or will promote monogamy over “promiscuity.” Biological expansiveness/emergence offers a different approach. In SCT, people can be understood to not be sexual and/or to not have desire to be sexual with others (van Anders, 2015), or to only be connected with others in erotic but not nurturant ways, all of which accords with many lived experiences. Or, for example, the S/P Theory starts with hormones but provides a rich model for approaching pair bonds (see Figure 3) TABLES AND FIGURESView larger image > in this page > in popup window| Thumbnail view> Download Powerpoint slide (.ppt) The downloadable content is an alternative presentation to the accessible web content and may not conform to WCAG 2.1 AA.Figure 3. Models of Pair Bonds by Partner Number Outside of Biologism, Binaries, and MononormativitiesNote. J and K are each in a “two-point pair bond” (i.e., one pair bond each that is with each other). L and N are in “embedded two-point pair bonds” with M, P, or Q (i.e., one pair bond each with a partner who has a pair bond with them and another/others). M is in a “multipoint pair bond” with L and N (i.e., M has multiple pair bonds who are each in a pair bond only with M). P and Q are in “embedded multipoint pair bonds” (i.e., they have multiple pair bonds, some of whom also have multiple pair bonds). Arrows represent the direction of the bond (in this case, all partners are pair bonded with each other; in other cases, someone might be pair bonded with a partner who is not pair bonded with them). These different forms of pair bonds may have implications for hormones specifically or biobehavioral research in general, as well as other psychological, relational, behavioural, and sociocultural aspects. Adapted from “The Steroid/Peptide Theory of Social Bonds: Integrating testosterone and peptide responses for classifying social behavioral contexts,” by S. M. van Anders, K. L. Goldey, and P. X. Kuo, 2011, Psychoneuroendocrinology, 36(9), pp. 1265–1275 (https://doi.org/10.1016/j.psyneuen.2011.06.001). Copyright 2011 by Elsevier. Adapted with permission. See the online article for the color version of this figure.Figure 3. Models of Pair Bonds by Partner Number Outside of Biologism, Binaries, and MononormativitiesNote. J and K are each in a “two-point pair bond” (i.e., one pair bond each that is with each other). L and N are in “embedded two-point pair bonds” with M, P, or Q (i.e., one pair bond each with a partner who has a pair bond with them and another/others). M is in a “multipoint pair bond” with L and N (i.e., M has multiple pair bonds who are each in a pair bond only with M). P and Q are in “embedded multipoint pair bonds” (i.e., they have multiple pair bonds, some of whom also have multiple pair bonds). Arrows represent the direction of the bond (in this case, all partners are pair bonded with each other; in other cases, someone might be pair bonded with a partner who is not pair bonded with them). These different forms of pair bonds may have implications for hormones specifically or biobehavioral research in general, as well as other psychological, relational, behavioural, and sociocultural aspects. Adapted from “The Steroid/Peptide Theory of Social Bonds: Integrating testosterone and peptide responses for classifying social behavioral contexts,” by S. M. van Anders, K. L. Goldey, and P. X. Kuo, 2011, Psychoneuroendocrinology, 36(9), pp. 1265–1275 (https://doi.org/10.1016/j.psyneuen.2011.06.001). Copyright 2011 by Elsevier. Adapted with permission. See the online article for the color version of this figure. that includes but goes well beyond “two-point” pair bonds to reflect the empirical reality of partner number sexual and relational diversity, for example, pair bonds that are “embedded two-point,” “multipoint,” and “embedded multipoint” as well as two-point (van Anders et al., 2011). Biobehavioral models can thus provide ways to think expansively about sexual and relational diversity, in ways that avoid marginalizing those on the sexual margins and instead recognizing that people with diverse partner number sexualities exist, and flourish.
Van talks about fighting against the assumption that human relationships should be studied primarily through a two-person, monogamous model. She says that expanding the categories and models researchers use can better represent people with different relational experiences. When researchers build studies around one assumed norm, they may exclude or misrepresent participants whose experiences do not fit that model. More expansive work can produce findings that better reflect the diversity of human behavior.
Biologisms are problematic in and of themselves as described above but also because of their ties to other kinds of regressive ideologies including sexism, cisnormativity, heteronormativity, and mononormativity. Biobehavioral research beyond biologisms helps to address and attend to these. For example, biological contextualism can help provide scientific approaches beyond sexism, a usually biologically essentialist ideology that fits all people into men/boys or women/girls and marginalizes women/girls. Biological contextualism makes clear how seemingly innate differences can actually reflect varied social processes. Assumptions about female biology can make this point: there are higher rates of knee injuries among women/girls playing sports than among men/boys that are typically presumed to reflect innate “female biology.” But biological contextualism highlights how these injuries can actually reflect the physical embodiment of gender inequities in access to activity, open spaces, and sport itself (i.e., that these impact knee, bone, and muscle development)—and thus relate to key questions of gender in a biobehavioral research question (why do men/boys experience fewer of these knee injuries during sport than girls/women?; Parsons et al., 2021).
This passage demonstrates the Week 2 concept of pretheory because researchers may begin with the assumption that a difference between groups reflects innate biology before examining other possible explanations. Van Anders uses knee injuries as an example of how researchers could interpret a sex difference biologically while overlooking social and environmental factors such as unequal access to physical activity and sports. Preexisting assumptions can shape how researchers explain group differences. Considering social context can help prevent an observed difference from being automatically interpreted as evidence of biological essentialism.
Moreover, because of gender norms, behaviours may be so common that they no longer even trigger hormonal responses due to acclimatization, physiological “tolerance” or habituation, or desensitization. For example, some evidence suggests that sexual thoughts are more likely to increase testosterone in women, and nurturance to decrease it in men (Goldey & van Anders, 2011, 2012), and this may reflect the very different kinds of socialization toward sexual thoughts (natural for men! dirty for women!) and stimuli (highly prevalent images of sexualized women). As such, engaging in the “same” behaviors can impact testosterone in differential ways given how gendered contexts can change the meaning or actions of the behaviors. Gender can thus have biomaterial impacts, modulating testosterone in acute, state-like ways. Whether we have high or low testosterone might at least partially depend, not just on our genetics but what we, as gendered beings, do.
A same behavior may have different biological effects depending on the gendered context surrounding it. Socialization and gender norms can influence hormonal responses, challenging the idea that testosterone operates independently of social experience. This matters for psychological research because researchers should measure and consider context rather than assuming that a biological response has the same meaning or cause across different groups.
Biomaterial, biological/evolved, and bodily/physical characterize aspects5Footnote 5 Aspects of sex can also be understood as enactments of sex as per Mol (2002): Enactments are specific definitions of phenomena that focus on ontology, phenomenology, and/or function, and they can be competing or even incommensurate. When aspects of sex are defined for the purpose of understanding or conceptualization, they are enactments. But, when they are defined for the purpose of measurement, they are operationalizations. Both enactments and operationalizations are used when there is no singular, objective definition of a phenomenon, but only definitions-in-context, e.g., for the purposes of usage. See also (Latham, 2017) for a compelling account of this.hide footnote of sex, which are critical to the definition: sex is multiple and multifaceted, describing plural phenomena that can be variably configured as many have shown and argued (e.g., Fausto-Sterling, 2020; Latham, 2017). This also contributes to a definition of sex that is empirical, accurate, and just. For example, that sex is plural and multifaceted is illustrated by the vast array of and variety in aspects people have used and continue to use to define sex in science, policy, and everyday usage over time, place, and discipline (Currah, 2022; Fausto-Sterling, 2020; Jordan-Young, 2010; Latham, 2017; van Anders, 2015; van Anders et al., 2017). As a nonexhaustive list, definitions of sex have included/do include: genitals (size, form, and/or function), internal sex (e.g., uteri; gamete function or size6Footnote 6 Larger gamete size was used to define femaleness in birds and mammals before genotyping. Yet female birds and male mammals are largely heterogametic and share other features, like earlier death (Xirocostas et al., 2020).hide footnote), hormones (e.g., levels, responses, action), neural regions, gametes (size, function), skull size, secondary sex characteristics (e.g., facial hair, fat deposition, breast development), ability to conceive or inseminate, gestation ability or history, chromosomes (e.g., XX or XY, SRY genes, WW/WZ), and many more. Beyond these, definitions of sex have also included—however counterintuitively—social behaviours (e.g., a real/natural woman is a good mother; boys are naturally rough-and-tumble), expression (e.g., girls inherently are drawn to frilly things, boys naturally do not like pink), gender/sex sexuality (e.g., men are naturally highly sexed/attracted to women), and intersecting axes of oppression (e.g., majoritarian culture positioned white women as a different sex from unfree Black women and still differentially sexes women by race/ethnicity; Bailey, 2016; Fausto-Sterling, 2020; Jordan-Young, 2010; Snorton, 2017). Indeed, sex has been and still is racialized and derived from colonial and settler colonial taxonomies in ways that situate normative sex within whiteness, classism, and European hierarchy (for example, characterizing femaleness as weaker/less strong than maleness, despite the reality that racialized and/or low-income women have done and often do heavy strength-based labor, sometimes to the exclusion of men, and frequently not by choice; Lugones, 2007; Markowitz, 2001; Stein, 2015; Stepan, 1986, 1998).
Researchers have used many different characteristics to define sex, including hormones, chromosomes, anatomy, secondary sex characteristics, and even social behaviors. These characteristics are not interchangeable, so treating them all as one category is limiting and wrong. We need to clearly define variables and avoid assuming that every biological or behavioral characteristic is associated with sex.
Biological/evolved is a prevalent definitional feature of sex and refers to living processes/materials that arise endogenously as an outcome of evolved processes. For example, biological/evolved aspects of sex can include the development and activation of mammary glands in response to pubertal, adult, pregnancy-related, and lactation-related stimuli, which can produce milk to help infants survive. Biomaterial is a critical and underappreciated definitional feature of sex, referring to living processes/materials that have been introduced or result from exogenous impacts. For example, biomaterial aspects of sex can include voice changes resulting from exogenous hormone use. Finally, bodily/physical is also a critical and underappreciated definitional feature of sex that actually reflects common usage; it refers to phenomena tied to bodies and/or physicalities, including material objects, substances, and practices that shape and/or modify bodies. For example, chest binding is bodily/physical in that it involves shaping chests, and it also can be bodily/physical or biomaterial in the sense that it can modify chest tissue. Similarly, packing or tucking can be bodily/physical: they both involve physical and bodily aspects, and modify people’s bodily sex as they and/or others understand them. Defining sex as biological/evolved, biomaterial, and bodily/physical is key to understanding what sex is in ways that are empirical, accurate, and just. And while not everyone or every aspect of sex requires all three, or requires them to be differentiated, they are useful as potentially separable constructs. For example, biological/evolved makes space for definitions of sex that rely on evolved features, that are innate or genetic (e.g., XX, XY, XXY, XO, XYY, etc., chromosomal configurations), whereas biomaterial makes space for those that are biological but not evolved, innate, or genetic, but still widely understood to reflect and be meaningful for or to sex (e.g., breasts that have grown in response to use of hormones). These points are clarified by understanding where sex is located.
This passage illustrates the Week 2 concept of operationalization by showing that “sex” can refer to several distinct characteristics rather than one simple biological category. Van Anders says how a more precise definition can capture forms of variation that a male/female binary would overlook. This matters for psychological research because the way researchers operationalize sex determines what they can actually measure and what differences they may miss.
My own interdisciplinary position and social location informs this article and the ideas within it, as all of ours do for all of our work, whether we recognize this or not, as scholars have compellingly shown and argued (e.g., Haraway, 1988). My academic homes include psychology, neuroscience, feminist/gender/women’s studies, and feminist/queer science studies, and my work is adjacent to and/or informed by disciplines that include sociology, philosophy, anthropology, cultural studies, health, and more. My Ph.D. was in behavioral neuroscience (called biological and cognitive psychology at that institution at that time). My dissertation research was rooted specifically in behavioral neuroendocrinology, and I was one of a group who began articulating a field of social neuroendocrinology (van Anders & Watson, 2006). But my academic engagements and communities went well beyond, to sex research, intersex studies, feminist psychology, queer studies, trans studies, and more. I thus “grew up” at the interconnections of many disciplines, including those that critiqued each other or had “across-the-aisle” epistemologies, and made my home(s) in that fraught space, working to construct innovative models of and theories for biobehavioral research informed by and meaningful for gender/sex/ual diversity. This process was also informed by aspects of my own social location, which include several interstitial existences/experiences/identities, the most relevant of which for this article might be queer by orientation, queer-ish by identity, and status of being a woman partnered with one man. My gender/sex/ual location and academic location have provided a gender/sex/ual lived experience and an academic expertise that made possible my research program on social neuroendocrinology, gender/sex and sexual diversity, sexuality, and feminist/queer science. This all has provided me with a range of experiences and expertise that has made for a strong and critical foundation for articulating a more empirical, accurate, and just foundation for biobehavioral research and gender/sex/ual diversity in this article.
Van Anders's interdisciplinary background contributed to her development of social neuroendocrinology. Her work challenges that biological processes can be understood independently of social context and behavior. The scientific explanations influence which causal relationships they investigate. Taking time to consider social context leads to the thought that biological/behavioral processes influence one another, rather than operating in their own directions.
Biologism and the sex–gender binary create other issues for biobehavioral research, because they are arguably caught up with other regressive, harmful, and antiempirical ideologies like cisnormativity, heteronormativity, sexual normativity, and mononormativity.3Footnote 3 Each of these refers to beliefs, attitudes, structures, and assumptions that privilege the majority case and erase, marginalize, or other those minoritized on the relevant axis: cisnormativity majoritizes cisgender existences, heteronormativity majoritizes heterosexual ones, sexual normativity majoritizes those who have sexual attractions to and/or interests in being sexual with others, and mononormativity majoritizes those who want to be/are in sexual/romantic relationships with only one other person (Carrigan et al., 2014; Emens, 2004; Serano, 2007).hide footnote For example, discussions of sex are often used to buttress cisnormativity, as if sex assigned at birth was a coherent and universal phenomenon canalizing a singular lifelong gender trajectory. This marginalizes many, including those who are transgender, intersex, Two-Spirit/Multi-Spirit, and/or nonbinary, as well as many other gender/sex minorities.4Footnote 4 I use “minorities” and “minoritized” to refer to minoritized and marginalized positions in power hierarchies, and “majorities” and “majoritized” to refer to privileged and overempowered positions in power hierarchies, and neither to reference statistical infrequency (van Anders, 2015). Like all terms, these are imperfect; I use them despite their harms when I mean not only to reference identities but also experiences and existences that would otherwise be excluded from an identity term.hide footnote Deployments of sex also buttress heteronormativity, by positioning female and male sex as prescriptively complementary to each other. This also marginalizes many, including those who are lesbian, gay, queer, bisexual, pansexual, and many other sexual minorities. The assumption that sexuality is “natural” as well as an inherent, universal aspect of humanity upholds sexual normativities. These marginalize those who are Asexual or Demisexual, and makes those experiencing low sexual desire for other experiential reasons question their health and wellbeing. And, the assumption that monogamy is natural, “hard-wired,” and desirable supports mononormativities. These marginalize those who are polyamorous, in open relationships, or who have multisexual existences, orientations, statuses, and/or identities. All of these ideologies also harm majorities by policing all of us, assuming our gender/sex/ualities are static and unchanging, and mandating our existences along normative, majoritarian gender/sex/uality lines. And they do so in close partnership with other regressive ideologies, like colonialism and settler colonialism, racism, sexism, and more, because they make hierarchies of sexed peoples and the nations they are connected to by how close they are to white supremacist and Eurocentric ideals (Lugones, 2007; Markowitz, 2001). How gender/sex/uality is constructed viz-a-viz sex–gender binaries and their concomitant biologisms matters for psychology, including for the methods of our research, the questions we ask, who is included in our research, and what kinds of harms and benefits our research process and products carry, and to whom.
Demonstrating concepts of inclusive and context-sensitive research practices, showing that assumptions about gender, sex, and sexuality can affect those included and how findings are interpreted. These assumptions influence not only research questions but also methods, participant inclusion, and the potential harms or benefits of research. Fair research requires researchers to find whether their methods accurately represent human diversity.
One reason why transcending sex–gender and nature-nurture/culture binaries is so important is because these binaries are rooted in “biologism,” the belief that biology is the best and/or only way to provide meaningful knowledge about life. Biologism is a particular form of “scientism,” which is the widespread belief that science is the only/best way to know about the world. Biobehavioral research—whether in psychology, biology, or another discipline—is often biologistic but does not have to be. In other words, biobehavioral research is biological but not inherently biologistic. However, that biobehavioral research tends to be biologistic means that people often take the sex and nature side of binaries as evidentiary or phenomenological trump cards, ignoring or sidelining research related to gender, nurture, and culture. Biologism thus increases the stakes of the gender binary, because biologism supports the deployment of the gender binary to essentialize and then restrict gender/sex/uality as well as the rights of gender/sex/uality groups2Footnote 2 I use “gender/sex/ual” or “gender/sex/uality” when referring to a mix of gender, sex, and sexuality.hide footnote, including those that are already marginalized (e.g., Fausto-Sterling, 2020; Latham, 2017; Spade, 2006).
Biologism can cause researchers to assume that biological explanations are more meaningful than social/cultural explanations. Van Anders shows that this assumption can influence which evidence researchers prioritize, potentially sidelining gender, nurture, and culture before the evidence is fully considered. Assumptions about what counts as valid evidence can shape both research questions and interpretations.
The sex–gender binary and nature–nurture/culture binary make a case that the world is divisible not only into two parts but two factions. This is because these binaries pit sex against gender, and nature against nurture or culture. Yet binaries are notoriously inept at describing the world, most poignantly because they exclude realities that exist beyond them (Fausto-Sterling, 2020; Waters, 2001). For example, most people would position biological parameters like hormones on the sex and nature side of these binaries. On the surface, that makes sense: hormones are biochemical substances that move through blood, are made by endocrine glands or via other material processes, bind to hormone receptors, and influence cellular function (Nelson & Kriegsfeld, 2016). They reflect physiological processes and are the result of evolutionary selective processes. And, androgens and estrogens are even often called “sex hormones.”1Footnote 1 Androgens and estrogens are categories of hormones. The most well-known androgen is testosterone and the most well-known estrogen is estradiol. However, most people say testosterone and estrogen when referring to these hormones, eliding individual hormones and hormone categories. In this article, I will use the category when I mean that, and the specific hormone otherwise. And, though they are often referred to as “sex hormones,” estrogens and androgens are involved in many non–sex-related phenomena like immunity, cardiac function, and sleep; moreover, many other hormones are relevant to sex-related processes. All this makes “sex hormones” an inaccurate moniker as well as a misleading one.hide footnote But, are hormones really always and only sex and nature? Can they reflect gender, nurture, and culture, too? In this article, I delineate how we can ask psychological and behavioral questions that include hormones specifically, and biological parameters in general, that transcend these binaries. I argue that this approach provides answers to psychological questions that include sex and nature, as well as gender, nurture, and culture, in ways that make for a transformative feminist and queer science and psychology that is more empirically accurate, rigorous, socially situated, and just.
This passage challenges the assumption that hormones are purely biological causes of behavior. Van Anders points out that hormones can potentially reflect gender, nurture, and culture as well as physiological processes, meaning that biological and social influences may interact rather than operate as separate forces. This matters for psychological research because researchers should not automatically interpret a biological difference as evidence that biology caused a behavior without considering how social experiences and contexts could also influence the biological process.
Poor heart! he had helped to bury her, and knew it not.
Trauma?
We went on to a farmhouse that was yet standing
"nor one house left standing" stays in house left standing
Christian to be seen, nor one house left standing.
Oh thank god, big W for the natives.
Mr. Hoar,
Who tf is this guy?
In my travels an Indian came to me and told me, if I were willing, he and his squaw would run away, and go home along with me. I told him no: I was not willing to run away, but desired to wait God’s time, that I might go home quietly, and without fear.
Man what the hell is her problem???
At first they were all against it, except my husband would come for me, but afterwards they assented to it, and seemed much to rejoice in it; some asked me to send them some bread, others some tobacco, others shaking me by the hand, offering me a hood and scarfe to ride in; not one moving hand or tongue against it.
It sounds like she's made friends in these people, why does she speak of them so poorly? Has she considered that she is the problem? Of course not, God is on her side.
and the poor Christians’
Aww, the poor Christians. They'd never hurt anyone, right? Ahem https://en.wikipedia.org/wiki/Timeline_of_Christian_missions
and boast how many towns they had destroyed,
How many of those towns were founded on the blood of their friends, parents, siblings, etc.? How many Europeans bothered to attempt to live peacefully with the natives instead of uprooting their entire way of life?
They mourned (with their black faces) for their own losses, yet triumphed and rejoiced in their inhumane, and many times devilish cruelty to the English.
Right, it's so terrible to mourn a loss and celebrate a victory. Now why don't you tell us why they were fighting the English, Mary? I'm very curious.
Israel
Oh I just know Mary would thrive in Tel Aviv if she were alive today.
They would pick up old bones, and cut them to pieces at the joints, and if they were full of worms and maggots, they would scald them over the fire to make the vermine come out, and then boil them, and drink up the liquor, and then beat the great ends of them in a mortar, and so eat them. They would eat horse’s guts, and ears, and all sorts of wild birds which they could catch; also bear, venison, beaver, tortoise, frogs, squirrels, dogs, skunks, rattlesnakes; yea, the very bark of trees; besides all sorts of creatures, and provision which they plundered from the English.
I know she intends this to sound disgusting and barbaric, and while it's not the most appetizing thing I've ever heard, it's thoroughly impressive what people can do to survive when it comes down to it. Also, rattlesnakes? I had to look it up, but sure enough there is one species of rattlesnake that is native to New England, the timber rattlesnake. Huh, cool.
They eat also nuts and acorns, artichokes, lilly roots, ground beans, and several other weeds and roots, that I know not.
Yeah, when you live somewhere for multiple generations you figure it out.
Though many times they would eat that, that a hog or a dog would hardly touch; yet by that God strengthened them to be a scourge to His people.
I thought everyone on Earth were God's people, or is that only white people? I hate this lady so much it's not even funny.
strangely did the Lord provide for them; that I did not see (all the time I was among them) one man, woman, or child, die with hunger.
Now Mary, I know you think that the English are God's gift to humanity and that these stupid natives couldn't have survived on their own, but is it at all possible that they simply know how to survive in the conditions of the area they've inhabited for generations?
I can but admire to see the wonderful providence of God in preserving the heathen for further affliction to our poor country.
Your poor country? How are you going to diminish the impact of one of the most powerful colonizing forces in the history of the world?
Shall there be evil in the City and the Lord hath not done it?
Is she finally waking up to the absurdity of her own beliefs, or will this be short-lived as the rest of the reflection she's done?
the enemy came upon our town, like bears bereft of their whelps, or so many ravenous wolves, rending us and our lambs to death.
She compares the natives to animals, but she also compares the English to animals as well this time. It appears the English people she compares to animals are children, however, and they are represented as prey animals rather than predators. This both exemplifies how she views the natives as predatory (lacking perspective), and how she views children as things (although animals are not "things," they would've considered livestock property).
Context: reasons for citing it, ways it is relevant to your research question, and how it relates to other sources
This part I struggle with the most, including information and quoting are simple. However, it always felt difficult to try and mesh why I am including it into my writing. Usually, I will write what I want to say and use the quotes to support my writing and not support my writing around the quotes.
You can keep organized in a variety of ways. There are citation managers like Zotero and EndNote which can help generate citations and attach notes directly to the citation information and sources.
These are great recommendations. I've always used easybib. They have all of the different formats and give you all the prompts to fill in as well as fill in some information for you.
the first paragraph alludes to public debates on immigration policy. It suggests that it may not be right to stop people from coming into America, and it may not be wrong to cross the border, even illegally.
The first half of the annotation is the authors argumental claim of fact, they think the first paragraph is about public debates of immigration. They support their claim by deviling deeper and better explaining why they came up with this claim in the second half. A counter argument can be made suggesting that the border is also responsible to stop illegal goods and smuggling from occurring or at least attempt to control the severity, therefore making it less of an immigration policy and more of a border discussion.
This study provides robust evidence for the effectivenessof AI-assisted pair programming in enhancing students’intrinsic motivation, reducing programming anxiety, andimproving programming performance.
The author claims to have "sufficient evidence", but the robustness of the study depends on the duration of the research and the sample size. A two-year investigation involving 234 students was superior to a 12-week investigation involving only 83 students, but it still did not constitute a large-scale study. The research results may not be applicable to other universities, other countries, or different programming languages. The author has acknowledged this limitation in the section on limitations, but the conclusion sounds more certain than what the actual evidence supports.
The AIassistant provides immediate feedback and personalizedsupport, allowing students to explore and solve problemsindependently, thus fulfilling the need for autonomy. Thereduction in programming anxiety and improvement inperformance reflect an enhanced sense of competence,as students gain confidence in their abilities throughsuccessful interactions with the AI assistant.
The author uses the Self-Determination Theory (SDT) to explain why the use of artificial intelligence programming can enhance learning motivation. According to SDT, students need autonomy, competence, and a sense of belonging to generate intrinsic motivation. The AI assistant supports autonomy (students can explore independently) and competence (confidence is gained through successful interactions). This theoretical framework helps explain the mechanism behind the quantitative results - not only does artificial intelligence improve performance, but it also meets basic psychological needs. This makes an important contribution to the research.
WhileAI partners were perceived as collaborative entities, thelower social presence scores compared to human part-ners suggest that current AI technologies may not fullyreplicate the social-emotional aspects of human collabo-ration.
The authors concluded that artificial intelligence has not yet fully replicated human social emotional collaboration. But is this a limitation of current artificial intelligence technology, or a fundamental limitation of artificial intelligence itself? As artificial intelligence becomes increasingly advanced in areas such as speech recognition, emotion recognition, and memory functions, will it eventually reach a level comparable to human social existence? This study cannot answer this question. However, it raises a larger issue: Should artificial intelligence attempt to replace human social interactions, or should it focus on making up for its deficiencies?
The reduction inprogramming anxiety observed in AI-assisted groupsis noteworthy. This effect may be attributed to the non-judgmental nature of AI assistance, allowing studentsto experiment and make mistakes without fear of socialevaluation.
The author believes that artificial intelligence can alleviate programming anxiety because it is "non-judgmental", allowing students to make mistakes without worrying about social evaluations. This aligns with the research of Guo et al. (2026), where one student (S15) pointed out that teachers cannot provide one-on-one attention to each student, while artificial intelligence can do so. Both studies point to the same underlying mechanism: artificial intelligence provides a low-stress, readily available support system, thereby reducing students' psychological burdens. The difference lies in that Fan et al. focused on the alleviation of anxiety, while Guo et al. focused on personalized scaffolding support.
The result suggeststhat while human–human pair programming fostered thehighest levels of perceived collaboration and social pres-ence, AI-assisted pair programming also significantlyenhanced these perceptions compared to individualprogramming.
The author found that compared to solo programming, pair programming assisted by artificial intelligence significantly enhanced the sense of collaboration and social presence. But how did the artificial intelligence partner create this sense of social existence? Artificial intelligence has no emotions, no shared experiences, and no relationships. I want to understand the underlying mechanism - was it because the students personified the artificial intelligence, or because the responses from the artificial intelligence felt like a conversation?
All surveys were originally developed in English. Giventhat the research was conducted in China, it was neces-sary to ensure that the instruments were both linguis-tically and culturally appropriate. To achieve this, weused a forward–backward translation procedure follow-ing established guidelines for cross-cultural instrumentadaptation
The author employed the forward-backward translation method to adapt the questionnaire to a version suitable for the Chinese context. This is a rigorous methodological choice that helps enhance the credibility of the research. Many cross-cultural studies simply translate the questionnaire without verifying its equivalence, which may lead to measurement errors. By inviting bilingual experts to conduct the backward translation, the author ensured that the questionnaire met the requirements in both language and culture. This detail is often overlooked by many studies.
• Group A: AI-assisted pair programming (using GPT-3.5 Turbo in 2023 and Claude 3 Opus in 2024).• Group B: human–human pair programming.• Group C: individual programming (control group)
This study employed three sets of designs: artificial intelligence-assisted dual programming, human-to-human pair programming, and individual programming. This design is highly scientific because it separates two variables - collaboration (pair programming vs. individual programming) and artificial intelligence assistance (AI vs. no AI) - respectively. By comparing these three scenarios, the authors can determine whether the advantage of artificial intelligence stems from the technology itself or from the collaborative factors. Therefore, the research results are more profound and layered than a simple "with AI vs. without AI" comparison.
This study employed a quasi-experimental, quantitativedesign conducted over two consecutive academic years(2023 and 2024) to investigate the impact of AI-assistedpair programming on undergraduate students’ intrinsicmotivation, programming anxiety, collaborative percep-tions, and programming performance.
This is in line with the research conducted by Guo et al. (2026), who only studied an 8-week intervention program. While Fan et al.'s two-year design is more powerful in establishing long-term effects, this also raises a question: If artificial intelligence technology changes so rapidly (GPT-3.5 → Claude 3), and when AI itself is a constantly evolving target, can any research truly capture "the impact of artificial intelligence"?
In higher education, the integration of AI has beenparticularly notable. Several universities have begunto allow or even encourage the use of AI-powered cod-ing assistants in computer science courses, recognizingtheir potential to support student learning and problem-solving skills (Becker et al., 2023).
The author describes artificial intelligence as a "collaborator in the learning process" in higher education. But what about the primary school stage? If preschool children use artificial intelligence before mastering basic skills, will this promote or hinder their learning? This is a developmental issue that has not been addressed in research yet. Future studies should explore how age affects the effectiveness of artificial intelligence.
It’s important to understand that your research can start at Wikipedia and other online encyclopedias but should not end there.
I did not know using online encyclopedias were not as frowned upon as I thought. I have always been under the impression that using them at all was a huge no no. A lot of my teachers in the past have forbade us from even looking at them.
You probably use Wikipedia often.
I have always been told back in high school to never use Wikipedia so I have never once used it in a research paper or anything I've ever turned in.
Climate justice soon became central to environmental justice scholarship and activism in the United States. 2
If climate disasters become more destructive because of inequalities that existed before the disaster, how much of the responsibility for protecting vulnerable communities should fall on climate policy versus policies addressing housing, poverty, and segregation?
The following year, Hurricane Katrina devastated New Orleans, laying bare the ways that pre-existing injustices (including poverty, segregation, and substandard housing) magnify the impacts of storms and flooding, which will only grow worse with climate change. 2
Gonzalez uses Hurricane Katrina to show that climate-related disasters do not affect everyone equally. She argues that the effects of storms and flooding are intensified by inequalities that already exist within a community, such as poverty, racial segregation, and inadequate housing
Climate displacement is an extreme manifestation of climate injustice.
Since environmental injustice can take so many different forms, how should governments determine what a “just” climate policy looks like? Is addressing unequal exposure to environmental hazards enough, or does climate justice also require addressing poverty, racism, political exclusion, and unequal enforcement of laws?
They alleged: distributive injustice, in the form of disproportionate exposure to environmental hazards (such as toxic wastes and polluting facilities);22 procedural unfairness, due to the exclusion of underrepresented groups from governmental decision- making;23 corrective injustice, in the form of inadequate enforcement of environmental laws in low-income and minority communities; 24 and social injustice, because environmental degradation is closely linked with broader social ills (such as poverty and racism)
Gonzalez explains that climate justice developed from the Environmental Justice Movement, which focused on the unequal environmental burdens placed on low-income communities and communities of color. She identifies several different forms of injustice, including unequal exposure to hazards, exclusion from decision-making, unequal enforcement of environmental laws, and the connection between environmental problems and broader social inequalities etc.
This is when genAI tools can be helpful. Sometimes, like on Google, the first thing that comes up when searching a topic will be an AI-generated summary.
While AI has been taking part in our lives in places where its not necessary, I do think that sometimes the AI summary is super helpful when you need a quick overview of a topic. You no longer have to click on links to find an answer to your question, its right there at the top of your screen.
Your research question should inform the structure and contents of your project and everything you cite should be related to your research question in some way.
In my experience, this is the most difficult part of any kind of research. Especially when I have a lot of ideas or struggle to find any interest in a topic.
It turns out that each park counts visits differently. At many parks, each entrance at each park even counts visits differently.
This made me think about if the data collected for the visitation numbers are actually fair to compare because if each park collects the numbers differently, the numbers could be inconsistent and make some parks seem more or less popular than they actually are.
The visit data also helps the communities and businesses surrounding the parks understand how they can best provide and share resources, like emergency vehicles, sanitation, and water. For example, if there’s been a large influx of hikers to Mount Rainier National Park in recent years, that would be an important thing for the surrounding community to know.
I thought this was really interesting because I never really thought about how park visitation data could also help the communities around the parks too. This shows that this data is a lot more than just how popular a park is, it can also help nearby towns and make sure they have enough resources.
Struggles against exploitation and contamination is part of the history that can be found in stories, organizational documents, newsletters, and legal briefs
How does understanding the historical roots of environmental injustice change the way we think about environmental problems today? If environmental inequality developed through systems that existed for generations, can it be addressed without also addressing those larger historical and social inequalities?
environmental justice communities were already living the legacy of climate related events and contam- ination from the fossil fuel industry
How can an environmental policy be beneficial for the environment but harmful or unfair to the people living in the affected community?
The letter described six examples of how mainstream orga- nizations “continue to support and promote policies which emphasize the clean-up and preservation of the environment on the backs of working people in general and people of color in particular,” while ignoring cultural and survival consid- erations
some environmental policies have focused on protecting or cleaning up the environment while placing the economic or social burden on working-class people and communities of color.
The letter, and the accompanying alliance among so many individuals and groups, made national news.
being affected by an environmental decision is different from finally having a voice in making that decision.
It is our opinion that people of color in the United States and throughout the world are clearly endangered species. I
Communities of color have been fighting against environmental contamination and exploitation for generations, long before the Environmental Justice Movement became formally recognized in the late 1980s and early 1990s
We suffer from the end results of these actions but are never full participants in the decision-making which leads to them.
They are describing how mainstream environmental organizations sometimes made decisions about these communities without actually including the people who lived there.
Adolescent runners’ mean dailyenergy intake (2002 kcal/day) also matched previous reports among Japanese and Kenyanadolescent endurance runners, exhibiting mean energy intakes of 2340 kcal/day and 2028kcal/day, respectively (Iwasaki et al., 2019; Muia et al., 2016).
So that means it's the same in very different cultures, that's really interesting
This finding is consistent with results from Shriver et al., among asample of collegiate endurance athletes, which also reported that only 9% of athletes weremeeting their estimated energy needs (Shriver et al., 2013).
FIND THIS STUDY (LOOK AT REFERENCES)
Mean energy intake of male and female runners fell below the minimum energyrequirements needed to ensure proper growth and bodily functions for adolescents aged 15-18
Scary but unsurprising, I wonder if it's because they underestimate their needs?
Magnocellular
Magnocellular (M) Pathway: Specialized for fast movement, depth perception, and large-scale contrast. It uses large cells with fast signal transmission, but it is colorblind and has low spatial resolution.
Parvocellular (P) Pathway: Specialized for high-resolution detail, color vision (such as red/green), and pattern recognition. It transmits signals more slowly using smaller cells and works best with stationary or slow-moving objects.
To practice giving feedback and meta-revision strategies, make an argument for why the chapters in this book should be presented in a different order.Then, reflect: In your opinion, what is the most important chapter or section from this textbook, and why?
i have no argument for chapters being in different orders, that in its self is opinion.i belive that its good how it is currently, also in my opinion i say the first, the mindset for learning, it creates a starting opinion of embracing your opinion and intrinsic motivation, also it creates that stage and it still represents itself throughout the chapters as you read
The goal is to make you independent thinkers and learners
To me, being an independent learner means evaluating information carefully, making my own decisions, and knowing when I need to revise my thinking.
all parts of each process feed into, reflect, and build on each other recursively
Reading gives me information, research provides evidence, and writing helps me organize my thinking. Each process can also lead me back to revise the others.
learning, reading, writing, and research all involve similar applications of the same “recursive” processes.
“Recursive” means that learning and writing do not follow a perfectly straight line. We often return to earlier steps to rethink, revise, and improve our work.
Follow MLA forma
only learned what this was recently
another perspective and tips for writing an annotated bibliography
always enjoy multiple perspectives on a subject, leads to more research and in turn more information
Using Notecards or Sticky notes to Organize your Research
recently learning about having sticky notes for reasearch
Todd Walker is an amazing Lecturer and Faculty Development Coordinator for the Writing Program of the SFSU English Department.
even as a colorado student i enjoy that i can read and learn from sfsu peers on this curriculum
For step-by-step instructions on adding a citation,
the fact this is a option that im just now learning is such a eye opener
So…can I use Wikipedia?
I personally say yes, if you do more research to back up the opinion your looking for, its not a one size fits all platform
After reading “Why Historical Thinking is NOT about History,” use evidence from the article to discuss why it is important to carefully evaluate the credibility of a source. What could be some consequences of spreading misinformation?
i would personally express that the consequeces could be herding people into a false sense of security, throough false information. instead of knowing the correct facts you might hand the next person whos genuinly curious down the wrong road, creating a cycle that hurts a lot of people long term, essentually herding sheeps to slaughter or in sams winburgs words "slaves to the machine" in this case the machine being misinformation