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  1. Last 7 days
    1. what it means to be human and in our own humanness explore how do we fit into an every changing, evolving environment in a transforming world and universe. What does it mean to be human.  It appears to be forgotten in this world we live in. A quote from a recent article which I wrote "Recreating a  world of wonder" "But, somehow, we have lost our sense of wonder, buried our curiosity, and gravitated into a quagmire of deception, misbelief, and angry fear, fed to us by those who wish to control everything, as if that were even possible."

      Recreating a world of wonder - What does it mean to be human?

    1. L'affichage des coordonnées des associations de parents d'élèves est-il obligatoire ? Oui. Dans chaque établissement scolaire, la liste des associations de parents d'élèves, avec mention des noms et coordonnées des responsables, doit être affichée dans un lieu accessible au public. Il en est de même pour la liste des fédérations, unions ou associations de parents d'élèves représentées au Conseil supérieur de l'éducation et aux conseils académiques et départementaux de l'Éducation nationale.
    2. Elle peut obtenir, à titre gratuit de la part de l’État ou des collectivités territoriales, du matériel informatique qui n'est plus utilisé.
    1. Enseignements artistiques :Élaboration des schémas départementaux de développementdes enseignements artistiques dans les domaines de lamusique, de la danse et de l’art dramatique qui définissentl’organisation du réseau des enseignements artistiques et lesmodalités de participation financière des départements
    2. Consultation sur l’implantation d’établissementsd’enseignement supérieur
    3. Définition, après avis du conseil départemental de l’éducationnationale, de la localisation des collèges publics, de leurcapacité d’accueil, de leur secteur de recrutement et du moded’hébergement des élèves en tenant compte de critèresd’équilibre démographique, économique et social
    4. Responsabilité du fonds départemental d’aide aux jeunes endifficulté
    5. Les actions visant au développement social
    6. La mise en œuvre de la mesure d’accompagnementsocial personnalisé (MASP) instituée par la loi du 5 mars 2007 surla protection juridique des majeurs
    7. de « contribution à la mise en œuvre du développement del'apprentissage de manière équilibrée sur son territoire » (L6121-1 ducode du travail)
    8. définition des objectifs particuliers de santé, ainsi que ladétermination et la mise en œuvre des actions correspondantes

      Il est donc légitime de solliciter la région sur ces questions au sein du CRIDF

    9. participation aux différentes commissions exécutives des agencesrégionales de santé
  2. Feb 2023
  3. Jan 2023
    1. This seems to have an interesting relation to the tradition of wassailers and "luck visitors" traditions or The Christmas Mummers (1858). The song We Wish You a Merry Christmas (Roud Folk Song Index #230 and #9681) from the English West Country (Cornwall) was popularized by Arthur Warrell (1883-1939) in 1935. It contains lyrics "We won't go until we get some" in relation to figgy pudding and seems very similar in form to Mari Lwyd songs used to gain access to people's homes and hospitality. An 1830's version of the song had a "cellar full of beer" within the lyrics.

      I'm curious if the Roud Folk Song Index includes any Welsh songs or translations that have similar links? Perhaps other folk song indices (Child Ballads?) may provide clues as well?

    1. https://www.youtube.com/watch?v=NPqjgN-pNDw


      When did the switch in commonplace book framing did the idea of "second brain" hit? (This may be the first time I've seen it personally. Does it appear in other places?) Sift through r/commonplace books to see if there are mentions there.


      By keeping one's commonplace in an analog form, it forces a greater level of intentionality because it's harder to excerpt material by hand. Doing this requires greater work than arbitrarily excerpting almost everything digitally. Manual provides a higher bar of value and edits out the lower value material.

    1. Recommandation 8. Inscrire l’éducation à la sexualité dans les projets académiques et les projetsd’établissement
    2. Recommandation 24. Systématiser les bilans annuels à tous les niveaux, local, départemental, académique.
    3. Recommandation 23. Établir, dans chaque établissement, un tableau récapitulant les actions menées surl’éducation à la sexualité en interne et avec les intervenants extérieurs, leur durée, leur financement, et levolume horaire consacré
    4. Recommandation 18. Inciter les établissements scolaires à monter des projets liés à l’éducation à la sexualitéet les proposer, le cas échéant, dans le cadre des appels à projets faits par exemple par les collectivitésterritoriales
    5. mesure n° 2 du plan de lutte contre les violences faites aux enfants 2020-2022
    6. L’EAS a fait l’objet d’un certain nombre de rapports (en particulier ceux du Haut Conseil à l’égalité entre les femmes et les hommes, du Haut Conseil de la santé publique, du défenseur des droits en 2016 et 2019) qui ont regretté son manque d’efficacité et d’effectivité. En 2018, un rapport élaboré par l’inspection générale de l’éducation nationale (intégrée ensuite à l’IGÉSR) a dressé un état des lieux en milieu scolaire dans le premier et le second degrés.
    7. ’EAS est désormais considérée comme une composante de la construction de la personne et de l’éducation du citoyen.
    8. en lien étroit avec le ministère de la santé et les autres ministères chargés de l’égalité et de la protection de l’enfance et en collaboration avec les collectivités territoriales.
    9. En raison de l’absence de représentants de l’IGAS, la mission, composée seulement de deux inspectrices générales de l’IGÉSR, a vu son ambition et son périmètre considérablement réduits

      Le croisement éducatif, social et sanitaire est essentiel pour traiter de sujets transverses

    1. 2. Les Etats parties prennent toutes les mesures appropriées pour veiller à ce que la discipline scolaire soit appliquée d'une manière compatible avec la dignité de l'enfant en tant qu'être humain et conformément à la présente Convention

      article 28 alinéa 2

    1. 个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
    1. The hypothesis of linguistic relativity, also known as the Sapir–Whorf hypothesis /səˌpɪər ˈwɔːrf/, the Whorf hypothesis, or Whorfianism, is a principle suggesting that the structure of a language influences its speakers' worldview or cognition, and thus people's perceptions are relative to their spoken language.

      https://en.wikipedia.org/wiki/Linguistic_relativity


      link to Toki Pona as a conlang


      Link to https://hypothes.is/a/6Znx6MiMEeu3ljcVBsKNOw We shape our tools and thereafter they shape us.

    1. La Défenseure des droits recommande denouveau au Gouvernement de proscrirele placement en zone d’attente pour lesmineurs non accompagnés étant entenduqu’aujourd’hui, toute personne se déclarantmineure en zone d’attente doit se voir nommerun administrateur ad hoc « sans délais », avantmême toute contestation ou remise en causede son âge.La Défenseure des droits recommandeégalement de faire évoluer la législationpour proscrire dans toutes circonstances leplacement de familles avec enfants en centrede rétention administrative

      Recommandadion 29

    1. You could find yourself learning how buildings and structures are put together, as well as the guidelines and building requirements that govern the industry.
    1. A new economic paradigm for people and planet

      !- Title: A new economic paradigm for people and planet !- Date: Jan 30, 2023 !- Organizer: RSA !- Speakers: David Sloan Wilson, evolutionary biologist & Dennis Snower, economist

    1. Recommandation 35Développer des espaces de WIFI gratuit etconduire une consultation sur un « droità la connexion » ou un « droit d’accèsau numérique », en y associant aussibien les fournisseurs d’accès à internetque les personnes précaires. Mener desexpérimentations pour déterminer le meilleurmodèle qui rendrait internet accessible à tous.
  4. www.cs.princeton.edu www.cs.princeton.edu
    1. "Finding Optimal Solutions to Rubik's Cub e Using Pattern Databases" by Richard E. Korf, AAAI 1997.

      The famous "Korf Algorithm" for finding the optimal solution to any Rubik's Cube state.

    1. Did you see the rest of my post too? If you are reading the replies only in email, don't. Visit the forum and open the thread. Because when we edit a post, you don't receive the modification by email, only the initial post. I added few things to my last one...
    1. le décalage de cadres culturels et de genrescommunicatifs des deux groupes peut aussi constituer des sources de malentendus non linguistiques
    2. Au sein de ce couranten gestation, ce n'est plus la recherche autour des types de collaboration qui prédomineront, commele nom de télécollaboration le suggérait, mais les aspects interculturels.
    3. es postulats du modèle théorique
    4. e paradigme de la cognitiondistribuée s'intéresse au système fonctionnel, défini comme un espace commun entre les individus etles éléments de la situation [Salembier96]
    5. tout apprentissage est imbriqué dans la situationdans laquelle il a lieu
    6. les outils technologiques jouent un rôle majeur dans la structuration et la gestion desmécanismes cognitifs des acteurs qui, à leur tour, agissent sur l'outil et s'en servent pour donner dusens à leurs pratiques instrumentées
    1. not the technology itself that will bring about the learning or solve pedagogic prob-lems in the language classroom, but rather the affordances of those technologies andtheir use and integration in a well-formulated curriculum
    2. What principles do we need toconsider for task sequencing when taking into account both language and technol-ogy?

      interesting question to discuss

    3. how does the technol-ogy affect the complexity of a task?
    4. it will be interesting to investigatethe impact that multimodality may have on TBLT,
    5. The integration of technology and tasks is insufficiently groundedin a general interest in stand-alone tasks and instead must find its firm roots in a fullTBLT program approach, from needs analysis all the way to assessment and evaluation(Norris 2009)
    6. a)redefining target language competence and identifying real world tasks in view ofthe diversity of technological needs and options that constantly emerge in a learningcontext; (b) being able to foresee the needs of the students and adapt our pedagogi-cal choices to them; (c) utilizing a multilevel evaluation framework that would cap-ture not only planned tasks but tasks as performed by students; and (c) all of thesewithin a programmatic approach that includes a critical stance towards the inclusionof technology.

      the challenges that tech TBLT faces

    7. Chapelle (Chapter 12) provides an overview ofhow the field of tasks and technology, and the role of the language teaching innovator,has evolved in the last decade and how issues such as the importance of a well-definedand operationalized concept of tasks are still essential in today’s technology-mediatedTBLT.

      Chapelle's theorical research

    8. Nielson (Chapter 11)

      Nielson's theorical research

    9. Winke (Chapter 10)

      Winke's theorical research

    10. Two concerns frequently voiced by educators when considering the implemen-tation of TBLT in foreign (as opposed to second) language contexts are that in suchcontexts (a) grammar plays an important role that is not to be dismissed and (b) pro-ficiency levels can be expected to be lower and of a narrower range relative to typicalcurricular levels that exist in second language contexts.
    11. Canto, de Graaff, and Jauregi (Chapter 7)

      Canto, de Graaff, and Jauregi

    12. Croquelandia canbe completed online by individual students interacting alone with avatars in virtual

      Sykes Croquelandia : really interesting tool

    13. Oskoz and Elola (Chapter 5) report on a classroom study, like Solares,

      Oskoz and Elola

    14. Solares (Chapter 4) presents an action research study in which she gauged theimplementation of a multi-stage online writing task with three intact classrooms

      Solares

    15. a firststep to help unpack thinking into how TBLT principles and transformative uses oftechnology can be fully integrated into each other and put to the service of progress inlanguage education.

      purpose of the article again

    16. We propose the term technology-mediated TBLT to refer to thisunderstanding of the relationship of tasks and technology

      purpose of this article

    17. technology-mediated performance-based assessment should be the logical way of evaluating learners
    18. he development of pedagogic tasks shouldtake full advantage of a chosen technology to do what cannot be done in the classroomwith paper and pencil
    19. technologies, in particular, must becomepart of the full programmatic cycle that shapes a TBLT curriculum, from needs analy-sis all the way to explicit learning outcomes for assessment and evaluation
    20. the goal ofeducation (including language education) is construction of knowledge and intel-lectual and moral growth
    21. five key definitional features of a task in the con-text of technology-and-task integrations
    22. from the most general “classroom event that has coherence and unity, witha clear beginning and an end, in which learners take an active role” (Cameron 1997:p. 346) passing through the popular definition by Willis (1996) of a “goal-orientedcommunicative activity with a specific outcome, where the emphasis is on exchangingmeaning, not producing specific language forms”
    23. What would be required for the integration of tasks and technologyto be thoroughly reciprocal, and for pedagogic tasks to maximally benefit from thetransformative nature of new technologies?
    24. language learning tasks which are mediated by new technologies can help minimizestudents’ fear of failure, embarrassment, or losing face; they can raise students’ motiva-tion to take risks and be creative while using language to make meaning; and they canenable students to meet other speakers of the language in remote locations, opening uptransformative exposure to authentic language environments and cultural enactments,along with tremendous additional sources of input. More generally, we believe fruitfulblends of technology and tasks can promote active student engagement in learning

      advantages of infusing new technology with learning tasks

    25. TBLT can be greatly enriched as anapproach to language pedagogy by the infusion of new technologies, on the one hand,and the new technologies can become uniquely useful for language learning whenundergirded by programmatic TBLT thinking, on the other.

      Un résumé qui explicite la relation entre CALL et TBLT

    26. key pro-ponents of task-based language learning have also long noted the benefits of incor-porating technology into task-based instructional designs (Doughty & Long 2003;Skehan 2003)
    27. wo task-related issues have receivedconsiderable attention by the CALL research community
    28. tasks direct methodologists tolook toward how learners are expected to learn through their interactions with thematerials and other learners

      in the classroom task

    29. Nevertheless, we would argue thatthe relations between the two fields have been tenuous and the potential for a numberof acknowledged fruitful synergies remains unfulfilled

      That's a fact!

    30. itwould be advantageous to make technology a simultaneous target of instruction inTBLT curricula.

      Proposition to take into consideration

    31. and oftentimes language learning opportunities areextended in ways that would be difficult to orchestrate in traditional classroom set-tings

      which classroom settings for a better orchestration?

    32. mediumroles for technology

      “technology provides sites for interpersonal commu- nication, multimedia publication, distance learning, community participation, and dentity formation” (Kern: 2006)

    33. the tutor and tool roles of technology

      a computer or the Internet are used just to provide a mere “translation” or at best an “extension” of what can be achieved through paper-and-pencil and face-to-face traditional means

    1. But these models typically focus on a single country and fail to take into account cross-border dynamics, such as movements of capital and currency. For example, if markets are spooked by low growth in one country, some companies might move their capital overseas, which could adversely affect the original country’s currency and increase borrowing costs. Conditions such as these posed severe financial problems for Argentina in 2001 and Greece in 2010. International cooperation for tighter border control of capital movements needs to be considered and the effects modelled.

      !- Global Capitalism's pathological behavior of maximizing profit : comment - Due to lack of global coordination and agreements, - global capitalism game played by multi-nationals is a whack-a-mole game that eludes any kind of attempts at individual state level regulation. - Any attempt by one country at social or ecological regulation will be met with a corporation exercising their right to pull out and find another country that has no such regulation in place.

    1. We know the information. But information is not changing our minds. Most people make decisions on the basis of feelings, including the most important decisions in life – what football team you support, who you marry, which house you live in. That is how we make choices.”  “Thought is at the basis of our feelings, and before we have ideas we have feelings that lead to those ideas. So how do we change minds? A change in feelings changes minds.”

      !- "So how do we change minds? A change in feeling changes minds" : Comment - Brian Eno's comment is very well aligned with Deep Humanity praxis, which can be summed up as: The heart feels, the mind thinks, the body acts, an impact appears in our shared reality. - Also see the related story: - Storytelling will save the Earth: https://hyp.is/go?url=https%3A%2F%2Fwww.wired.com%2Fstory%2Fenvironment-climate-change-storytelling%2F&group=world

    1. i'll be talking to you for four weeks 00:06:02 um about what i call losing yourself that is really understanding the idea of no self of selflessness not in the moral sense specifically though that will get there but not having a self 00:06:14 and of what it is to exist as a person uh without a self and i'll be doing this um from a variety of perspectives and one of the things that might make this 00:06:27 set of talks different from a lot of the talks that the barry center supports is that it won't be specifically or uniquely buddhist doctrine i will be relying on a lot of 00:06:40 buddhist arguments because i do that but also addressing a lot of western arguments in western literature and i won't be interested in doing a lot of textual work in fact i won't do any textual work at all even though i love doing that this will be really about the 00:06:53 idea about really how to understand the idea of not having a self and the idea and how to understand what it is to be a person so i'll draw on buddhist ideas and non-buddhist ideas on western ideas 00:07:07 but i won't be specifically giving a course in the history of buddhist thought about no-self nor will i be talking about practice this will be a very theoretical um set of lectures um but i think what i have to say will 00:07:20 be relevant um to those who are coming here in order to enrich their practice but i won't be specifically talking about that um most of what i'm doing will be based on a book that is 00:07:33 now in press called losing yourself how to be a person without a self

      !- theme of talk : losing yourself, How to be a Person without a Self - what it is to exist as a person without a self - based on the research in his book: Losing yourself: How to be a person without a self

      !- Jay Garfield : Comment - This work is in the same direction as the following authors: - Physicist Tom Murphy: civilization and the program of control as the root structural problem of our polycrisis https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2Ff6yFrh1X6DI%2F&group=world<br /> - Glenn Albrecht & Gavin Van Horn: Replacing the Anthropocene with the Symbiocene https://hyp.is/go?url=https%3A%2F%2Fhumansandnature.org%2Fexiting-the-anthropocene-and-entering-the-symbiocene%2F&group=world - Buddhist scholar David Loy: On the Emptiness at the heart of the human being that cannot be filled by consumerism & materialism https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2F1Gq4HhUIDDk%2F&group=world - Korean / German philosopher Byung-Chul Han: The Burnout Society https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2FbNkDeUApreo%2F&group=world

    2. what i want you to do is to now imagine somebody whose body you would like to have 00:28:23 as your own either for a few minutes or maybe long term i'm not going to ask you why you want that body i don't want to get that deep into your psyche and that might be very personal um 00:28:35 but i'll tell you whose body i'd like to have and for how long just to give you a warm-up feel for this i really would like to have usain bolt's body of a few years ago for 9.6 seconds 00:28:47 because i would love to know what it feels like to run 100 meters that fast now when i form that does i think it's a coherent desire how do i why do i think that because i really do desire it i would love it i'd pay a lot of money to 00:28:59 do that um but what i don't want is to be usain bolt because usain bolt is already the same bolt and that doesn't do me any good um what i want is to be me 00:29:12 j with usain bolt's body so i can know what it feels like to run really really fast now i'm not claiming that this is a coherent desire i'm not claiming that it's 00:29:24 possible for me to remain jay and have usain bolt's body but i am claiming that i can desire it and if you are anything like me for some body or other you can desire to 00:29:36 have it for some time or other if you can form that desire then you in deep in your gut don't believe that you are your body you believe that you have a body and that 00:29:48 you might have a different body just like you might have a different hat or a different cat and if you believe that then you really do believe that whatever you are you are not your body 00:30:01 now you might think well that's obviously true i've never thought i was my body um but maybe on my mind i don't think you really believe that either and i want to do the same thought 00:30:13 experiment to convince you of that now i want you to think about somebody's mind that you'd really like to have maybe not for a long time maybe only for a few minutes um i'll tell you mine again i'm really 00:30:25 big and divulging you know hyper sharing over sharing personal secrets um i would really love to have stephen hawking's mind when he was still alive of course not now um and i'd like to have it only for about five or ten 00:30:36 minutes because what i would really like is to be able to really understand quantum gravity and i can't really understand it but if i had stephen hawking's mind for a few minutes then i could understand it now i obviously 00:30:48 don't want to be stephen hawking for one thing he's dead for another thing he was already stephen hawking and it didn't do me a damn bit of good what i want is to be me jay with his mind so that i can 00:31:00 use it to understand quantum gravity um i think that'd be really cool again i'm not claiming this is coherent i'm not claiming that it's possible but i am claiming that it's a 00:31:11 psychologically possible state to be in to crave somebody else's mind and if you like me can form that desire then you like me deep in your gut do not believe that you are your mind 00:31:25 you believe that you're something that has a mind just like you have a body um and that you possessed that mind and you could still be you with another mind and another body i mean just imagine having 00:31:37 the same bolts body in stephen hawking's mind that would be totally cool then i could understand quantum gravity while setting a new record for the 100 meter sprint um but that's not going to happen alas 00:31:50 um the moral of these experiments um takes us right back to chandragiri serpent i think the moral of these experiments is that deep down at an atavistic gut 00:32:02 level we believe that we are something that stands behind our minds and our bodies that thing is the self the thing that is not the mind in the body but possesses the mind in the body that's the thing 00:32:14 that sean decurity identifies as the serpent in the wall our arguments are going to be aimed at that not at our bodies not as our minds not as our personal identities they're 00:32:27 going to be aimed at that self that we really atavistically believe stands behind all of those that's the illusion that's the thing that causes us to be incompetent morally that causes us to be 00:32:41 confused about our own identities and to be confused about our role and our place in the world

      !- BEing journey Gedanken : imagine yourself to have different body, different mind - if you can imagine this, then you believe you ARE NOT the body or mind, but the SELF that HAS the body or mind - examples of imagining having another mind or body: what would it be like to be there mind of wife? My husband? My child? My friend? My enemy? My dog? My cat? A bat ( Thomas Hagel)? Isn't this imagination salient for empathising? To imagine being another person, don't we need to imagine being in their mind and body to imagined experiencing like they do?

    1. Books and Presentations Are Playlists, so let's create a NeoBook this way.

      https://wiki.rel8.dev/co-write_a_neobook

      A playlist of related index cards from a Luhmann-esque zettelkasten could be considered a playlist that comprises an article or a longer work like a book.

      Just as one can create a list of all the paths through a Choose Your Own Adventure book, one could do something similar with linked notes. Ward Cunningham has done something similar to this programmatically with the idea of a Markov monkey.

    1. I've seen a bunch of people sharing this and repeating the conclusion: that the success is because the CEO loves books t/f you need passionate leaders and... while I think that's true, I don't think that's the conclusion to draw here. The winning strategy wasn't love, it was delegation and local, on the ground, knowledge.

      This win comes from a leader who acknowledges people in the stores know their communities and can see and react faster to sales trends in store... <br /> —Aram Zucker-Scharff (@Chronotope@indieweb.social) https://indieweb.social/@Chronotope/109597430733908319 Dec 29, 2022, 06:27 · Mastodon for Android

      Also heavily at play here in their decentralization of control is regression toward the mean (Galton, 1886) by spreading out buying decisions over a more diverse group which is more likely to reflect the buying population than one or two corporate buyers whose individual bad decisions can destroy a company.

      How is one to balance these sorts of decisions at the center of a company? What role do examples of tastemakers and creatives have in spaces like fashion for this? How about the control exerted by Steve Jobs at Apple in shaping the purchasing decisions of the users vis-a-vis auteur theory? (Or more broadly, how does one retain the idea of a central vision or voice with the creative or business inputs of dozens, hundreds, or thousands of others?)

      How can you balance the regression to the mean with potentially cutting edge internal ideas which may give the company a more competitive edge versus the mean?

  5. Dec 2022
    1. in the third section we're going to focus on the ethical implications of all of this because i think that's really important that's why we do this and then in the fourth part we'll be 00:10:51 talking about what life looks like as a person as opposed to a self and why we should take all of this very seriously

      !- third session : ethical implications of a person without a self !- fourth session :what is the experience of life like when you are a person without a self?

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    1. This blog is a comprehensive guide on super app development that covers all topics you could possibly want to know to help you create the best super app possible.
    1. This is a terrible idea. At least if there's no way to opt out of it! And esp. if it doesn't auto log out the original user after some timeout.

      Why? Because I may no longer remember which device/connection I used originally or may no longer have access to that device or connection.

      What if that computer dies? I can't use my new computer to connect to admin UI without doing a factory reset of router?? Or I have to clone MAC address?

      In my case, I originally set up via ethernet cable, but after I disconnected and connected to wifi, the same device could not log in, getting this error instead! (because different interface has different mac address)

    1. Buscan lograr la participación activade la mujer en la adopción de decisiones relativas al medio ambiente entodos los niveles

      Buscan lograr la participación activa de la mujer en la adopción de decisiones relativas al medio ambiente en todos los niveles

    2. de vivir de modomás inclusivo y democrático con todas las culturas y sociedades
    3. Estos retos tienen que ver con algunos valores y estilos de vida quenecesitamos reorientar para vivir de modo más armónico con la naturalezarevalorando el derecho a la existencia de otras especies

      Derecho a la existencia de otras especies

    4. El numeral 22 del artículo 2° de la Constitución Política del Perú:establece que toda persona tiene derecho a la paz, a la tranquilidad, al disfrutedel tiempo libre y al descanso, así como a gozar de un ambiente equilibrado yadecuado al desarrollo de su vida
  6. Nov 2022
  7. 6291320.fs1.hubspotusercontent-na1.net 6291320.fs1.hubspotusercontent-na1.net
    1. We find favorwith Mortimer J. Adler’s stance, from 1940,that “marking up a book is not an act ofmutilation but of love.”18

      also:

      Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it—which comes to the same thing—is by writing in it. —Adler, Mortimer J., and Charles Van Doren. How to Read a Book. Revised and Updated edition. 1940. Reprint, New York: Simon & Schuster, 1972.

      They also suggest that due to the relative low cost of books, it's easier to justify writing in them, though they carve out an exception for the barbarism of scribbling in library books.

    1. Un organisme du secteur public disposera d’un délai maximum de deux mois pour prendre une décision sur une demande de réutilisation.

      Cela s'apparente à une demande d'accès à l'information, dans le contexte québécois.

    1. – neuf acteurs de la prévention et de l’éducation pour la santé ;
    2.  dix-neuf représentants des usagers ;
    3. Le fonds d’intervention régional (FIR) Institué par la loi de financement de la sécurité sociale pour 2012 et prévu par l’article L. 1435-8 du code de la santé publique, le FIR répond à l’objectif de doter les ARS d’un instrument financier d’intervention pour favoriser, aux termes de la loi, « des actions, des expérimentations et, le cas échéant, des structures concourant à cinq types de missions » différentes. Ces cinq missions sont : – la promotion de la santé et la prévention des maladies, des traumatismes, du handicap et de la perte d’autonomie ; – l’organisation et la promotion de parcours de santé coordonnés ainsi que la qualité et la sécurité de l’offre sanitaire et médico-sociale ; – la permanence des soins et la répartition des professionnels et des structures de santé sur le territoire ; – l’efficience des structures sanitaires et médico-sociales et l’amélioration des conditions de travail de leurs personnels ; – le développement de la démocratie sanitaire. Les crédits du FIR, qui constituent depuis 2014 un sous-objectif de l’ONDAM, sont issus de différentes enveloppes auparavant cloisonnées, abondées essentiellement par l’assurance maladie. Ils sont laissés à la libre appréciation des ARS, sous réserve du principe de fongibilité asymétrique qui protège les crédits relatifs à la promotion de la santé, à la prévention et à la prise en charge des personnes âgées et handicapées.
    1. Adler, Mortimer J., and Charles Van Doren. How to Read a Book. Revised and Updated edition. 1940. Reprint, New York: Simon & Schuster, 1972.

      Progress

      • Started reading on 2021-07-28 at 1:26 PM
      • Read through chapter 6 on 2022-11-06 at 1:40 PM
    2. Why is marking a book indispensable to reading it? First,it keeps you awake-not merely conscious, but wide awake.Second, reading, if it is active, is thinking, and thinking tendsto express itself in words, spoken or written. The person whosays he knows what he thinks but cannot express it usually doesnot know what he thinks. Third, writing your reactions downhelps you to remember the thoughts of the author.
    3. . Full ownership of a bookonly comes when you have made it a part of yourself, and thebest way to make yourself a part of it-which comes to thesame thing-is by writing in it.
    4. The pencil then becomes the sign of your alertness while you read.
    1. La laïcité n’est pas l’ennemie de lareligion, elle ne s’oppose qu’à l’intolérance
    1. I know this is older but I'm surprised by the "Is redrawing 110K glyphs (with metrics and kerning and combining attributes and hinting) too hard?" I used to do typography. A plain, unoriginal typeface with 255 straightforward latin-# oriented letters is at least a couple days of work; probably a couple weeks; couple months for truly good work. 110K is the equivalent of 400+ faces with much harder metrics and such. 15,000 hours of work or drastically more; so at least 7 or so years. So, kinda hard.
  8. Oct 2022
    1. It is possible this Miscellany collection was assembled by Schutz as part of his own research as an historian, as well as the letters and documents collected as autographs for his interest as a collector;

      https://catalog.huntington.org/record=b1792186

      Is it possible that this miscellany collection is of a zettelkasten nature?

      Found via a search of the Huntington Library for Frederic L. Paxson's zettelkasten

    1. He was impressed by the difference between written history and(though he did not use the phrase) what Charles A. Beard called"history as actuality"
    1. I'm afraid you missed the joke ;-) While you believe spaces are required on both sides of an em dash, there is no consensus on this point. For example, most (but not all) American authorities say /no/ spaces should be used. That's the joke. In writing a line about "only one way to do it", I used a device (em dash) for which at least two ways to do it (with spaces, without spaces) are commonly used, neither of which is obvious -- and deliberately picked a third way just to rub it in. This will never change ;-)
    1. For Tim, the practice is managed by routine.“My quota for writing is two crappy pages a day,” he explains. Those two pages help him get started, matter what other commitments he is meeting that day. And even if they’re bad, they’re at least done.The idea is to set goals that are “easily winnable” so you don’t panic when one day passes and you don’t make that goal, because you always know you can easily pick back up the next day.“If I don’t write my two pages I don’t panic and go into the spiral.”

      Tim Ferris has a routine for writing and has indicated "My quota for writing is two crappy pages a day." and "If I don't write my two pages, I don't panic and go into the spiral."

      (summary); possibly worth watching video for verifying quotes and pulling out additional practices.


      Note that this piece seems to indicate that his writing practice includes an idea of doing "morning pages", but this implication is likely false as Ferriss likely isn't doing this, but writing toward productive goals rather than to "clear his mental space" as is usually implied by morning pages.

    1. By teaching them all to read, we have left them atthe mercy of the printed word.

      Knowing how to read without the associated apparatus of the trivium, leaves people open to believing just about anything. You can read words, but knowing what to do with those words, endow them with meaning, and reason with them. (summarization)


      Oral cultures with knowledge systems engrained into them would likely have included trivium-esque structures to allow their users to not only better remember to to better think and argue.

    1. @1:10:20

      With HTML you have, broadly speaking, an experience and you have content and CSS and a browser and a server and it all comes together at a particular moment in time, and the end user sitting at a desktop or holding their phone they get to see something. That includes dynamic content, or an ad was served, or whatever it is—it's an experience. PDF on the otherhand is a record. It persists, and I can share it with you. I can deliver it to you [...]

      NB: I agree with the distinction being made here, but I disagree that the former description is inherent to HTML. It's not inherent to anything, really, so much as it is emergent—the result of people acting as if they're dealing in live systems when they shouldn't.

    1. How to Hire Offshore Laravel Developers | A Comprehensive Guide

      Offshore Laravel Web App Development can be a great option for businesses of all sizes. The demand for hiring a dedicated Laravel developer is increasing because this framework is used to create both top-notch and complex enterprise-level apps. Check out for more: https://bit.ly/3TjrM9M

    1. For her online book clubs, Maggie Delano defines four broad types of notes as a template for users to have a common language: - terms - propositions (arguments, claims) - questions - sources (references which support the above three types)

      I'm fairly sure in a separate context, I've heard that these were broadly lifted from her reading of Mortimer J. Adler's How to Read a book. (reference? an early session of Dan Allosso's Obsidian Book club?)

      These become the backbone of breaking down a book and using them to have a conversation with the author.

    1. 1. Les Etats parties reconnaissent le droit de l'enfant à l'éducation, et en particulier, en vue d'assurer l'exercice de ce droit progressivement et sur la base de l'égalité des chances

      article 28