some of these seem mild - but it could be great if they were enforced. Students need to learn how to behave professionally.

distinguishes between disruption and crisis

disable LMS access....not sure how we could do that.

while I agree, I don't see this enforced much

Now this makes sense and defining "not bullying" is a great idea to protect people against false accusations.

Could easily be translated to online environment

These policies could many times apply to online teams - most of this is outdated info since there are no inperson AGOS courses anymore

Online environments are not listed here but should be.

Right to be treated with respect and dignity

Professor has to judge on academic misconduct / honor code violation

BU's 2 lines on student to student communication

8 levels before permeant dismissal

phone use can be against policy if faculty state it is

Interesting the tech conduct is in the general conduct policy now.

Everyone is a reporter

explicit statement about having students removed by security

Administrative withdrawal form

form sample

I live the division to non-threatening vs threatening students

Reply to John Whitfield: I think that one is mostly a semantic issue. In some definitions of learning, learning does equate to a change in behavior. In parenting for example, how is learning measured? If the behavior is changed. Therefore, for parenting, learning is a change in behavior.

I'd argue for many books the same is true, what is the use of a book if the knowledge is only in your head. Application, thus changing one's behavior, is essential for the proper use. Obviously this is not for everything the case, but I am highlighting a few scenarios where it would be accurate to say that learning is a change in behavior.

Nothing is ever black and white, it is quite simplistic to say such things, often there is a lot of nuance going on.

Comment link: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992?commentUrn=urn%3Ali%3Acomment%3A%28activity%3A7197621782743252992%2C7198233333577699328%29&dashCommentUrn=urn%3Ali%3Afsd_comment%3A%287198233333577699328%2Curn%3Ali%3Aactivity%3A7197621782743252992%29

Link for Hypothes.is context: https://www.linkedin.com/feed/update/urn:li:activity:7197621782743252992/?commentUrn=urn:li:comment:(activity:7197621782743252992,7198233333577699328)&dashCommentUrn=urn:li:fsd_comment:(7198233333577699328,urn:li:activity:7197621782743252992)

Setting the tone of discussions early

A show of cause and effect of race and blood to behavior

One of my inquiries was for anecdotes regarding mistakes made between the twins by their near relatives. The replies are numerous, but not very varied in character. When the twins are children, they are usually distinguished by ribbons tied round the wrist or neck; nevertheless the one is sometimes fed, physicked, and whipped by mistake for the other, and the description of these little domestic catastrophes was usually given by the mother, in a phraseology that is some- [p. 158] what touching by reason of its seriousness.

for - individual or collective behavior - slime mold - prisoner's dilemma and slime molds - slime molds - me vs we - me vs we - slime molds - adjacency - slime molds - me vs we - multicellular organisms

• quote
  • You have the slime mold and you put a piece of oat which the Slime wants to eat and
  • it starts to crawl towards that oat and then
  • What you can do is you can take a razor blade and just cut off that leading edge
    • the little piece of it that's moving towards the oat
  • Now as soon as you've done that
  • that little piece is a new individual and
  • it has a decision to make
    • it can go in and get the oat and exploit that resource and not have to share it with this giant mass of faizaram that's back here or
    • it can first merge back and connect back to the original mass
      • because they can reconnect quite easily and then they go get the oat
  • Now the thing is that the the payoff Matrix looks quite different because
  • when it's by itself it can do this calculus of "well, it's better for me to go get the food instead of and not share it with this other thing"
  • but as soon as you connect, that payoff Matrix changes because there is no me and you
    • there's just we and at that point it doesn't make any sense to the fact that
    • you can't defect against yourself so that payoff table of actions and consequences looks quite different
    • because some of the actions change the number of players and
    • that's really weird

adjacency between - slime molds - me vs we -multicellular organisms - social superorganism and societal breakdown - adjacency statement - A simple slime mold experiment could make an excellent BEing journey - to demonstrate how multicellular beings operate through higher order organizational principle of collaboration that - keeps cells aligned with a common purpose, - but that each cellular unit also comes equipped with - an evolutionarily inherited legacy of individual control system - normally, the evolutionarily later and higher order collaborative signaling that keeps the multi-cellular being unified overrides the lower order, evolutionarily more primitive autonomous cellular control system - however, pathological conditions can occur that disrupt the collaborative signaling, causing an override condition, and individual cells to revert back to their more primitive legacy survival system - The same principles happen at a societal level. - In a healthy, well-functioning society, the collaborative signaling keeps the society together - but if it is severely disrupted, social order breakdown ensues and - individual human beings and small groups resort to individual survival behavior

I'd listened to this whole episode sometime since 2022-04-05, but didn't put it in my notes.

Mark Robertson delineates how he actively models the use of his note taking practice (using Roam Research) while teaching/lecturing in the classroom. This sort of modeling can be useful for showing students how academics read, gather, and actively use their knowledge. It does miss the portion about using the knowledge to create papers, articles, books, etc., but the use of this mode of reading and notes within a discussion setting isn't terribly different.

Use of the system for conversation/discussion with the authors of various texts as you read, with your (past) self as you consult your own notes, or your students in classroom lectures/discussion sections is close to creating your own discussion for new audiences (by way of the work your write yourself.)

https://www.buzzsprout.com/1194506/4875515-mark-robertson-history-socratic-dialogue-live-roaming.mp3

They should fix this!

lib/premailer/rails/hook.rb def skip_premailer_header_present? message.header[:skip_premailer] end

• for: gap junctions, multicellular cohesion, multicellular unity, MET, major evolutionary transition, group to individual, group glue

• comment

  • gap junctions play a critical role in cohering a group of cells together
  • hence they might be considered a kind of "cellular glue" which fosters evolutionary fitness by incentifying individual organisms to beneficially socially interact with other individual organisms

• question

  • do gap junctions play a role in major evolutionary transition (MET)?

• adjacency between

  • gap junction
  • cancer
  • MET
  • individual to group
• adjacency statement
  • gap junctions may play a role in major evolutionary transition, enabling individual cells to unite into a group, leading to the evolution of multicellular organisms. Investigate and do literature review to see if this is the case.

Current day book banners (2022-2023) wouldn't agree here.

• for: animal decision-making
• adjacency
  • animal herding behavior and
  • direct democracy
• claim
  • herds and flocks of many other animals (other than human) use a form of direct democracy in making decisions
  • Alphas do not alone make decisions, as leadership often rotates
  • The law of "two feet (or four" tests the group's readiness for consensus and the "first follower" principle
  • dissenters and unpersuaded group members are free to go off and look for another group
    • except at critical times such as
      • breeding season
      • under threat

• The claim is that the default narrative is critical to the way society organizes itself
  • capitalism and classic leberalism assumes competition (seflishness) is the default and collaboration secondary
  • Bauwens argues that collaboration (commons) needs to be the default going forward and competition secondary

Definition of Emergent Behavior

From smaller components, larger and more complex systems are built. In other fields, emergent behavior can be predicted. In LLMs, this ability has been unpredictable as of yet.

// - This article provides an intersectional study of: - climate change, - collective action research - terror management theory / mortality salience - it explains the beneficial impacts of non-rational relational ontology and recommends the use of ritual practices based on this as a way to promote pro-environmental behavior

//

// abstract - summary - Rationalist approaches to environmental problems such as climate change - apply an information deficit model, - assuming that if people understand what needs to be done they will act rationally. - However, applying a knowledge deficit hypothesis often fails to recognize unconscious motivations revealed by: - social psychology, - cognitive science, - behavioral economics.

• Applying ecosystems science, data collection, economic incentives, and public education are necessary for solving problems such as climate change, but they are not sufficient.
• Climate change discourse makes us aware of our mortality
• This prompts consumerism as a social psychological defensive strategy,
• which is counterproductive to pro-environmental behavior.
• Studies in terror management theory, applied to the study of ritual and ecological conscience formation,
• suggest that ritual expressions of giving thanks can have significant social psychological effects in relation to overconsumption driving climate change.
• Primary data gathering informing this work included participant observation and interviews with contemporary Heathens in Canada from 2018–2019.

• Paraphrase
• Claim
  • earth-friendly, justice-supporting consumers cannot translate their values into meaningful impact.
• Evidence
• “the shading and distancing of commerce” Princen (1997) is an effect of information assymetry.
  • producers up and down a supply chain can hide the negative social and environmental impacts of their operations, putting conscientious consumers at a disadvantage. //
• this is a result of the evolution of alienation accelerated by the industrial revolution that created the dualistic abstractions of producers and consumers.
• Before that, producers and consumers lived often one and the same in small village settings
• After the Industrial Revolution, producers became manufacturers with imposing factories that were cutoff from the general population

• This set the conditions for opaqueness that have plagued us ever since. //

• time constraints, competing values, and everyday routines together thwart the rational intentions of well-meaning consumers (Røpke 1999)

• assigning primary responsibility for system change to individual consumers is anathema to transformative change (Maniates 2001, 2019)

• This can be broken down into three broad categories of reasons:

  • Rebound effects
    • https://jonudell.info/h/facet/?max=100&expanded=true&user=stopresetgo&exactTagSearch=true&any=jevon%27s+paradox
    • increases in consumption consistently thwart effciency-driven resource savings across a wide variety of sectors (Stern 2020). -sustainability scholars increasingly critique “effciency” both as:
      • a concept (Shove 2018)
      • as a form of“weak sustainable consumption governance” (Fuchs and Lorek 2005).
    • Many argue that, to be successful, effciency measures must be accompanied by initiatives that limit overall levels of consumption, that is, “strong sustainable consumption governance.

  • Attitude-behavior gap

  • Behavior-impact gap

https://www.youtube.com/watch?v=LyBIT0Q7fOc

Dealing with someone who is passive aggressive:

• Hold eye contact
• maintain the benefit of the doubt
• give a warning shot: "I don't know why we're talking about this"
• call it out: "What are we doing here? What are you trying to do?"
• if it continues, remove yourself from the situation

I would have expected it would remove the string " []", not the occurrences of any of the characters within the string...

The uptake of mis- and disinformation is intertwined with the way our minds work. The large body of research on the psychological aspects of information manipulation explains why.

In an article for Nature Review Psychology, Ullrich K. H. Ecker et al looked(opens in a new tab) at the cognitive, social, and affective factors that lead people to form or even endorse misinformed views. Ironically enough, false beliefs generally arise through the same mechanisms that establish accurate beliefs. It is a mix of cognitive drivers like intuitive thinking and socio-affective drivers. When deciding what is true, people are often biased to believe in the validity of information and to trust their intuition instead of deliberating. Also, repetition increases belief in both misleading information and facts.

Ecker, U.K.H., Lewandowsky, S., Cook, J. et al. (2022). The psychological drivers of misinformation belief and its resistance to correction.

Going a step further, Álex Escolà-Gascón et al investigated the psychopathological profiles that characterise people prone to consuming misleading information. After running a number of tests on more than 1,400 volunteers, they concluded that people with high scores in schizotypy (a condition not too dissimilar from schizophrenia), paranoia, and histrionism (more commonly known as dramatic personality disorder) are more vulnerable to the negative effects of misleading information. People who do not detect misleading information also tend to be more anxious, suggestible, and vulnerable to strong emotions.

Elite mis and disinformation sharers have a negative effect on followers.

Exposure to elite misinformation is associated with the use of toxic language and moral outrage.

Shown is the relationship between users’ misinformation-exposure scores and (a) the toxicity of the language used in their tweets, measured using the Google Jigsaw Perspective API27, and (b) the extent to which their tweets involved expressions of moral outrage, measured using the algorithm from ref. 28. Extreme values are winsorized by 95% quantile for visualization purposes. Small dots in the background show individual observations; large dots show the average value across bins of size 0.1, with size of dots proportional to the number of observations in each bin. Source data are provided as a Source Data file.

Motivated Reasoning

In broad terms, motivated reasoning theory suggests that reasoning processes (information selection and evaluation, memory encoding, attitude formation, judgment, and decision-making) are influenced by motivations or goals. Motivations are desired end-states that individuals want to achieve.

We should do better at teaching and training creative behavior in schools. We say that we encourage exploration but somehow do it in all the wrong ways such we discourage it wholly.

Scenario 1: you might in shop, and use mobile phone to google the price of mechandise's inforatmion.

Scenario 2: you might just google the place you want to go

comments for tag: undefined vs. null: Technically this is undefined (unset, !diff) vs. true (diff), but it's similar enough that don't need a separate tag just for that.

annotation meta: may need new tag: undefined/unset vs. null/set

A description of the problem.

Also missing are concrete examples and modeling of behavior for students to see and follow.

Throughout Rewriting: How To Do Things With Texts (Utah State University Press, 2006) Joseph Harris presents highlighted sidebar presentations he labels "Intertexts".

They simultaneously serve the functions of footnotes, references, (pseudo-)pull quotes, and conversation with his own text. It's not frequently seen this way, but these intertexts serve the function of presenting his annotations of his own text to model these sorts of annotations and intertextuality which he hopes the reader (student) to be able to perform themselves. He explicitly places them in a visually forward position within the text rather than hiding them in the pages' footnotes or end notes where the audience he is addressing can't possibly miss them. In fact, the reader will be drawn to them above other parts of the text when doing a cursory flip through the book upon picking it up, a fact that underlines their importance in his book's thesis.

This really is a fantastic example of the marriage of form and function as well as modelling behavior.

cc: @remikalir

I quite like the idea of intertexts, which have the feeling of annotating one's own published work with the annotations of others. A sort of reverse annotation. Newspapers and magazines often feature pull quotes to draw in the reader, but why not have them as additional voices annotating one's stories or arguments.

This could certainly be done without repeating the quote twice within the piece.

annotation meta: may need new tag:

dynamic behavior vs. static analysis [not quite parallel]

or can we reuse something else like?: lexical semantics vs. run-time semantics

Context: Lindsey Graham had just proposed a bill for a nationwide abortion ban after 15 weeks of pregnancy.

McConnell's position seems to be one that choice about abolition is an option, but one which is reserved for white men of power over others. This is painful because that choice is being left to people without any of the information and nuance about specific circumstances versus the pregnant women themselves potentially in consultation with their doctors who have broad specific training and experience in the topics and issues at hand. Why are these leaders attempting to make decisions based on possibilities rather than realities, particularly when they've not properly studied or are generally aware of any of the realities?

If this is McConnell's true position, then why not punt the decision and choices down to the people directly impacted? And isn't this a long running tenet of the Republican Party to allow greater individual freedoms? Isn't their broad philosophy: individual > state government > national government? (At least with respect to internal, domestic matters; in international matters the opposite relationships seem to dominate.)

tl;dr:<br /> Mitch McConnell believes in choice, just not in your choice.

Here's the actual audio from a similar NPR story:<br /> https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/09/20220914_me_gop_sen_lindsey_graham_introduces_15-week_abortion_ban_in_the_senate.mp3#t=206

McConnell is also practicing the Republican party game of "do as I say and not as I do" on Graham directly. He's practicing this sort of hypocrisy because as leadership, he's desperately worried that this move will decimate the Republican Party in the midterm elections.

There's also another reading of McConnell's statement. Viewed as a statement from leadership, there's a form of omerta or silent threat being communicated here to the general Republican Party membership: you better fall in line on the party line here because otherwise we run the risk of losing power. He's saying he's leaving it up to them individually, but in reality, as the owner of the purse strings, he's not.

Thesis:<br /> The broadest distinction between American political parties right now seems to be that the Republican Party wants to practice fascistic forms of "power over" while the Democratic Party wants to practice more democratic forms of "power with".

Rothmund, T., Farkhari, F., Azevedo, F., & Ziemer, C.-T. (2020). Scientific Trust, Risk Assessment, and Conspiracy Beliefs about COVID-19—Four Patterns of Consensus and Disagreement between Scientific Experts and the German Public. PsyArXiv. https://doi.org/10.31234/osf.io/4nzuy

WIlliams, S. N., & Dienes, K. (2021). Public attitudes to COVID-19 vaccines: A qualitative study. PsyArXiv. https://doi.org/10.31234/osf.io/h87s3

DemTech | COVID-19 Misinformation Newsletter 24 August 2021. (2021, August 24). https://demtech.oii.ox.ac.uk/covid-19-misinformation-newsletter-24-august-2021/#continue

Unlutabak, B., & Velioglu, I. (2021). Examining Children’s Questions and Parents’ Responses about Covid-19 Pandemic in Turkey. PsyArXiv. https://doi.org/10.31234/osf.io/v78c6

Smith, L., Potts, H., Amlôt, R., Fear, N. T., Michie, S., & Rubin, J. (2022). How has the emergence of the Omicron SARS-CoV-2 variant of concern influenced worry, perceived risk, and behaviour in the UK? A series of cross-sectional surveys. OSF Preprints. https://doi.org/10.31219/osf.io/rpcu2

Weiss, D. J., & Shanteau, J. (2021). The futility of decision making research. Studies in History and Philosophy of Science Part A, 90, 10–14. https://doi.org/10.1016/j.shpsa.2021.08.018

Atari, M., Reimer, N. K., Graham, J., Hoover, J., Kennedy, B., Davani, A. M., Karimi-Malekabadi, F., Birjandi, S., & Dehghani, M. (2021). Pathogens Are Linked to Human Moral Systems Across Time and Space. PsyArXiv. https://doi.org/10.31234/osf.io/tnyh9

Showing students examples of work and processes that they can imitate will fuel their imaginations and capabilities rather than stifle them.

This is what’s known as a cognitive apprenticeship, a term coined by Allan Collins, now a professor emeritus of education at Northwestern University. In a 1991 article written with John Seely Brown and Ann Holum, Collins noted a

In a traditional apprenticeship, a learner watches and is able to imitate the master process and work. In a cognitive apprenticeship the process of thinking is generally invisible to both the apprentice and the teacher. The problem becomes how to make the thinking processes more tangible and visible to the learner.

Allan Collins, John Seely Brown, and Ann Holum identified four pedagogical methods in apprenticeships that can also be applied to cognitive apprenticeships: - modeling: demonstrating a task while focusing on describing and explaining the steps and general thinking about the problem out loud - scaffolding: structuring a task to encourage and allow the learner the ability to try it themself - fading: as the learner gains facility and confidence in the process, gradually removing the teacher's guidance - coaching: as necessary, the teacher provides tips and suggestions to the learner to prompt them through potential difficulties

PsyArXiv Preprints | Openness to Experience Relates to COVID-19 Vaccination Rates across 48 United States. (n.d.). Retrieved March 21, 2022, from https://psyarxiv.com/n34t8/

ReconfigBehSci on Twitter: ‘Now #scibeh2020: Pat Healey from QMU, Univ. Of London speaking about (online) interaction and miscommunication in our session on “Managing Online Research Discourse” https://t.co/Gsr66BRGcJ’ / Twitter. (n.d.). Retrieved 6 March 2021, from https://twitter.com/SciBeh/status/1326155809437446144

ReconfigBehSci. (2020, November 10). Now #scibeh2020: Presentation and Q&A with Martha Scherzer, senior risk communication and community engagement (RCCE) Consultant at the World Health Organization https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1326148149870809089

ReconfigBehSci. (2021, February 5). RT @PsyArXivBot: University Students’ Adherence to the COVID-19-guidelines: A Qualitative Study on Facilitators and Barriers https://t.co/… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1358064240100311040

digital solutions takes my attention away

manoj sir on my commitment to review paper

In addition to using his card index for producing his published works, Barthes also used his note taking system for teaching as well. His final course on the topic of the Neutral, which he taught as a seminar at Collège de France, was contained in four bundles consisting of 800 cards which contained everything from notes, summaries, figures, and bibliographic entries.

Given this and the easy portability of index cards, should we instead of recommending notebooks, laptops, or systems like Cornell notes, recommend students take notes directly on their note cards and revise them from there? The physicality of the medium may also have other benefits in terms of touch, smell, use of colors on them, etc. for memory and easy regular use. They could also be used physically for spaced repetition relatively quickly.

Teachers using their index cards of notes physically in class or in discussions has the benefit of modeling the sort of note taking behaviors we might ask of our students. Imagine a classroom that has access to a teacher's public notes (electronic perhaps) which could be searched and cross linked by the students in real-time. This would also allow students to go beyond the immediate topic at hand, but see how that topic may dovetail with the teachers' other research work and interests. This also gives greater meaning to introductory coursework to allow students to see how it underpins other related and advanced intellectual endeavors and invites the student into those spaces as well. This sort of practice could bring to bear the full weight of the literacy space which we center in Western culture, for compare this with the primarily oral interactions that most teachers have with students. It's only in a small subset of suggested or required readings that students can use for leveraging the knowledge of their teachers while all the remainder of the interactions focus on conversation with the instructor and questions that they might put to them. With access to a teacher's card index, they would have so much more as they might also query that separately without making demands of time and attention to their professors. Even if answers aren't immediately forthcoming from the file, then there might at least be bibliographic entries that could be useful.

I recently had the experience of asking a colleague for some basic references about the history and culture of the ancient Near East. Knowing that he had some significant expertise in the space, it would have been easier to query his proverbial card index for the lived experience and references than to bother him with the burden of doing work to pull them up.

What sorts of digital systems could help to center these practices? Hypothes.is quickly comes to mind, though many teachers and even students will prefer to keep their notes private and not public where they're searchable.

Another potential pathway here are systems like FedWiki or anagora.org which provide shared and interlinked note spaces. Have any educators attempted to use these for coursework? The closest I've seen recently are public groups using shared Roam Research or Obsidian-based collections for book clubs.

ReconfigBehSci. (2021, November 20). Thanks to everyone who took part in our Workshop on #SciComm as Collective Intelligence It was amazing! Materials will be uploaded to http://SciBeh.org website 1/2 @kakape @DrTomori @SpiekermannKai @GeoffreySupran @ArendJK @STWorg @dgurdasani1 @suneman @philipplenz6 [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1461978072924762117

Sinclair, Alyssa H., Morgan Taylor, Freyja Brandel-Tanis, Audra Davidson, Aroon T. Chande, Lavanya Rishishwar, Clio Maria Andris, et al. ‘Counteracting COVID-19 Risk Misestimation with an Interactive Website’. PsyArXiv, 9 February 2022. https://doi.org/10.31234/osf.io/v8tdf.

Eric Feigl-Ding. (2022, January 17). Pandemic leadership matters. #COVID19 mortality per capita by state. 📍Public health is policy, policy is politics. 📍Human behavior is often driven by misinformation. 📍Misinformation is often driven by politics. 📍Politics can be changed by voting—Unless voters can’t. Https://t.co/pFkndQZrfr [Tweet]. @DrEricDing. https://twitter.com/DrEricDing/status/1483181226815012867

American Medical Association (AMA). (2021, December 6). Peter Hotez, MD, PhD, on the omicron variant and Delta winter surge | COVID-19 Update for Dec. 6, 20. https://www.youtube.com/watch?v=WnfpC1_N2Mg

Mazar, A., Tomaino, G., Carmon, Z., & Wood, W. (2022). Distance to Vaccine Sites is Associated with Lower COVID-19 Vaccine Uptake. PsyArXiv. https://doi.org/10.31234/osf.io/mux5s

Schwitzgebel, E. (2022, February 3). The COVID Jerk. The Atlantic. https://www.theatlantic.com/ideas/archive/2022/02/covid-jerk-sarah-palin/621466/

I wonder if there are any labs which not only have journal clubs, but have a shared note taking system or zettelkasten as well to keep as a community resource.

I'm sure there are probably a few lab wikis in existence.

Are professors keeping public note collections that they share with students or fellow researchers?

Testing annotation -- Concerted like a Concert.

Grüning, D. J., Panizza, F., & Lorenz-Spreen, P. (2022). The importance of informative interventions in a wicked environment. PsyArXiv. https://doi.org/10.31234/osf.io/azsbn

Arogbodo, M. (2022). Impacts of the Covid-19 Pandemic on Online Security Behavior within the UK Educational Industry. PsyArXiv. https://doi.org/10.31234/osf.io/h5qgk

Devlin, H., & correspondent, H. D. S. (2022, January 21). Mixed messages? How end of Covid plan B could change behaviour in England. The Guardian. https://www.theguardian.com/world/2022/jan/21/mixed-messages-how-end-of-covid-plan-b-rules-could-change-behaviour