for - comparison / key insight - compassion is like language (and also like genetics) - every infant has the biological capacity for these - Youtube - Tukdam talk - An Overview Of CHM’s Work On “Well-Being And Tukdam” - Prof. Richard J. Davidson

comparison / key insight - compassion is like language (and also like genetics) - compassion, like language and genetics is intrinsic to our human nature. Every newborn comes into the world with the biological capacity for kindness/compassion, language and for genetic expression. However, - how we actually turn out as adults depends on what variables exist in our environment - If we have a compassionate mOTHER, our Most significant OTHER, she will teach us compassion - just like a child raised in a community of other language speakers in the environment will enable the child to cultivate the language capacity and - without a community of language speakers, a feral infant will grow up not understanding language at all - a healthy environment triggers beneficial epigenetic processes - Again, the chinese saying is salient: (hu)man on earth, good at birth. The same nature, varies on nurture

to - feral children - Youtube - https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2FTKaS1RdAfrg%2F&group=world - Chinese saying: (hu)man on earth, good at birth. The same nature, varies on nurture - https://hyp.is/TWOEYrlUEe-Mxx_LHYIpMg/medium.com/postgrowth/rediscovering-harmony-how-chinese-philosophy-offers-pathways-to-a-regenerative-future-07a097b237a0

for - everyone is sacred - everyone has Buddha Nature - different ways of saying - Youtube - Tukdam talk - An Overview Of CHM’s Work On “Well-Being And Tukdam” - Prof. Richard J. Davidson - poverty mentality - Chinese saying: (hu)man on earth, good at birth. The same nature, varies on nurture

everyone is sacred - different ways of saying it - We are all born with Buddha nature - We are all born with innate goodness - Chinese saying: (hu)man on earth, good at birth. The same nature, varies on nurture - Not seeing this, we fall into poverty mentality, and all the associated forms of suffering it brings

to - Chinese saying: (hu)man on earth, good at birth. The same nature, varies on nurture - https://hyp.is/TWOEYrlUEe-Mxx_LHYIpMg/medium.com/postgrowth/rediscovering-harmony-how-chinese-philosophy-offers-pathways-to-a-regenerative-future-07a097b237a0

for - definition - integration imperative - people seek integration - talk therapy - psychotherapy has not helped - patterns still there and affecting them - Youtube - Pre and Perinatal healing happens in layers - Kate White

for - climate crisis - Medium article - climate communication - how climate change is framed to disempower you - Joe Brewer - 2024, Dec 4 - from - post - LinkedIn - climate crisis - climate communication - climate change discourse has been framed to disempower us - changing the story - so that grassroots, bottom-up initiatives can restore health to ecosystems - Joe Brewer, 2024, Dec 4 - from - Resilience article - A 'Transcender Manifesto" for a world beyond capitalism. A seed.

summary - A good article that offers an explanation of how language has potentially led the public to rely on top down actors to provide solutions to the climate crisis - Joe Brewer draws on his background as a frame analyst to analyse the role language and cognitive linguistics has played in framing the discourse on the climate crisis - He claims that this has led the public to look to elite top down actors to provide the solutions - This had led to a disempowerment of the public in actively participating in contributing too solutions - Indeed it could be why we have a sleeping giant - Reframing the story could have the opposite effect of inspiring people's to wake up and take action to regenerate nature within and surrounding the communities where people live.

from - post - LinkedIn - climate crisis - climate communication - climate change discourse has been framed to disempower us - changing the story - so that grassroots, bottom-up initiatives can restore health to ecosystems - Joe Brewer, 2024, Dec 4 - https://hyp.is/yvHstLfVEe-cyRN4sq09Ow/www.linkedin.com/posts/joe-brewer-4957925_earlier-this-week-i-lived-into-an-important-activity-7270035170328494080-E7Cq/ - from - Resilience article - A 'Transcender Manifesto" for a world beyond capitalism. A seed. - https://hyp.is/0NOdtLiREe--pwPfB1SmdA/www.resilience.org/stories/2024-04-18/a-transcender-manifesto-for-a-world-beyond-capitalism-a-seed/

for - quote - framing element - media frames climate crisis as issue for the elites to solve - but it has been a complete failure - Joe Brewer

for - post - LinkedIn - climate crisis - climate communication - climate change discourse has been framed to disempower us - changing the story - so that grassroots, bottom-up initiatives can restore health to ecosystems - Joe Brewer, 2024, Dec 4 - to - Medium article - How Climate Change is framed to Disempower you - Joe Brewer - 2024, Dec 4

to - Medium article - How Climate Change is framed to Disempower you - Joe Brewer - 2024, Dec 4 - https://hyp.is/XoQoRLfVEe-ZMIMjZheLLA/medium.com/@joe_brewer/how-climate-change-is-framed-to-disempower-you-01d871413487

for - climate crisis - plan B - always has tendency to undermine Plan A and cause delayed action - ie. Negative Emissions Technologies - Kevin Anderson

for - key insight - behavioral change is a key demand-side mitigation strategy yet has only been recently discussed - supply side solutions have been the main focus - Pizziol & Tavoni, 2024

for - quote - the US is hegemonic and the world bully because it has a monopoly on the payment system - it is the world's reserve currency - Yanis Varoufakis

50:32 Currency is the governments I.O.U. 52:04 When the government gets its tax, it no longer has the debt so it burns the currency which was an I.O.U.

46:45 Money is an ACCOUNTING DEVICE and it always has two sides

for - Indyweb dev - Mem.ai has many features we are designing for in Indyweb but it uses AI and that needs to be researched for privacy issues - AI - mem.AI - first AI note app that trains directly on your own personal knowledge notes

for - answer - It has to be taken as a postulate - Federico Faggin - to question - how can we test that consciousness is the foundation of reality?

for - quote - know thyself - recognizing our true nature - has never been more important than at this hour of our civilization - Rupert Spira - Deep Humanity - know thyself - rekindling wonder - awakening to our true nature - Rupert Spira

quote - know thyself - recognizing our true nature - has never been more important than at this hour of our civilization - Rupert Spira - (see below) - The words "know thyself" were carved above the entrance of the temple temple of apollo in delphi and stand as such at the dawn of western civilization and - I would suggest that at this hour of our civilization, - this recognition of the essential nature of our self and therefore - the recognition of the essential nature of - all people - all animals and - all things - has perhaps never been more important than it is now

Failure to assemble an appropriate IEP team:

for - quote - 70 years of evolutionary biology has to be undone

for - quote - reductionism has failed - Denis Noble

Résumé de la vidéo [00:00:03][^1^][1] - [00:23:44][^2^][2] : Ce webinaire présente le guide d'évaluation pour les enfants en danger ou risque de danger, élaboré par la Haute Autorité de Santé en France. Il explique l'importance d'une approche pluridisciplinaire et interactive dans l'évaluation, en mettant l'accent sur les besoins fondamentaux de l'enfant et la capacité des parents à y répondre.

Points forts : + [00:00:03][^3^][3] Introduction du webinaire * Présentation des intervenants et du sujet + [00:01:31][^4^][4] Contexte de l'élaboration du guide * Réponse aux difficultés identifiées dans divers rapports + [00:02:09][^5^][5] Objectifs du guide * Améliorer la qualité des évaluations et harmoniser les pratiques + [00:03:02][^6^][6] Structure du guide * Trois livres avec un préambule et une boîte à outils + [00:04:23][^7^][7] Le Livre 3 : Guide d'accompagnement à l'évaluation * Destiné aux professionnels évaluant la situation d'un enfant + [00:18:12][^8^][8] Construction de la conclusion * Caractérisation de la situation et établissement des préconisations Résumé de la vidéo [00:23:47][^1^][1] - [00:50:32][^2^][2]:

Cette partie de la vidéo aborde le guide d'évaluation pour les enfants en danger ou risque de danger, soulignant l'importance des formations, l'application des recommandations et la collaboration entre professionnels pour une évaluation efficace.

Points clés: + [00:24:01][^3^][3] Formation et appropriation * Importance des formations continues * Appropriation des recommandations par les professionnels + [00:25:00][^4^][4] Guide d'évaluation et loi * Distinction entre recommandations et obligations légales * Les recommandations visent à accompagner les professionnels + [00:26:24][^5^][5] Santé et évaluation * La santé est centrale dans l'évaluation * Recommandation d'une approche binôme avec un professionnel de santé + [00:31:01][^6^][6] Antécédents et situation familiale * Évaluation globale incluant les antécédents familiaux * Importance des événements passés dans l'évaluation actuelle + [00:37:23][^7^][7] Compétences parentales * Définition et exemples de compétences parentales * Impact des compétences sur les besoins fondamentaux de l'enfant + [00:39:27][^8^][8] Organisation de l'évaluation * Gestion des situations avec parents résidant dans différents départements * Stratégies pour une évaluation coordonnée et efficace Résumé de la vidéo [00:50:35][^1^][1] - [00:58:51][^2^][2]: La vidéo aborde l'évaluation des enfants en danger ou à risque, en mettant l'accent sur la collaboration interdisciplinaire et l'importance de l'implication des acteurs territoriaux. Elle souligne également l'accessibilité du guide d'évaluation pour tous les professionnels et la nécessité de l'accord parental pour échanger avec l'enfant.

Points forts: + [00:50:35][^3^][3] Évaluation des enfants * Importance de la collaboration * Implication des acteurs territoriaux + [00:53:18][^4^][4] Accessibilité du guide * Utile pour tous les professionnels * Accord parental nécessaire + [00:57:31][^5^][5] Suivi et retours d'expérience * Comité de suivi pour le cadre de référence * Retour d'expérience prévu dans 18 mois

Résumé vidéo [00:00:03][^1^][1] - [00:22:59][^2^][2]:

Ce webinaire se concentre sur le soutien à la scolarité des enfants en situation de handicap ou protégés, en présentant des recommandations pour les professionnels du secteur social et médico-social.

Points forts: + [00:00:03][^3^][3] Introduction * Présentation des intervenants et objectifs du webinaire + [00:01:07][^4^][4] Principes généraux * Importance du droit à l'éducation et des défis rencontrés + [00:04:21][^5^][5] Participation de l'enfant * Encourager l'enfant à être acteur de sa scolarité + [00:08:00][^6^][6] Préparation aux réunions * Comment préparer et impliquer l'enfant dans les réunions scolaires + [00:17:19][^7^][7] Implication des parents * L'importance du rôle des parents dans la scolarité de l'enfant + [00:21:06][^8^][8] Exemples concrets * Propositions pour soutenir l'implication des parents et des enfants Résumé de la vidéo [00:23:00][^1^][1] - [00:46:10][^2^][2]: La vidéo aborde le soutien à la scolarité des enfants handicapés et en protection de l'enfance. Elle souligne l'importance de l'implication des jeunes, des parents, et des établissements dans le parcours scolaire. Elle recommande une approche collaborative avec la communauté éducative pour répondre aux besoins spécifiques des enfants et favoriser leur bien-être et réussite scolaire.

Points clés: + [00:23:00][^3^][3] Anticipation et adaptation * Importance de l'anticipation * Définition des modalités d'accompagnement + [00:23:59][^4^][4] Rôle des établissements * Diagnostic des ressources internes * Organisation des ressources pour la scolarité + [00:26:02][^5^][5] Inscription dans le projet institutionnel * Scolarité comme axe essentiel * Objectifs et ressources précisés + [00:27:01][^6^][6] Suivi individuel * Importance du référent scolaire * Coordination avec la communauté éducative + [00:28:00][^7^][7] Communauté éducative élargie * Inclusion de divers acteurs éducatifs * Coopération et partenariats solides + [00:31:57][^8^][8] Mission d'appui ressources * Partage d'expertise * Sensibilisation et anticipation des problématiques Résumé de la vidéo [00:46:12][^1^][1] - [01:08:17][^2^][2] : Ce segment du webinaire aborde le rôle crucial du référent scolarité dans le soutien à la scolarité des enfants handicapés. Il souligne l'importance de la coordination entre les différents acteurs et la nécessité d'une communication claire pour éviter la confusion et soutenir efficacement les parcours scolaires.

Points forts : + [00:46:12][^3^][3] Rôle du référent scolarité * Coordination et sensibilisation * Suivi des parcours scolaires + [00:48:01][^4^][4] Questions et réponses * Clarification des missions * Importance de la communication + [00:49:15][^5^][5] Différences entre les rôles * Référent scolarité vs enseignant référent * Facilitation des liens entre écoles et établissements + [00:51:06][^6^][6] Transmission d'informations * Importance de la pertinence et de la confidentialité * Respect des données personnelles + [00:57:01][^7^][7] Implication des parents * Importance cruciale dans la scolarité * Prévention et partenariat dès le début + [01:07:56][^8^][8] Travail avec les familles * Alliance avec les familles pour la réussite scolaire * Importance de l'approche positive et du partenariat Résumé de la vidéo [01:08:19][^1^][1] - [01:25:26][^2^][2]: La vidéo aborde le soutien à la scolarité des enfants handicapés, en mettant l'accent sur la collaboration entre les familles, les éducateurs et les institutions. Elle souligne l'importance de comprendre les défis, de fixer des objectifs communs et de travailler ensemble pour surmonter les difficultés.

Points forts: + [01:08:19][^3^][3] Collaboration essentielle * Importance de l'alliance avec les partenaires * Comprendre les stratégies de défense des familles + [01:09:06][^4^][4] Rassurer et accompagner * Sécuriser les familles pendant les périodes difficiles * Travailler sur des objectifs communs + [01:10:16][^5^][5] Gestion des émotions et comportements * Thème commun entre enseignants et éducateurs * Travailler ensemble sur des problématiques spécifiques + [01:13:10][^6^][6] Rôle de la communauté éducative * Chaque acteur a un rôle dans la scolarité de l'enfant * Importance de la communication entre tous les acteurs + [01:17:01][^7^][7] Évaluation et prévention de l'absentéisme * Importance de l'évaluation pour comprendre l'absentéisme * Agir dès les premiers signes pour éviter l'installation de l'absentéisme + [01:20:57][^8^][8] Utilisation d'outils pour le suivi * Nécessité d'outils adaptés pour les parents et les élèves * Diagnostic pour identifier les besoins et soutenir la scolarité

Résumé de la vidéo [00:00:01][^1^][1] - [00:22:57][^2^][2]: Ce webinaire aborde la détection et la compréhension des violences conjugales. Il présente des stratégies pour identifier et aider les victimes, soulignant l'importance de la formation des professionnels de santé.

Points forts: + [00:00:01][^3^][3] Introduction du webinaire * Objectif de sensibilisation * Importance de la formation + [00:03:16][^4^][4] Cycle de la violence * Stratégie de l'agresseur * Impact sur les victimes + [00:11:17][^5^][5] Mécanisme d'emprise * Contrôle coercitif * Conséquences psychologiques + [00:20:11][^6^][6] Expérience d'un médecin * Importance du dépistage * Signes d'alerte Résumé de la vidéo [00:22:59][^1^][1] - [00:48:26][^2^][2]:

Cette partie du webinaire aborde la détection et l'accompagnement des victimes de violences conjugales, en mettant l'accent sur l'importance de la communication bienveillante et du respect des décisions des patientes par les professionnels de santé. Il souligne également le rôle crucial des soins primaires dans le repérage des victimes et la nécessité d'une prise en charge pluridisciplinaire.

Points clés: + [00:23:01][^3^][3] Détection des violences * Importance du dépistage systématique + [00:23:24][^4^][4] Impact sur les enfants * Enfants témoins sont aussi victimes + [00:24:14][^5^][5] Techniques de communication * Entretien motivationnel comme outil d'accompagnement + [00:25:22][^6^][6] Ressources pour les professionnels * Clés pour comprendre et accompagner les victimes + [00:27:08][^7^][7] Responsabilités médicales * Déontologie du médecin généraliste dans le repérage et l'accompagnement + [00:33:14][^8^][8] Engagement sociétal * Violence conjugale comme pathologie sociétale Résumé de la vidéo 00:48:28 - 00:57:04 : La partie 3 de la vidéo aborde les stratégies pour identifier et gérer les cas de violences conjugales, en particulier pendant la grossesse. Les experts discutent de l'importance de la délicatesse lors de l'interrogation des victimes, de la nécessité de reconnaître les signes de violence psychologique et économique, et de l'importance des certificats médicaux dans les procédures judiciaires.

Points forts : + [00:48:28][^1^][1] Identification des violences * Importance de la confidentialité * Reconnaissance des signes subtils + [00:49:01][^2^][2] Comportement du conjoint * Gentillesse excessive peut être un signe * Nécessité d'éloigner le conjoint intrusif + [00:50:19][^3^][3] Évolution des agresseurs * Difficulté à changer les comportements * Besoin de temps et de thérapie + [00:51:36][^4^][4] Questions juridiques * Violences psychiques et plaintes * Signalements obligatoires durant la grossesse + [00:54:33][^5^][5] Certificats médicaux * Obligation de fournir sur demande * Importance de la neutralité et précision + [00:56:22][^6^][6] Retrait des plaintes * Comprendre le cycle de violence * Accepter les décisions des victimes

Feuille de route santé-environnement  Renforcer l’implication de la HAS sur les enjeux environnementaux dans le cadre de ses missions

• for: annotate, Michael Mann - critique of James Hansen 2023 paper, climate crisis - James Hansen - Michael Mann, suggestion - debate - james hansen - michael mann, question - has Hansen responded to Mann yet?

suggestion - can we arrange an online debate between James Hansen and Michael Mann?

Certainly! Let's break down the provided code snippets:

1. What is it and why is it used?

In Mongoose, a schema is a blueprint for defining the structure of documents within a collection. When you define a schema, you can also attach methods to it. These methods become instance methods, meaning they are available on the individual documents (instances) created from that schema.

Instance methods are useful for encapsulating functionality related to a specific document or model instance. They allow you to define custom behavior that can be executed on a specific document. In the given example, the findSimilarTypes method is added to instances of the Animal model, making it easy to find other animals of the same type.

2. Syntax:

Using methods object directly in the schema options:

javascript const animalSchema = new Schema( { name: String, type: String }, { methods: { findSimilarTypes(cb) { return mongoose.model('Animal').find({ type: this.type }, cb); } } } );

Using methods object directly in the schema:

javascript animalSchema.methods.findSimilarTypes = function(cb) { return mongoose.model('Animal').find({ type: this.type }, cb); };

Using Schema.method() helper:

javascript animalSchema.method('findSimilarTypes', function(cb) { return mongoose.model('Animal').find({ type: this.type }, cb); });

3. Explanation in Simple Words with Examples:

Why it's Used:

Imagine you have a collection of animals in your database, and you want to find other animals of the same type. Instead of writing the same logic repeatedly, you can define a method that can be called on each animal instance to find similar types. This helps in keeping your code DRY (Don't Repeat Yourself) and makes it easier to maintain.

Example:

```javascript const mongoose = require('mongoose'); const { Schema } = mongoose;

// Define a schema with a custom instance method const animalSchema = new Schema({ name: String, type: String });

// Add a custom instance method to find similar types animalSchema.methods.findSimilarTypes = function(cb) { return mongoose.model('Animal').find({ type: this.type }, cb); };

// Create the Animal model using the schema const Animal = mongoose.model('Animal', animalSchema);

// Create an instance of Animal const dog = new Animal({ type: 'dog', name: 'Buddy' });

// Use the custom method to find similar types dog.findSimilarTypes((err, similarAnimals) => { console.log(similarAnimals); }); ```

In this example, findSimilarTypes is a custom instance method added to the Animal schema. When you create an instance of the Animal model (e.g., a dog), you can then call findSimilarTypes on that instance to find other animals with the same type. The method uses the this.type property, which refers to the type of the current animal instance. This allows you to easily reuse the logic for finding similar types across different instances of the Animal model.

first sighting: sign-in: problem: forgetting whether an account has been created or not, and in which way

BIOwikidata

BIOmapasDeConocimiento

https://www.biorxiv.org/content/10.1101/799684v2

The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.

The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.

Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.

Bacteriophages are virus that can infect bacteria host. Phages were used to treat infectious disease

Just as the wealthiest 1 percent of Americans gobble up a disproportionate share of the nation’s economic resources and rejigger our institutions to funnel them benefits and power, so too do our educational 1 percent suck up a disproportionate share of academic

opportunities, and threaten to reconfigure academic culture so that it both mimics and serves their values

!- United States indigenous language : ststistic - US Govt spent less than 7 cents for every dolloar spent eradicating indigenous language in the past - Citation : report by Rebecca Nagle in the High Country News: https://www.hcn.org/issues/51.21-22/indigenous-affairs-the-u-s-has-spent-more-money-erasing-native-languages-than-saving-them

https://www.bloomberg.com/news/articles/2022-02-16/who-won-the-melania-trump-nft-auction-trump-crypto-wallet-linked-to-185k-funds

This would appear to be a case of the emperor has no clothes, but in reality it's a useless, and overly expensive hat—one which she's sold to herself.

Giving peers permission to engage in dialogue about race and holding a lofty expectation that they will stay engaged in these conversations throughout the semester or year is the first of the four agreements for courageous conversation. While initially, some participants may be eager to enter into these conversations, our experience indicates that the more personal and thus risky these topics get, the more difficult it is for participants to stay committed and engaged." Singleton and Hays

"In Colormute, Pollock(2004) makes specific suggestions for addressing the fear of talking about race: “In all conversations about race, I think, educators should be prepared to do three things:ask provocative questions, navigate predictable debates,and talkmore about talking”(p. 221, italics in original)"

"I am also concerned that despite the best of intentions many of us have not considered adequately what social justice means and entails. I worry that social justice may become simply a “topic du jour” in music education, a phrase easily cited and repeated without careful examination of the assumptions and actions it implicates. That can lead to serious misunderstandings."

2021-02-19

2021-02-07

2021-02-15

The things that are important / worth mentioning to different people. I agree with this one.

That's a tough one. I can see it both ways.

Cool! I workaround for the fact that Ruby has no undefined type distinct from nil.

Il a trois enfants.

am v. -- to exist, to have.

na -- 1. pr. circ. so, defined distant. How? 'Or' What. 2. function indicator. As.

ñett+i -- three. 3️⃣

doom ji -- child by descent; doll. 👶🏽

Faatu a placé sa calebasse en haut.

faatu -- a feminine name of Arabic origin. 👩🏽

aj v. -- place on top 🔝, perch.

na -- her (?).

laytan+am (laytan) gi -- small calabash (to have).

Le pèlerinage de cette année a été très pénible.

aj+u (aj) gi -- pilgrimage to Mecca. 🕋

ren ji -- current year; this year. 🗓

gi -- the.

tàng v. -- be hot 🥵; be cranky, be snappy 😡.

na -- has been (?).

lool adv. -- very, much, too much.

Il a un couteau sur lui.

ab -- a.

paaka bi -- (Portuguese) knife. 🔪

la -- he (?).

yore v. -- to have under his dependence, to have in his charge, to have in the hands.

https://twitter.com/SciBeh/status/1338153990794715138

why don't the teachers look at this and see that the cause is racism?

1. Ironic that this reference is ostensibly about the usage of "first-class citizen" in society, yet it links to a seemingly-mismatched (by name only, that is) article, entitled "second-class citizen".

2. Ironic that the first-class (unqualified) article is about the figurative meaning of "citizen" used in computer science, and that the page describing first-class and second-class status of the more literal citizens in society is relegated to what I kind of think is a second-class position in the encyclopedia (because it takes the #2 position numerically, even though it is (at least as is implied in this reference) also about first-class citizens (though the word "first-class" does not appear a single time in that article, so maybe this reference is the one that is more ironic/incorrect).

rare to see "internet" used to mean an internetwork in the general sense

https://twitter.com/SciBeh/status/1308002672407179265

2020-09-21

https://twitter.com/SciBeh/status/1308311480396324864

2020-09-21

https://twitter.com/SciBeh/status/1308002690048425984

2020-09-18

https://twitter.com/SciBeh/status/1308002100341878784

2020-09-21

2020-09-21

2020-09-21

https://twitter.com/SciBeh/status/1308331661629816832

2020-09-21

2020-09-21

2020-09-22

2020-09-22

2020-09-22

2020-09-22

https://twitter.com/ReconfigBehSci/status/1308342933876285441

2020-09-22