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

Add more languages to be sent in the HTTP Accept-Language header field: http Accept-Language: en-US,en;q=0.9,fr;q=0.8`

So when you're defining a zero-arity function in unison, prepending an ! executes the function.

E.g.

func = '42

!func -- reports 42

Ken Ribet’s love note from Serge Lang<br /> by Ken Ribet

uk

k

L'association de deux sujets qui n'ont pas de corrélation vérifiéé, revient dans la conclusion en contradiction avec la conclusion de l'étude de Ramdoss, S et al.

En contradiction avec l'hypothèse :

Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research. Les résultats suggèrent que le CBI ne devrait pas encore être considéré comme un approche fondée sur la recherche pour enseigner les compétences en communication aux personnes ayant Troubles du Spectre Autistique. Cependant, le CBI semble être une pratique prometteuse qui justifie des recherches futures.

https://www.youtube.com/watch?v=Q8WGozqgMuc

Short review of his book Small Teaching. It apparently presents some small implementable tidbits to make incremental change easier to implement.

1. Herausforderung; time-to-data zu lang

what does it mean the import path for a directory?

Adam Briggs on Twitter: “This is a great new @bmj_latest paper from @Azeem_Majeed and colleagues with tonnes of practical advice and resources for addressing vaccine hesitancy. Https://t.co/PSYRUfDg1X” / Twitter. (n.d.). Retrieved June 28, 2021, from https://twitter.com/ADMBriggs/status/1395853255062740992?s=20

Koehler, A. and Lempel, H. (2020, August27). Researchquestionsthatcouldhaveabigsocialimpact,organisedby discipline. https://80000hours.org/articles/research-questions-by-discipline/

Covid-19: Towards the new normal, and beyond... (n.d.). Retrieved 9 June 2020, from https://www.youtube.com/watch?v=wJcgdERLabc&feature=youtu.be

Simile

Exaggeration and hyperboles are frequently utilized by Barry in his effort to create a satirical piece.

Uses similes to emphasize his lack of respect and even disdain toward the thing being compared.

Programas efectivos de prevención e intervención en Bullying

Múltiples y diversas intervenciones se han desarrollado para afrontar esta problemática (por ejemplo, Minton & O'Moore, 2008; Olweus, 1993; Smith, Ananiadou, & Cowie, 2003; Varela & Tijmes, 2008 entre otros). Sin embargo, a pesar de los numerosos programas existentes, solo unos pocos han demostrado ser efectivos. De hecho, los programas exitosos se caracterizan por abordar esta problemática en sus diversos niveles y no con actividades puntuales ni aisladas.

Con respecto a la experiencia internacional, "Olweus Bullying Prevention Program", es uno de los programas pioneros en la intervención del Bullying (Olweus, 1993). Este programa se basa en un modelo comprensivo que opera en distintos niveles: escolar, sala de clases e individual. Tiene como objetivo reducir y eliminar tanto el Bullying directo como el indirecto, mejorar las relaciones de pares en el establecimiento educacional y crear las condiciones que permitan que tanto víctima como victimario logren funcionar mejor dentro y fuera de éste. Las estrategias del programa incluyen la promoción y creación de un ambiente positivo en todo el establecimiento educacional, donde la participación de los adultos (docentes y familias) es fundamental; y la creación de límites claros frente a la conductas que no son aceptadas dentro del contexto escolar, requiriendo que las sanciones que se aplican a los victimarios sean consistentes, no castigadoras e involucren un proceso de reflexión y reparación (Olweus, 2004). La evaluación de este programa indica que fue exitoso, disminuyendo en un 50% el autoreporte de Bullying (tanto de víctima como victimario), la incursión en otro tipo de conductas antisociales, y mejorando el clima escolar (Olweus, 2004).

En Inglaterra se llevó a cabo el programa "Sheffield Anti-Bullying Project", inspirado en el programa de Olweus. Este programa busca desarrollar políticas institucionales en el establecimiento educacional que permitan detener la victimización por Bullying a nivel de toda la comunidad escolar, utilizando estrategias como el desarrollo de políticas integrales para detener la victimización, el desarrollo curricular para crear conciencia del problema, el trabajo individual, seguimiento y monitoreo tanto de la víctima como del agresor, modificación de los espacios físicos de riesgo, y el monitoreo permanente de los niveles de victimización dentro de la escuela. La evaluación del programa, llevado a cabo en cuatro establecimientos educacionales durante 18 meses, demostró que disminuyó el porcentaje de victimización (14% en primaria y 7% en secundaria), la tasa de agresión (12% en primaria y secundaria), y aumentaron las denuncias por agresión a los profesores (Smith, et al., 2003).

El "Programa educativo de prevención de maltrato entre compañeros y compañeras" (SAVE) desarrollado en España, es otro ejemplo de programas con resultados exitosos. Este programa toma un modelo integral, preventivo, ecológico y comunitario e involucra a los alumnos, profesores, familia y comunidad. El programa no solo disminuyó las conductas de Bullying, sino que logró promover las relaciones interpersonales como un factor protector frente a la violencia escolar (Ortega, Del Rey, & Mora-Merchán, 2004).

Por otra parte, Finlandia cuenta con el "Programa Anti-bullying Kiva" desarrollado en la Universidad de Turku y financiado por el Ministerio de Educación de este país, el cual presenta estrategias universales para prevenir situaciones de intimidación y, a su vez, detener la intimidación en curso. El programa contiene una serie de herramientas concretas para los educadores, lecciones para estudiantes, material de aprendizaje virtual, e indicaciones claras para los integrantes de la comunidad escolar para detener las situaciones de intimidación de manera efectiva (Salmivalli, Kärnä & Poskiparta, 2011; Kärnä, Voeten, Little, Poskiparta, Kaljonen & Salmivalli, 2011).

Otros programas internacionales que han demostrado efectividad son el "Programa Apoyo Positivo al Estudiante" (Positive Behavior Support-PBS, Sprague & Golly, 2005) y los Programas Anti-bullying en Irlanda: "Programa ABC" (Minton & O'Moore, 2008). Todos se basan en una aproximación multinivel del fenómeno, la implementación de estrategias de prevención e intervención de manera sistemática, organizadas y planificadas a largo plazo. Así como también, la implementación de estrategias orientadas al desarrollo de un clima social escolar positivo y al fomento de habilidades socio-emocionales.

En Chile, uno de los primeros programas en evaluar su efectividad fue el programa piloto "Aprendiendo Juntos", basado en el modelo de intervención del "Positive Behavior Support-PBS". Se implementó en un establecimiento educacional de la cuidad de Santiago, donde se logró disminuir en un 34,7%, los incidentes violentos entre los alumnos, medido a través de la disminución del promedio diario de alumnos derivados a inspectora1 en los años 2006 y 2007 (Varela, Tijmes & Sprague 2009). Otra experiencia chilena evaluada fue el Programa Recoleta en Buena implementado en 4 establecimientos educacionales donde se evaluó a 677 estudiantes el año 2006 y 553 el año 2008, de 5º básico a IVº medio. El programa logró disminuir el promedio de los reportes de violencia (víctimas, victimarios y testigos), salvo los reportes de violencia de tipo delictual (violencia más grave). Sin embargo, sus resultados reportaron efectividad a nivel primario permitiendo impactar en toda la comunidad escolar (Varela, 2011).

Tanto la experiencia internacional como en Chile en la implementación de programas de prevención e intervención de violencia en las escuelas ha demostrado la importancia de abordar esta problemática desde un modelo ecológico (Orpinas, 2009). Es decir, que los programas presenten un abordaje integral, los cuales apunten a los distintos niveles del sistema escolar: políticas públicas, red educativa, familias, y personas, así como la interrelación entre estos niveles. Asimismo, las estrategias de intervención y de prevención deben ser organizadas, sistemáticas y planificadas a largo plazo. Estas estrategias deben estar orientadas a prevenir, intervenir y promover un clima social escolar positivo, incrementar la empatía, el desarrollo de las competencias sociales, la promoción de conductas prosociales, la resolución de conflictos y la mediación.

A pesar de lo anterior, la experiencia ha demostrado que existe una escasez de estudios de efectividad sobre programas integrales de prevención del Bullying, a nivel de los países de Sudamérica. Es por esto que el presente artículo evalúa la efectividad de un programa de prevención e intervención de Bullying y Ciberbulling, basado en los lineamientos de los programas que han demostrado ser exitosos, en alumnas que cursan de 4º año básico a IVº año medio de un establecimiento educacional femenino de Santiago de Chile.

Why are we doing this to our citizens, we are supposed to be helping them while all we are doing is mentally and physically hurting them more then the drugs do.

why is the government fighting for what they believe is right and not what is best for their citizens, since their citizens have experimented with drugs.

important quote

bummer dude

In this case we have a scenario like the Juliet one where the metaphor is very rich and can have many possibly characteristics to pick out. The related characteristics each have to have a certain weight so that the hearer can have a clue on which one is the most relevant in the instance. It seems to me that in this example, void of context, uttering these words can leave the hearer puzzled if the reference is for being dirty or being endearing, while in the Juliet example which is much more rich in context, we can exclude that Romeo is saying Juliet is a celestial object.

So would the authors say that even though the hyperbole is blatantly false (because we haven't gone to every person in the world and measured their niceness), the intended meaning is still safe because the relevance of the statement still holds that the utterer wanted to convey this higher degree of intended effect?

In order to determine the "loosness" of a statement however, we need context, that is we must call upon pragmatics. If the speaker utters "I live in Paris" and we have no context about the exact location of her residence, then we might as well believe she lives right in the center of the city, and then the truth-conditional semantics seem to be false.

The problem I have with "near Paris" is that regarding each city, there are norms of what is included within the city and what is not. For example, many of you may have heard from philosophical readings of Piraeus, the port of Athens. Now, Piraeus is not in Athens (and I believe never was, not even in Aristotle's time let's say). However, in contemporary common conversation, Piraeus is often said to be in Athens, for sake of simplicity, even though it is located quite some time from the center of Athens, similar to the distance I imagine Issy-les-Moulineaux to be located from the center of Paris. If someone tells me "I live in Athens" and someone else tells me "I live in Piraeus", even though the two are picking out different locations in essence, to me this has no significance, partly because everything is centered around a big city, including its peripheries, but also because I know the people in Piraeus and the people in Athens live live quite the same lives. In my opinion the statements I live in Paris and I live near Paris don't have much difference and their relevance are more or less the same

I get the point being made in this paragraph and the her statement is heavily based on the relevance to the hearer, Peter. But if we consider this example in a normal everyday conversation, one living in this area just outside of Paris would most likely say that she/he lived in Paris no matter what, because the distance from Paris is insignificant, in my opinion, to make this distinction. I say this because someone living in the outskirts of the city or just outside the city is still closely related to the city. To make my point a little more clear, when I try to explain to my friends in Greece where in America I live, more often than not I simply say "45 minutes out of New York". To the hearer, especially one that's never been to New York, the relevance factor is focused on the city, even though I have some distance from it and I'm by no means living in the city. But my point is not undermined, because despite me living outside the city, I still have gone to the city many times and I can still make this point even though I know my hearer will find it more relevant that I live within distance of New York rather than that I live in Connecticut.

This is confusing to me, because when I think back to the Juliet example, the utterance "Juliet is the sun" there is certainly not one and only one interpretation. Further, there is a different level of relevance of each interpretation of the utterance.

I am confused as to the difference between these two terms in this context...

Is it that difficult to be relevant to your audience?

So different people will get different things out of the same metaphor

First impression: this thesis sets up an argument that seems nit-picky and seemingly unnecessary. Differentiating between degrees and types is a way of putting things into boxes that doesn't necessarily represent the way things are well, just the way in which an individual views them.

Interesting point

useful distinction

I wouldn't agree that (4) implies (9), even though it is a possibility, it doesn't necessarily follow from "it is winter" that "we should stay at home"

Another helpful example

I agree with this point, but just playing a little devils advocate, what allows us to do this? That is, why can we use one object to represent another that it resembles? What allows us to do this? Is it just because of their sheer resemblance?

What is entailed by an implicature being calculable?

What makes the principle of relevance different from every other principle, etc. in modern pragmatics

The principle of relevance

Claim concerning human information processing

Helpful example

So a literal interpretation may not be what a hearer gets, but they can expect that what's being said is an interpretive representation of what the speaker is thinking

So two representations with all the same implications are literal interpretations of each other

Could use some clarification here

Interpretive resemblance depends on context

Representation in virtue of resemblance

Representation in virtue of truth-conditions

New idea

So a speaker using a metaphor doesn't intend for their hearer to get their exact same thoughts/associations, rather they want the hearer to understand the most important associations and then get a general idea of the other accompanying thoughts

Similar to what we were talking about last class - metaphors seem to have meaning beyond what can be translated into literal language

So association isn't enough to explain how the figurative meanings of metaphors, etc. come to a hearer's mind

The problem with hypothetical rules of literal truthfulness : they don't account for loose talk and metaphor are understood

So Peter would assume that the car is actually in the garage simply because Mary said so

Seems like this is going to be the main argument of the paper

So how does this infinite set of expressions apply to the synonyms of language or the ambiguous nature of language itself that is a necessary implicitly?

This idea was formulated in non-symbolic terms in his The Foundations of Arithmetic (1884). Later, in his Basic Laws of Arithmetic (vol. 1, 1893; vol. 2, 1903; vol. 2 was published at his own expense), Frege attempted to derive, by use of his symbolism, all of the laws of arithmetic from axioms he asserted as logical. Most of these axioms were carried over from his Begriffsschrift, though not without some significant changes. The one truly new principle was one he called the Basic Law V: the "value-range" of the function f(x) is the same as the "value-range" of the function g(x) if and only if ∀x[f(x) = g(x)]. The crucial case of the law may be formulated in modern notation as follows. Let {x|Fx} denote the extension of the predicate Fx, i.e., the set of all Fs, and similarly for Gx. Then Basic Law V says that the predicates Fx and Gx have the same extension iff ∀x[Fx ↔ Gx]. The set of Fs is the same as the set of Gs just in case every F is a G and every G is an F. (The case is special because what is here being called the extension of a predicate, or a set, is only one type of "value-range" of a function.) (stanford.edu)

What's the difference between the fields of philosophy of language and linguistics? This is a really interesting potential distinction.

This is a phenominological view, not necessarily an objective one...

Is logic built on science or is science built on logic?

Are there varying degrees of how definite things can be? For example, You can say that you met Jones, but Jones is not the Jones, he is simply a Jones, as you have not provided any distinction such as last name or characteristic.

simile

personification

personification

Blog post discussing a more productive format for a meetup than the typical case where developers turn up, watch speaker(s) for 30-60 minutes, then leave.

Here is an example of the landscape being reproduced.

This is used in the Elm language for the implementation of the Array module.

Hypothes.is

Авторство з будь-ким, в будь-якому місці Наша місія полягає в тому, щоб створити новий шар в Інтернеті.

Використовуйте Hypothes. Програмні платформи: Mac OS X, Windows, Linux, Інтернет

ЛІЦЕНЗІЯ Open Source

ТВОРЕЦЬ Hypothes.is

Ми вважаємо, що прості інструменти можуть допомогти всім нам поліпшити якість інформації в Інтернеті та в великому світі навколо нас.

Наша команда будує відкриту платформу для обговорення в Інтернеті. Ця платформа використовує анотації, щоб піднести пропозицію, критику або нотатки на вершину новин, блогів, наукових статей, книг з точки зору обслуговування, ініціатив для голосування, законодавства і багато іншого. У всьому, що ми будуємо, ми керуємося принципами. Зокрема, що наша платформа буде вільною, відкритою, некомерційною, нейтральною і міцною.

Ми створюємо програмне забезпечення, яке буде давати поштовх для стандартів, і сприяти спільноті.

Ми некомерційна організація, фінансована через великодушність Knight, Mellon, Shuttleworth, Sloan and Helmsley Foundations — та за підтримки сотень людей, які так само хочуть побачити цю ідею втіленою. Ви можете переглянути наші податкові декларації тут.

Наші зусилля на основі проекту анотації, в який ми робимо основний внесок і у стандарти анотації для цифрових документів, розроблюваних веб Робочої групи W3C Анотація. Ми активно співпрацюємо з розробниками, видавцями, науковими установами, дослідниками та особами, що розробляють платформу для наступного покоління веб-додатків читання і запису. Ви можете слідкувати за нашим прогресом у галузі розвитку по нашій дорожньої карти.

Якщо ви хочете взяти участь, завантажте наше розширення і створіть обліковий запис. Будь ласка, підтримайте наші зусилля.

Ось презентація на 2013 Персональна демократичного форуму, який забезпечує трохи більше контексту для нашого проекту.

КАТЕГОРІЯ: Управління та продуктивності

<br> КЛЮЧОВІ СЛОВА:

web-based, note-taking, annotation, annotator

(базується на веб, конспектування, анотація, коментатор)

Very useful overview of the conceptual differences between several modern UI architectures

See https://gist.github.com/mgold/461dbf37d4d34767e5da for a good tutorial on what mailboxes are, why they exist and how to use them

"Everyone thinks that they know what they want; sometimes your drug chooses you." -- k.d. lang, "My Last Cigarette"

https://youtu.be/CCvalE8SClU

This makes me think of k.d. lang discussing the experience of recording with Roy Orbison: "when you’re standing that close to a vocalist, you can feel the air move, and the body resonating, and everything. And Roy was very operatic, so he had a great deal of air moving, and even though he may look meek, he used his body a lot to get that projection."