My account replicates the very order of violence that it writes against by placing yetanother demand upon the girl, by requiring that her life be made useful or instructive, byfinding in it a lesson for our future or a hope for history.
Is it truly equitable? Does intentionality not matter? Is this a demand for information or is this an attempt of understanding?
The necessity of recounting Venus’s death is overshadowed by the inevitable failure of anyattempt to represent her.
Is this whole piece a failure, then? What is representation, truly? Can anything actually be represented?
I chose not to tell a story about Venus because to do so would have trespassed the boundariesof the archive. History pledges to be faithful to the limits of fact, evidence, and archive, evenas those dead certainties are produced by terror
Understandable, but was the story not somewhat told in this piece? All of the work around "not" speaking to it, does it not create a sense of story? Is this about "Venus?"
How does one revisit the scene of subjectionwithout replicating the grammar of violence?
A great question and one I feel myself. Rhetorical.
How can narrative embody life in words and at the same time respect what we cannotknow?
Can it even?
s. And the stories that exist are not about them, butrather about the violence, excess, mendacity, and reason that seized hold of their lives, trans-formed them into commodities and corpses, and identified them with names tossed-off asinsults and crass jokes.
What do you think the cost of doing work like that might be? Trying to get a story out of these kinds of stories is heartbreaking. Genuinely unsure if this is really ethical.
can virtue be taught?
There’s a reason why screen time, social media, and LLMs have such a massive conversation around them. So, I’d say that avoiding distraction is definitely a reason why people would want to use one right now. Most “typewriter enthusiast” articles and videos online like to use this as a talking point to convince folks to use them.
Author noticing something I've experienced in typewriter articles.
Perhaps it's time to aggregate some of the typewriter articles since the pandemic to see which categories they fall into?
Document de Briefing : Reconceptualiser le Stress Adolescent et l'Intervention Synergique sur les États d'Esprit
Ce document de briefing synthétise l'intervention du Dr David Yeager, psychologue spécialisé dans l'adolescence, présentée dans le cadre du Conseil scientifique (CSEN).
L'analyse porte sur la manière dont les jeunes gèrent le stress lors des transitions difficiles, en particulier en milieu scolaire, et propose une approche novatrice pour transformer leur réponse au stress.
Constats et Messages Clés :
Les tâches quotidiennes les plus anodines (lever la main, rendre une copie) déclenchent parfois un stress aigu mal interprété.
La réaction (stress response) dépend de l'évaluation cognitive (appraisal) de l'individu, mesurée par le rapport entre les exigences de la situation et les ressources perçues pour y faire face.
Réponse de Menace vs Réponse de Défi :
Défi (Ressources suffisantes pour répondre aux exigences) : Provoque une dilatation vasculaire (meilleure oxygénation du cerveau et des muscles), une baisse du cortisol et un gain de performance.
L'Intervention Synergique sur les États d'Esprit (Synergistic Mindsets) : Publiée dans Nature, cette intervention de 20 minutes combine l'état d'esprit de croissance (growth mindset) et l'état d'esprit selon lequel le stress est un stimulant (stress-is-enhancing mindset).
Elle réduit la constriction vasculaire lors d'épreuves sociales intenses comme le Trier Social Stress Test (TSST).
À l'inverse, la réévaluation cognitive (reappraisal), qui recadre les réactions corporelles comme des ressources d'énergie pour réussir, améliore considérablement la santé mentale et physiologique.
Les données expérimentales révèlent que des actions quotidiennes en classe déclenchent des réactions physiologiques et psychologiques intenses chez les élèves :
Rendre un examen ou lever la main : Provoque un emballement cardiaque, des palpitations, une accélération de la respiration, des mains moites et des maux d'estomac.
Erreurs d'interprétation des élèves : Les jeunes assimilent ces symptômes physiques à un manque de compétences ou à un défaut d'appartenance (ex. : penser qu'on n'a pas sa place dans des classes de niveau supérieur ou que les élèves « intelligents » ne ressentent pas cela).
Le piège du choix binaire
L'incompréhension du stress amène les élèves à opter pour deux voies sous-optimales :
Réduire le travail scolaire et se désengager pour préserver leur santé mentale à court terme.
Maintenir leur engagement académique mais subir un stress permanent et handicapant.
L'objectif de la recherche du Dr Yeager est d'introduire une troisième voie : embrasser le défi intellectuel tout en développant une résilience face au stress.
Pour traiter le problème, il convient de différencier le facteur déclencheur de la réponse biologique et psychologique.
+-------------------+ +-----------------------+ +-----------------------+
| Facteur de stress | ---> | Évaluation Cognitive | ---> | Réponse au stress |
| (Stressor) | | (Appraisal) | | (Stress Response) |
+-------------------+ +-----------------------+ +-----------------------+
Définition : Tout événement ou exigence demandant une réponse du corps et de l'esprit (ex. : passer un test, lever la main, gérer un conflit, présenter un discours, ou faire face aux injustices du monde).
Nature : Neutre. Un facteur de stress n'est en soi ni bon ni mauvais.
Définition : La réaction physiologique (palpitations, transpiration, respiration) et psychologique à l'événement.
Nature : Peut être bénéfique ou nocive selon la manière dont le facteur de stress est évalué.
Inspirée des travaux de James Gross en psychologie clinique, l'évaluation cognitive est le processus mental par lequel l'individu attribue une valeur à la situation en mesurant le ratio entre :
Ratio d’eˊvaluation\=Ressources disponiblesExigences de la situation
Erreur fréquente des adultes : Quand un adolescent dit « je suis stressé », l'adulte pense que le facteur de stress est trop intense et tente de le supprimer.
En réalité, l'adolescent a besoin d'aide pour adopter une meilleure réponse au stress par le biais d'une évaluation cognitive ajustée.
Lorsque l'exigence d'une situation est élevée, le corps peut adopter deux profils physiologiques distincts :
| Caractéristiques | Réponse de Menace (Threat Response) | Réponse de Défi (Challenge Response) | | --- | --- | --- | | Évaluation cognitive | Exigences > Ressources (Sentiment de ne pas pouvoir faire face). | Exigences ≤ Ressources (Sentiment d'avoir les moyens de gérer). | | Physiologie vasculaire | Constriction vasculaire : Le sang est retenu au centre de la cavité thoracique, réduisant le flux sanguin oxygéné vers la périphérie (cerveau et muscles). | Dilatation vasculaire : Le sang circule librement vers la périphérie, le cerveau et les muscles. | | Profil hormonal | Taux élevé de cortisol. | Taux de cortisol plus bas, présence accrue de testostérone. | | Origine évolutive | Mécanisme de survie face aux prédateurs physiques pour éviter de vider son sang en cas de blessure. | Mobilisation d'énergie pour la poursuite d'un objectif ou un affrontement positif. | | Stress moderne | Transposé aux menaces sociales (peur de la mort sociale, du cyberharcèlement, de l'exclusion ou de la honte). | Associé à la volonté de réussir, de convaincre ou d'apprendre. | | Impact à long terme | Dégradation de la santé mentale et des performances. | Amélioration de la santé mentale et approche active des difficultés. |
Les deux piliers du message
L'intervention associe deux concepts psychologiques en une seule intervention de 20 minutes (exercice de lecture et d'écriture) :
L'état d'esprit de croissance (Growth Mindset) :
Apport : L'épreuve est une occasion de progresser.
L'état d'esprit stimulant du stress (Stress-Is-Enhancing Mindset) :
Apport : Le cœur qui bat rapidement et la respiration accélérée envoient de l'oxygène au cerveau et aux muscles pour aider à réussir.
Procédure : Les participants sont connectés à des appareils de mesure physiologique, puis informés à l'improviste qu'ils doivent prononcer un discours public sur la popularité devant des évaluateurs impartiaux vêtus de blouses blanches et munis de grilles d'évaluation.
Résultats : Une seule session de 20 minutes d'intervention synergique a réduit de manière significative la constriction vasculaire des adolescents durant l'épreuve, en particulier pendant la phase de prise de parole (le moment le plus stressant).
Conclusion : Changer la représentation mentale du stress modifie directement la réponse biologique du corps humain.
L'analyse des retours d'expériences montre une divergence nette entre les méthodes qui fonctionnent et celles qui échouent.
```
[ Sensibilité au Stress ]
|
+-------------+-------------+
| |
v v
[ Réévaluation Cognitive ] [ Suppression / Invalidation ] (Reappraisal) (Suppression / Dampening) | | +-> Utilise le stress +-> Cherche à détruire le stress +-> Améliore la santé +-> Aggrave l'anxiété +-> Réponse de Défi +-> Réponse de Menace ```
Cette méthode découle de la croyance que le stress est intrinsèquement mauvais.
Elle cherche à étouffer la réaction physiologique.
Cette méthode utilise la réponse physiologique comme un moteur pour faire face à l'exigence.
Phrases types réévaluées par les élèves performants :
« Un peu de stress signifie que je suis face à un problème difficile et que mon cerveau apprend à le conquérir. »
« Le stress est une ressource pour mobiliser mon énergie et atteindre mes objectifs. »
Résultat : Basculement physiologique vers la dilatation vasculaire et amélioration des résultats en matière de bien-être.
Les adultes (enseignants, parents) ont tendance à appliquer des méthodes d'apaisement ou de réduction des exigences pour protéger les jeunes.
Les recherches démontrent que la clé consiste au contraire à :
Maintenir un niveau d'exigence élevé tout en offrant le soutien nécessaire.
Enseigner la réévaluation du stress afin que les adolescents interprètent leurs réactions physiques non pas comme un signe d'échec imminent, mais comme la préparation de leur organisme à la réussite.
Diffuser l'intervention synergique auprès des équipes éducatives pour changer le discours institutionnel sur le stress scolaire, la prise de parole et l'évaluation.
Document de Briefing : Rythmes Scolaires, Santé Mentale et Bien-être à l'École
Ce document de briefing récapitule les interventions, données scientifiques et échanges issus de la session de discussion du Conseil scientifique de l'éducation nationale (CSEN), marquée notamment par les contributions de la chercheuse Stéphanie Mazza.
Les débats portent sur les leviers d'amélioration du bien-être et de la réussite des élèves au collège et au lycée, l'impact des rythmes scolaires sur le sommeil, la faisabilité organisationnelle des réformes, ainsi que le rôle indispensable de l'accompagnement des enseignants et des familles.
Cela améliore l'assiduité, la réussite scolaire et réduit les symptômes anxio-dépressifs.
Complexité d'implémentation : Bien que prouvée scientifiquement, cette mesure se heurte à une gestion d'emploi du temps complexe et nécessite un réajustement global de l'organisation familiale et sociétale.
Réserves quant à la sieste au collège : Contrairement aux jeunes enfants chez qui le sommeil évolue progressivement, réintroduire la sieste chez les adolescents comporte un risque d'aggraver le décalage de phase de sommeil et d'encourager des couchers plus tardifs (liés notamment aux écrans).
Prise en compte du « vécu scolaire » : Mesuré par des questionnaires, le vécu scolaire gagne à être amélioré par une co-construction enseignants-élèves, un aménagement des rythmes d'apprentissage (charge cognitive du matin vs fin de journée) et une meilleure intégration du corps (EPS).
Soutien prioritaire aux enseignants : Le bien-être des élèves est indissociable de celui des adultes.
La mise en place de groupes de réflexion et de soutien pour les enseignants (sur le modèle des groupes Balint en médecine) s'est révélée efficace dans l'académie de Poitiers pour éviter les démissions et améliorer le climat scolaire.
Les études menées à l'étranger et en France par le CSEN (notamment via un essai randomisé conduit par Stéphanie Mazza) confirment l'intérêt de décaler les heures de début de journée scolaire au collège et au lycée.
Gains observés : En décalant la prise de cours d'une heure (ex. début des cours plus tardif), les chercheurs observent un gain moyen de 20 minutes de sommeil chez les adolescents.
Bénéfices identifiés :
Amélioration du bien-être psychologique (réduction de la symptomatologie anxieuse et dépressive).
Hausse des performances cognitives et des réussites scolaires.
Malgré des données scientifiques probantes, la mise en œuvre à grande échelle se heurte à des difficultés pratiques majeures :
La complexité de la gestion des emplois du temps : L'organisation interne des collèges est qualifiée de « machinerie incroyable », rendant les ajustements horaires complexes pour les directions d'établissement.
L'impact sur la cellule familiale : Permettre aux adolescents de débuter une heure plus tard implique de restructurer l'organisation des familles et les transports, posant un défi d'implémentation d'ordre sociétal.
Les interventions des acteurs du terrain (notamment un Conseiller Principal d'Éducation - CPE) ont mis en évidence la tension entre la théorie scientifique et le cadre opérationnel de l'Éducation Nationale.
Inégalités de dotation territoriale : Des disparités importantes existent entre les établissements concernant la présence de personnels médicaux et sociaux (infirmières, assistantes sociales, psychologues de l'Éducation nationale) ou le nombre de CPE (parfois un seul CPE pour 1 500 élèves).
Rigidité du cadre du « collège unique » : Le système peine à prendre en compte l'individualité des besoins (par exemple, un élève exprimant un besoin physiologique de dormir à 13h30).
Nécessité d'une convergence : La conférence a réuni le CSEN, le Ministère de l'Éducation Nationale et le Ministère de la Santé afin de croiser les regards et de faire évoluer les politiques publiques à partir des données probantes.
L'opportunité d'installer des lieux de repos ou d'autoriser la sieste en établissement secondaire a fait l'objet d'une analyse physiologique et comportementale.
```
ÉVOLUTION PHYSIOLOGIQUE DU SOMMEIL ET RECOMMANDATIONS
Petite Enfance Enfance / Adolescence (Collège) ┌──────────────────────────────┐ ┌─────────────────────────────────┐ │ Sommeil Polyphasique │ │ Sommeil Monophasique │ │ - Sieste essentielle │─>│ - Stabilisation du sommeil │ │ - Transition flexible requise│ │ - Risque d'accentuation du │ │ entre Petite et Moyenne │ │ décalage de phase si sieste │ │ Section │ │ - Préférer le décalage horaire │ └──────────────────────────────┘ └─────────────────────────────────┘ ```
Petite enfance : La transition du sommeil polyphasique au sommeil monophasique ne doit pas être abrupte entre la Petite Section et la Moyenne Section ; une flexibilité s'impose.
Adolescents au collège : Les données scientifiques actuelles ne préconisent pas la réintroduction de la sieste au collège, pour plusieurs raisons :
Physiologie : Le rythme biologique se stabilise normalement sur un sommeil monophasique.
Effet pervers comportemental : Offrir la possibilité de dormir à l'école risque d'encourager la fréquentation tardive des écrans et des couchers très tardifs le soir.
Décalage de phase : Récupérer du sommeil la journée au collège risque d'aggraver davantage le retard de phase nocturne.
Les chercheurs privilégient le décalage du début des cours le matin plutôt que la sieste l'après-midi.
Le vécu scolaire est évalué au moyen de questionnaires explorant les différentes situations traversées par les élèves.
Plusieurs pistes d'amélioration concrètes ont été formulées.
Groupes de travail co-constructifs : Créer des espaces de réflexion réunissant enseignants et élèves pour discuter des aménagements de l'espace, des rythmes d'apprentissage et du dialogue réciproque.
Gestion de la charge cognitive : Adapter les enseignements selon les fluctuations de l'attention dans la journée (attention plus diffuse le matin tôt, meilleure disposition en fin de journée).
Articulation entre le cognitif et le corporel : Utiliser le corps pour aider à régénérer l'appareil cognitif, notamment en optimisant le rôle et le positionnement des cours d'Éducation Physique et Sportive (EPS) dans l'emploi du temps.
Développement d'« espaces de vie » : Instaurer des espaces où les élèves se sentent écoutés et guidés par les adultes, compensant ainsi la désorientation liée aux réseaux sociaux et à l'impression erronée de maîtriser plus d'informations que leurs parents.
L'amélioration de la santé mentale et du bien-être à l'école repose sur un équilibre entre élèves, enseignants et parents.
Constat : Les enseignants animés d'un fort idéal professionnel sont parfois confrontés à des conditions d'exercice menant au découragement ou à la démission.
Retours d'expérience (Académie de Poitiers / Département de la Vienne) : Des expérimentations menées sur 2 à 3 ans sous forme de modules d'accompagnement pour enseignants ont permis de restaurer le sens de leur mission, d'éviter des démissions et de perfectionner leurs pratiques pédagogiques.
Modèle des « Groupes Balint » : Transposer à l'éducation le modèle médical des groupes Balint (groupes d'échange entre pairs sur les cas difficiles) est identifié comme un besoin prioritaire.
La place du corps : Intégrer la dimension corporelle et cognitive dans les rythmes scolaires.
L'accompagnement des enseignants : Créer des structures d'écoute et de soutien entre pairs.
Le travail avec les parents : Réassocier les familles à la dynamique éducative.
La régulation des réseaux sociaux : Limiter l'impact de ces plateformes jugées fortement anxiogènes pour les adolescents.
| Thématique | Données Scientifiques / Constats | Impact ou Proposition d'Action | | --- | --- | --- | | Horaires de cours | Décalage d'une heure expérimenté en collège/lycée. | +20 min de sommeil/nuit ; baisse de l'absentéisme et de l'anxiété. | | Pratique de la sieste | Sommeil monophasique à l'adolescence. | Risque d'aggraver le décalage de phase ; prioriser le décalage horaire du matin. | | Ressources de terrain | Inégalités territoriales (infirmières, psy, CPE). | Nécessité d'aligner les décisions politiques sur les données probantes. | | Soutien aux enseignants | Expérimentation sur 2-3 ans (Vienne / Poitiers). | Prévention des démissions ; création de groupes de réflexion entre pairs (type Balint). | | Rôle de l'adolescence | Signaux d'alerte des jeunes sur les dysfonctionnements sociétaux. | Établir un dialogue miroir adultes/enfants et limiter l'exposition aux réseaux sociaux. |
Les échanges soulignent que le bien-être des jeunes à l'école dépend directement de la santé mentale et du soutien accordé aux adultes qui les encadrent (enseignants et parents).
Bien que la journée d'étude ait été volontairement recentrée sur les élèves, les intervenants s'accordent sur la nécessité de prolonger ces travaux par des initiatives et conférences entièrement dédiées au bien-être des professionnels de l'éducation.
L'évolution du système éducatif repose désormais sur la capacité des décideurs politiques à traduire ces données scientifiques probantes en aménagements structurels et organisationnels.
By “pol! icy,” we must under! stand not only the 300-plus years of law and gov! ern! men!tal action thatestab! lished cat! e! gories of human beings fit for enslave! ment and other forms of oppres! sion, but also theshared con! cep! tual and lin! guis! tic her! itage that has formed the mean! ing of race in our world and thathas worked its way into every! thing from every! day lan!guage to gov! ern! ment forms.
Is this truly achievable? This is such a strong call to action that arguably counters over two thousand years of history. I am for trying, but this seems daunting.
their out! fits wereinven!tions, hav!ing noth! ing to do with the actual cloth! ing of women from the Cau! ca!sus region.
Is this actually surprising considering everything else being placed on these women? I thought that it would be a given
$5000 in gold each (a vast sum in that day) for two Cir! cass! ianbeau! ties if Green! wood could suc! cess! fully infil! trate the slave mar! kets of Istan!bul to buy them with! outbeing detected as a Westerner.
I mean, buying a person for export to the United States is wild. I know that it can still occur today, but you would think that perhaps this is a little too illegal to actually do? I guess not? That's crazy.
But his off-handed val! oriza!tionof the Cir! cass! ian woman as the ideal of white! ness and the Guinean man as the anti-ideal of black! nesscould not be more evi! dent; while he holds that they form part of the same species, he clearly con! sid! ersthe Guinean man a devo! lu! tion from the Cir! cass! ian type, itself sup! pos! edly the most per! fect form of theCaucasian.
Apart from name alone, how does this translate to the circus culture fully? I am eagerly awaiting a conclusion on this.
Document de Synthèse : Santé Mentale, Troubles du Neurodéveloppement et Pratiques Éducatives
Ce document de synthèse est issu de la conférence internationale organisée par le Conseil scientifique de l'éducation nationale (CSEN) et présentée par Caroline Huron et Stéphanie Mazza.
Il rassemble les données scientifiques actuelles concernant la santé mentale et les troubles du neurodéveloppement en milieu scolaire, en apportant des réponses concrètes aux interrogations des équipes éducatives.
Principaux enseignements :
Les outils d'aide conçus pour les élèves à besoins spécifiques bénéficient à l'ensemble des élèves sans risquer de leur nuire.
Cependant, la sanction ne doit pas porter sur le cœur même du handicap (ex. exiger d'un enfant TDAH une attention prolongée).
Le mélange avec des pairs sereins ou régulateurs doit être privilégié.
Relations avec les familles : Face au déni parental, il est conseillé de créer une alliance progressive centrée sur les aspects positifs avant d'aborder les difficultés, en évitant les signalements systématiques.
Écrans et cyberharcèlement : Les écrans ne causent pas l'autisme ou les troubles du neurodéveloppement ; l'impact dépend de l'usage (actif vs passif).
L'école doit intervenir sur le cyberharcèlement en raison de sa corrélation étroite avec le harcèlement physique scolaire.
La journée d'étude organisée par le CSEN visait à faire un état des lieux de la recherche scientifique actuelle sur la santé mentale des élèves, tout en répondant aux questions du terrain (240 questions soumises par les participants, plus de 1 000 personnes connectées).
Les organisatrices ont rappelé la portée et les limites de leur démarche :
Démarche scientifique et humble : Apporter des connaissances scientifiques actualisées pour déstigmatiser les troubles, rassurer les enseignants dans leur rôle quotidien et renforcer l'estime de soi des élèves.
Distinction entre recherche et politique : Les chercheurs ne disposent pas du pouvoir politique pour résoudre directement le manque de moyens, mais les données présentées soulignent la nécessité d'augmenter les effectifs (enseignants, médecins scolaires, infirmières, psychologues scolaires) et d'améliorer leurs conditions de travail et de formation.
Collaboration interministérielle : La présence conjointe du Ministère de la Santé et du Ministère de l'Éducation nationale témoigne de la volonté de décloisonner l'accompagnement des enfants.
Une profusion d'outils est observée dans les classes (casques antibruit, objets sensoriels, balles antistress, sabliers).
| Question posée | Réponse de la recherche & Recommandations | | --- | --- | | Ces outils doivent-ils être réservés aux élèves diagnostiqués ou accessibles à tous ? | Accès élargi à tous les élèves.<br>\- La santé mentale et les troubles neurodéveloppementaux s'inscrivent sur un continuum sans seuil rigide.<br>\- L'école inclusive permet d'enrichir la gamme d'outils pédagogiques de l'enseignant.<br>\- Les outils bénéficient autant aux enfants ayant un trouble qu'aux enfants au développement typique.<br>\- Absence de danger : Utiliser un casque antibruit sans diagnostic d'autisme ne cause aucun préjudice à l'enfant.<br>\- Pragmatisme : Il est recommandé d'installer ces aides dès le repérage par l'enseignant, sans attendre l'aboutissement des démarches diagnostiques, qui sont particulièrement longues en France. |
Cela fait partie intégrante de leurs apprentissages, comme pour tout autre élève.
Différenciation essentielle : On ne doit pas mettre de limites ni reprocher à l'enfant ce qui constitue le cœur de son handicap.
Exemple : Il est Inutile d'exiger d'un enfant atteint d'un Trouble Déficit de l'Attention avec ou sans Hyperactivité (TDAH) qu'il fasse « plus attention ».
Posture pédagogique :
Adapter les exigences en fonction des capacités de l'élève.- Valoriser et féliciter les réussites (ex. féliciter pour 5 à 10 minutes d'attention réussies) au lieu de sanctionner l'incapacité en fin de journée liée à la fatigue.
Règle générale : Éviter le regroupement par catégorie de troubles.
Troubles du comportement : Regrouper les élèves perturbateurs dans une même classe ou un même groupe crée une dynamique négative.
Troubles émotionnels et anxieux :
Paires recommandées : Associer un élève anxieux avec un élève serein, ou un élève triste avec un élève joyeux.
La confrontation au déni des parents quant à la santé mentale ou aux troubles de leur enfant est une difficulté récurrente pour les équipes éducatives.
Compréhension de la posture parentale : Accepter la difficulté pour un parent d'affronter les troubles de son enfant et la peur d'être jugé par l'institution scolaire.
Stratégie d'alliance progressive :
Établir le contact avec les parents sans commencer par le problème.
Créer un lien positif lors des premiers échanges (présentation, retours sur ce qui se passe bien).
Aborder les difficultés et les points d'alerte lors d'entretiens ultérieurs, une fois la relation de confiance installée.
Ressources internes : S'appuyer sur les psychologues, médecins et infirmières scolaires (bien que leurs effectifs soient insuffisants).
Mise en garde sur les signalements : Les signalements pour des enfants autistes sont souvent inadaptés et n'aident pas les familles ou l'enfant.
Le signalement doit rester un dernier recours absolu et ne constitue pas une réponse appropriée aux troubles de santé mentale.
Le débat sur les écrans est souvent mal posé.
La recherche scientifique apporte les clarifications suivantes :
```
[ UTILISATION DES ÉCRANS ]
│
┌───────────────┴───────────────┐
▼ ▼
Usage Passif Usage Interactif (Consommation isolée) (Mise en relation, questions/réponses) │ │ ▼ ▼ Augmentation des Diminution des symptômes dépressifs symptômes dépressifs ```
Absence de causalité directe avec le neurodéveloppement : Il est scientifiquement prouvé que les écrans ne rendent pas les enfants autistes, dyspraxiques ou TDAH.
Variables déterminantes : L'impact dépend de qui utilise l'écran, de son état émotionnel préalable (ex. dépression), des activités alternatives sacrifiées et du mode d'utilisation :
Usage interactif (sollicitations, échanges) : Peut réduire les symptômes dépressifs.
Bien qu'il se déroule en dehors de l'enceinte physique de l'établissement (sur des appareils personnels), le cyberharcèlement relève directement de la responsabilité de l'école :
Lien direct avec le milieu scolaire : Dans plus de la moitié des cas, le cyberharcèlement est couplé à un harcèlement physique au sein de l'établissement.
Acteurs concernés : Les auteurs et les victimes sont des élèves fréquentant les mêmes établissements.
Action nécessaire : Résoudre la situation exige une alliance triangulaire entre les parents de l'enfant harcelé, les parents des harceleurs et l'équipe éducative.
Les représentations (explicites ou inconscientes/implicites) sur le handicap, le genre ou les capacités scolaires exercent un impact majeur sur les réussites des élèves :
Effet des étiquettes : Assigner à un élève l'étiquette de « mauvais élève » ou le considérer comme incompétent en raison d'un handicap nuit à son estime de soi et freine son engagement dans l'apprentissage.
Auto-évaluation des biais : Il est conseillé aux enseignants d'effectuer les tests d'association implicite développés par l'Université d'Harvard (accessibles en recherchant « test implicite Harvard » sur internet) pour prendre conscience de leurs préjugés inconscients et travailler activement à les corriger.
Confusion entre TDAH et manques de sommeil :
Pour compenser la fatigue, le système d'éveil de l'enfant s'active, engendrant une hyperactivité motrice.
Recommandation : Interroger systématiquement la famille sur les habitudes et la qualité du sommeil de l'enfant en cas de suspicion de TDAH.
Attitude face à un élève qui s'endort en classe :
L'enjeu principal est d'investiguer les causes sous-jacentes de cette somnolence à travers le dialogue avec l'élève.
Élargir la boîte à outils pédagogique : Proposer les aménagements sensoriels et matériels à l'ensemble du groupe classe sans attendre la confirmation d'un diagnostic.
Adapter les sanctions : Distinguer le comportement disciplinaire répréhensible des manifestations involontaires liées au trouble.
Favoriser l'hétérogénéité des groupes : Éviter de regrouper les élèves présentant des difficultés comportementales ou émotionnelles similaires.
Instaurer une communication parentale bienveillante : Entrer en contact avec les familles par des retours positifs avant d'évoquer les difficultés structurelles.
Questionner l'hygiène de vie : Explorer la piste des troubles du sommeil avant d'orienter un élève vers un diagnostic de TDAH.
Analyser ses propres biais : Prendre conscience de ses représentations implicites sur le handicap et les réussites scolaires pour adapter son regard sur l'élève.
Document de synthèse à venir : Le CSEN prépare un document exhaustif au format question-réponse, qui sera publié dans les semaines suivant la conférence.
Supports d'information : Les ressources et la lettre « Le Passeur » sont accessibles sur le site officiel du CSEN.
Intervenants et contributeurs cités :
Contributeurs scientifiques cités : Nathalie (gestion des limites et regroupements), Séverine / Séverine Erhel (écrans et cyberharcèlement), Nicole Katheline.
Inauguration et accueil : Stanislas Dehaene (président du CSEN) et Nathalie Dupin (proviseur de l'établissement d'accueil).
Organisation : Sébastien Hamon, Anne Langlois et Anne Va.
Résumé de la vidéo [00:00:06][^1^][1] - [00:17:14][^2^][2]:
Cette vidéo présente une table ronde organisée par le Conseil scientifique de l'éducation nationale, abordant divers sujets liés à la santé mentale et à l'éducation.
Temps forts: + [00:00:06][^3^][3] Introduction de la conférence * Objectif de partager les connaissances actuelles * Importance de la recherche en santé mentale * Limites des solutions proposées + [00:01:34][^4^][4] Utilisation des outils en classe * Avantages des outils pour tous les élèves * Importance de l'inclusion scolaire * Utilisation des outils avant le diagnostic + [00:03:20][^5^][5] Mise en place des limites pour les enfants * Nécessité de fixer des limites * Adaptation des limites selon le handicap * Importance de la reconnaissance des efforts + [00:05:18][^6^][6] Gestion des élèves par catégorie * Mélange des élèves pour une meilleure intégration * Importance de l'équilibre émotionnel * Stratégies pour les enseignants + [00:07:14][^7^][7] Rôle des écrans et cyberharcèlement * Impact des écrans sur la santé mentale * Différentes utilisations des réseaux sociaux * Importance de l'alliance entre parents et école + [00:12:03][^8^][8] Troubles du sommeil et attention * Lien entre troubles du sommeil et TDAH * Importance de questionner le sommeil des élèves * Stratégies pour aider les élèves en classe
Cornell, though, conducted its own investigation.
Why do Universities conduct their own investigations?
Is it to help the victim feel "heard" in a "process" which inevitably almost always ends up papering over the harm and the continued issues?
Is it to make it seem like they're doing something while maintaining the status quo?
Is it to cover their ass in some sense?
In this case of the Cornell Seven, the fact that they didn't relay the ultimate harm to the district attorney is highly suspicious.
Who do university police actually represent? Do they represent the "corporate" University or the community? How do they treat victims as a result?
In fact, everythingwe know about environmental historysug-gests that people have been manipulating the naturalworld on various scales for aslong as we have a record of their passing.
Where is the argument that Native Americans also shaped their landscape? That is actually true and is lacking in this paper. It is funny to read someone's unassumed bias and see their western overtones when discussing the western overtones of the idea of the wilderness. Very meta.
Wilderness fulfills the oldromantic project of secularizing Judeo-Christianvalues so as to make a new cathe-dral not in some petty human building but in God's own creation, Nature itself.
What is Norse Paganism if not this? I don't agree at all with this take, and I don't think that this demonstrates an understanding fully of the belief systems behind it.
. No lessimportantwas the powerful romantic attractionof primitivism,dating back at least toRousseau-the belief that the best antidote to the ills of an overly refined and civi-lized modern world was a return to simpler, more primitive living.
Is that actually what Rousseau argued? I think not completely, and I believe that this is more of a human condition than a unique perspective of "man v. nature v. civilization"
This was no casualstrollin the mountains,no simplesojournin the gentle lap ofnonhumannature.WhatWordsworthdescribedwas nothingless than a religiousexperience,akinto thatof the Old Testamentprophetsas theyconversedwiththeirwrathfulGod
Can it not be true that daunting natural phenomenon has always been incredible for the human body to experience? Is that not why people travel to see the landscapes of the world? Does it have to be rooted in a strict religious sense?
This waswhy the earlyChristiansaintsand mysticshad often emulatedChrist'sdesert retreatas they sought to experience for themselves the visions and spiritualtesting He had endured. One might meet devils and run the riskof losing one's soulin such a place, but one might also meet God. For some that possibilitywas worthalmost any price
Is this actually the case? My understanding of early Christian history contradicts this exact account, and this seems to be taking a stand that might not be backed by reality truly in order to guide the reader to a conclusion.
. Although wil-derness may todayseem to be just one environmental concern among many, it in factservesas the foundation for a long list of other such concerns that on their face seemquite remote from it. That is why its influence is so pervasiveand, potentially, soinsidious
Perhaps true, but also perhaps not. I feel as though this needs clearer explanation in order to actually make this argument effective. The wishy-washy language here loses the potency of the argument as well, disappointing considering the setup.
Asking the no-oriented question, "Do you have a problem with me doing xyz?" is better than directly asking for the thing you want.
Ask for the "no" answer rather than the "yes" answer which feels like the respondent is giving something up.
via atypical.erin at https://www.instagram.com/reel/Ddrye7yytr0/?utm_source=ig_web_copy_link&stkn=NTc4MTIwNjQ2YQ==
Do you mean, citizens, to mock me, byasking me to speak to-day?
I do not and will not know where he found the ability to express himself so beautifully on stands he himself found to be so foreign and cruel. I know it was for the cause of emancipation, and yet being able to speak to the duality of beauty within American ideals and yet find the realities brought with it reprehensible is a complex task.
our fathers have lived, died, and have done their work, and have donemuch of it well. You live and must die, and you must do your work. You have no right to enjoy achild’s share in the labor of your fathers, unless your children are to be blest by your labors. You haveno right to wear out and waste the hard-earned fame of your fathers to cover your indolence.
I can only imagine the weight of the present on his mind. I too am frustrated with my present day and I relate to this, but to the caliber of his words? I don't think I ever can, which makes me all the more left in awe. How muster the strength?
god
Socrates is accused of impiety. Several times throughout this piece there are various mention of god (singular) and gods (plural). Which is it? Is there a linguistic difference from the Greek to English and what effect, if any, is there on the culture being represented and how does that interact with Socrates' argument and position with respect to impiety?
Does Platomean to suggest that piety may be shown simply in doing one’s best to become asmorally good as possible—something Socrates claims in the Apology the godswant more than anything else?
Of course if this is the aim, then one also ought to define "morally good" as cleanly as piety, something which might be elusive or which may vary based on an individual person, that person's culture, or even across cultures.
Some tools have the ability to speak to you in ways that others do not.
An extension of this is Conway's law which may tend to force us to create work which not only reflects us, but which becomes us.
The relationship with tools becomes a two way street between us and the tool as well as the tools which interpose all of us (humanity).
What might this mean for our relationship with Artificial Intelligence? Will our laziness with respect to thinking turn us into non-thinkers who rely on a tool not actually able to think?
https://www.reddit.com/r/Zettelkasten/comments/1wjdcjs/removed_by_reddit/
Do connected notes actually work better than folders?<br /> via u/Purple_Clock5044 on 2025-09-17
Aslongastheconver-sationinvolvesEuropeanstalkingaboutdeadIndians,thedebateismerelyacademic.
This is dismissive and not true, I do not agree with the argument being presented in this paper; Speak with any historian in this actual field and they will be quick to address the attitudes and dismissiveness of early European scholars and current-day society. It is a point of tragedy and shame that both the Indians experienced this and that there is not an accurate enough account of them. The work of history is generally a good-faith argument for the people that experienced a time, and on all sides. While there is going to always be narrative, it is not as cold as this makes and I do not think the discipline is well-understood.
Withinthat viewpoint, power is unproblematic, irrelevant to the con-struction of the narrative as such. At best, history is a story aboutpower, a story about those who won.
I disagree, I believe that the positivist position was not that power is irrelevant as if it were dismissed, I don't even think it was perceived. It is from that biased position that you could even begin to form a positivist view of historical records and at that point it is little more than historical narration of historical events, rather than an accurate depiction of history. There is still value in that but it is not definitive.
ThehistoryofFrancestartswithMichelet.”Themeaningoftheword“history”hasunam-biguouslyshiftedfromthesociohistorical processtoourknowl-edgeofthatprocess.Thesentenceaffirmsthatthefirstsignificantnarrativeabout FrancewastheonewrittenbyJulesMichelet.
This is not uncommon in English to have multiple meanings to the same word, I think it is an odd choice and peculiar to equate them.
Notonlycanhistorymeaneitherthesociohistorical processorourknowledgeofthatprocess,buttheboundarybetweenthetwomeaningsisoften quitefluid
I wonder exactly why this distinction is made as if all history is history; is it not important to consider primary sources as history but be able to try and understand the timeframe to understand what could be or not be a true narrative? History in itself is a series of educated guesses at best, but I feel as though this may be too broad.
concord under conditions of pluralism
What do the words concord and pluralism means in this text?
From the Boston Tea Party to Mahatma Gandhi’s Salt March, and from suffragists’ illegally casting their ballots to whites-only lunch counter sit-ins, civil disobedience has often played a crucial role in bending the proverbial arc of the moral universe toward justice
What do the Boston Tea Party, Gandhi's Salt March, and Illegal ballot Casting in segregated sit-in have in common in terms of civil disobedience?
This was bound to have consequences: mainstream media are not in the business of making people feel queasy about the struggles for which they are being mo- bilized, much less of disseminating propaganda against waging wat.
I don't necessarily believe this to be true anymore, and I question the accuracy of the statement for the given time. I feel as though the above statements on the Civil War showcase a public unwillingness to want to experience death and the vast majority of those who partook in the conflict were drafted. Does that not demonstrate a public unwillingness, supported by the media?
Yet the Times reporter cannot resist the melodrama that mere words supply (the “dripping bodies” ready for “the gaping trenches”), while reprehending the intolerable realism of the image.
Is this truly melodrama exclusively or a symptom of a popularized style of writing that was incredibly verbose? I feel as though they are sympathetic not only to the women as the author states but beyond that, and for the life that was taken. There is an understandable loss that the image makes you feel; imagine being here.
bodies, are of those who seem most foreign, therefore least likely to be known. With subjects closer to home, the photographer is expected to be more discreet.
I wonder if this is still exclusively relevant in today's society. I can't help but feel as though the democratization of photography and the ability to propel anything into the public sphere on social media makes me question if this still stands.
By 1977, his efforts bore fruit when the Haudenosaunee andother Indigenous delegates returned to Geneva to address theUnited Nations, asserting their status as sovereign nations.Their work helped establish the UN Permanent Forum onIndigenous Issues (UNPFII) and contributed to the eventualadoption of UNDRIP in 2007.
I cannot understand why the author argues how they argue. They spend the last page describing how an International Law Council describes how the basis of International Law is rooted in the laws of Christian Discovery but then applauds what it has decided to hate when it rules in its favor. I really just don't understand. I am deeply sympathetic to indigenous causes and their rights to places but I can't help but feel as though the author is using them to crusade against Christianity (I am also non-religious and do not necessarily view religious institutions as a guideline for how to live)
Marshall's decision in Johnson v. M’Intosh (1823) codified theDoctrine of Christian Discovery into U.S. law. His rulingbecame the foundation of federal Indian law, establishing thatonly European‐descended governments could hold title over theland. Marshall ruled that Indigenous peoples held only a “rightof occupancy” to their lands, while ultimate title vested in thediscovering European nation and, subsequently, the U.S. gov-ernment.
Important for the context of this article, but I still feel as though there is so much context left out that I am puzzled as to why the author decided to start at exactly here as if the US and Colonial Britain did not shape this view already prior to this. Was Marshall really the first one that was an American Expansionist? Is this truly a Christian reason or is there more motivating questions of pure land power to consider? Is the appeal to Christian values even truly important to the one making those appeals or are they just the easiest?
Nation filed a land rights case in 2005, U.S. federalcourts dismissed it in 2010, ruling that addressing these his-toric wrongs would be “too disruptive” to the present‐dayproperty system. This decision exemplified the persistentapplication of the Doctrine of Christian Discovery, which haslong justified the denial of Indigenous land rights under U.S.law (Onondaga Nation 2005).
I still question why this is being brought up. I disagree with the loose connections holding the legal argument to the Christian argument. I still feel as though this might be better served as a class argument, or an owner-vs-people argument.
ackson's actions signaled that judicial de-cisions alone could not protect Indigenous nations fromcolonial‐settler encroachment.
Why make this argument here? This has been happening for all of Colonial America's history (not saying that it is good.) Our local tribes successfully sued the Colony of Connecticut in London for their lands and still they were stripped of their rights and land despite judicial overview agreeing with them. At the same time, I feel as though this counteracts the thesis and weakens the piece.
Whileaddressed to the Indigenous inhabitants of Turtle Island/AbayaYala its intended audience and function as was granting pre-emptory absolution for the sins (atrocities) about to becommitted by the colonizers
Arguably this is the central pillar of all of Christian thought, though. I feel as though some religious context is needed.
Renaming places in European tongues severed these connec-tions, imposing a eurochristian worldview and Christian terri-torial claims. Chalchiuhtlicueyecatl, the Gulf of Mexico, and theGulf of America may all share a particular body of water as theirreferent, but their ontologies are vastly different (Fig-ueroa 2014).
I agree that renaming places is generally speaking meant to go and impose a specific world-view. I agree with this on especially the local level. However, I would argue that in North America there are still considerable places that have retained their indigenous roots; Ohio, Massachusetts, Pawcatuck, Mississippi, to name a few.
In Europe, most latin-based languages call Germany some derivative of one of their more powerful ancient tribes despite the Germans themselves calling themselves "Deutsch." I feel as though this is also an element of the human condition and I think I disagree thoroughly with this argument that the paper is trying to make as it does not accurately represent the entire picture.
These texts created an enduring frame-work of domination, intertwining theology and law to sanctifyconquest, enslavement and extraction (Newcomb 2008;Wolfchild 2015).
I do not understand exactly why the author had decided to argue that those texts described above are the intertwining of religion and law when that had been predominant in all human governments, but even in Christian societies the second that Rome became Christian. Even more so, were the Crusades not exactly that- religious justification directed by both local and theological law in order to conquest lands?
Life-Nectarine-4337
https://www.reddit.com/r/typewriters/comments/1vywh68/comment/p629ss4/?context=1
Is u/Life-Nectarine-4337 the Reddit account of Just My Typewriter?
She’d kindly explain how to cook unfamiliar items and pull out thesweetest pineapple she’d been saving under the table. Once she evenhad strawberries.
Is the exchange of information not a form of gift? Is it solely in the material realm that gifts can be given?
He expects sellers to graciously give him what heneeds, but sometimes they don’t. The guy at the booth thinks he’s beingshaken down by an elder. “Hey, you can’t get something for nothin’,”he says. But that is exactly the point. A gift is something for nothing,except that certain obligations are attached
Is this not hypocritical in nature? I would argue that expecting a gift makes it no longer a gift as it is an obligation, an expected service. Especially when the person who is expecting the gift is seeking out the gift itself. I understand that there is a traditional element, but I can't help but feel as though approaching people with the expectation of being received all of the time is somewhat disruptive of the gift cycle.
I do not think he should have to buy it and I agree it should be willingly given, but I still feel as though it is more intentional to be open to the idea of rejection in order to have the gifts given being greater for it.
I dreamed not long ago of that market with all its vivid textures.
This whole subsection is puzzling to me. I feel like entering the imaginary realm here to try and convince the reader of an idealized view is reductive and fails to recognize the gift of friendship and knowledge described in the previous paragraph. It also has an element that Edita was not kind enough or good enough.
Perhaps it is my own inherent Western bias and this is too dismissive. I am willing to be open to debate and discussion.
Example of female typist covering keyboard up with handkerchief to show how light the touch needed would be.
"Note that the handkerchief is hardly ruffled."
I feel like that time period and the century before, being able to do something through a thin piece of cloth was indicative of how little effort was required, or how dainty something could be. It definitely feels very gendered to me, but I'll have to find other historical examples to back this argument up.
Even at the beginning of this century, a writer for the Boston Evening Transcript could playfully fret about the unwieldiness of card catalogues:As these cabinets of drawers increase in number until it seems as if the old joke about the catalogues of the Boston Public Library and Harvard University meeting on Harvard Bridge might become literally true, the mental distress and physical exhaustion suffered by those consulting one of them becomes too important to be disregarded.
Not too dissimilar to Anatole France's Penguin Island (1908)...
What was the exact year of this quote w.r.t. France? Could it have inspired him?
How would we know whether the cases that Graeber and Wengrow explore are sufficient to falsify the evolutionists’ claims?
This is a solid question and worth exploring.
Looking at it another way, perhaps Graeber and Wengrow are just showing a less teleological perspective with wider variance bars around the data to say that there are other potential possible outcomes? (Which they do.)
One of the great problems in the social sciences is that theories regularly develop in ways that make it difficult to test them empirically;34
34 Gellner 1985 has a fine account of this problem, focusing on psychoanalysis.
In principle, sociocultural evolutionists should therefore be just as interested in the scaling down of societies as in their scaling up.
The app was developed with Claude Code through a series of planned iterations. My original plan was to use this project as a way to learn libcosmic app development. However, as I dug in, it quickly became apparent that developing an app switcher would cover much more than a regular desktop application. It would involve a deeper review of the compositor, its protocols, and how it works with Wayland. These aren't topics I'm familiar with. Furthermore, cosmic-comp and cosmic-protocols are still in rapid iteration, and documentation is minimal. All of this meant that, even as a seasoned developer with a few Rust projects under my belt, it would take more time than I had on my hands. As someone who's been developing software for more than 25 years, I am of course concerned about and wary of AI slop. My hope here is that process and oversight will minimize it (though of course I may not catch everything). Each iteration went through a planning process and was developed on a separate branch. All plans are available for review under .claude/plans. An iteration history is also kept.
Serendipity - Find the unexpected. Synergy - Feel the reinforcement. Syzygy - Ride the resonance.
via tomp at https://forum.zettelkasten.de/discussion/comment/25361#Comment_25361
this is an interesting framing for zettelkasten work
Presidential historian, Atlantic writer, and former CBS anchor John Dickerson's GOOD QUESTION, an examination of the basic unit of curiosity—the question itself—featuring stories from New York City detectives, doctors, philosophers, and more to illustrate the question's fundamental role in every facet of a life well lived; also revealing new findings from the science of curiosity and explaining why we ask and why we fail to, how a single question can reorganize a civilization, and why the follow-up and the hypothetical question can rebuild our connections with each other, to Molly Turpin at Random House, by Tina Bennett at Bennett Literary.
The card systemis a " one-place " system.
How does the "one-place" system work with respect to the idea of "multiple storage"?
What about cross-indexing?
Roughly speaking, the world is divided into two classes :those who use the Card Index System and those whodo not.
HA!
I wonder where this trope started?
e cooperative members are not protected by rent control,
what does this actually mean...?
See Coal, for Nonprofit Hous. & Econ. Dev., A Study of Limited Equity Cooperatives in the District of Columbia (2004), available at www.knowledgeplex.org/showdoc.html?id=29404
possible source?
Federal subsidy programs used in tenant purchase transactions includethe LIHTC program; Section 8 housing assistance payment contracts; theHOME program; and, even in some instances, public housing operatingsubsidies. The District also has two important local subsidy programs. TheLocal Rent Supplement Program (LRSP) provides rental assistance muchlike the federal Section 8 program.52 The Housing Production Trust Fund,
look into federal and local subsidy programs used in tenant purchase transactions in mass and 2MSX!
Or perhaps it would have simply remained conventionally financed rentcontrolled housing with rents that would meet the test of affordability.
this is also super interesting.... are there cased in which TOPA is actually detrimental? like when it would have been better if the building just remained rent controlled and affordable in that sense
TOPA rights apply regardless of the income levelsof the tenants or the rents that they pa
super interesting... any possible effects of this? good or bad? any cases of wealthier people taking advantage of this law? or specific effects on the middle class that doesnt fall into the low-income category
In utilizing the bargaining power conferred byTOPA, tenant associations use a variety of approaches to secure some combination of housing-related benefits. The benefits generally fall into one offive categories: continued rental housing with rent protections; cooperative homeownership with beneficial membership prices, carrying charges,or both; condominium homeownership with beneficial purchase prices;cash payments; and/or renovations to the property
is this referring to the other benefits that come with the tenant associations that TOPA mandates? interesting
A second tenant protection found in the Rental Housing Act of 1985 iseviction control.
look into other mass or 2nd Middlesex specific tenant protections
TOPA also providesthe association with a right of first refusal, giving the tenant association afifteen-day period to match a third-party contract.2
how does this work if the tenants are already given the first right to purchase? is this like if they deny to purchase and then a third party comes in, the tenants have another opportunity to match that?
What questions should stakeholders ask when evaluating proposed district maps or charting a course for future elections?
Oral history questions for Richard Polt on typewriter collecting:
Over the years Joe Van Cleave has done a handful of videos on selectivity and downsizing of one's typewriter collection including: <br /> - The Minimal Complete Typewriter Collection https://www.youtube.com/watch?v=0Ej6kd1FsnE <br /> - Culling the Herd https://www.youtube.com/watch?v=h_ueHE3Whjk <br /> - Downsizing Your Typewriter Collection https://www.youtube.com/watch?v=Eic4lNE0l3Y
And Sarah Everett has one "what's your deserted island typewriter?" (if I had to pick 5 typewriters....) https://www.youtube.com/watch?v=PFqJa9kD-v0
All this to ask Richard: what your downsizing experience has been? What were the criteria by which you chose what to keep? Did you more closely focus your collection into an area, era, style, other? Are you primarily keeping the things you tend to use more frequently? Things in better condition? You started out with how many to end up with how many? If you could start your collecting over from scratch what would you change? Are there things you wouldn't get the second time around? Things you would have spent more time focusing on? What will you continue to collect and at what rate? Naturally, collecting is a very personal thing with respect to individual's specific tastes and experiences (and frequently space!), but I suspect answers to some of these may help others, especially those who are just starting into collecting, or who have a dozen or two machines but who might find value on where and how to potentially focus their efforts. It may also help other collectors and their families who are dealing with appropriately disposing of significant collections, especially in cases where a deceased collector was very passionate and the family just wants to be rid of them quickly (i.e. ideas like Swedish death cleaning and related).
I'm sure reflections on these would be an interesting typecast, but if it's easier to do something like an oral history interview, I'm happy to collect these and a few dozen more questions into an interview format if you've got 30-60 minutes in the coming months to devote to a remote audio/video interviews/mini-podcast or YouTube episode or something similar?
Differentiating between an Underwood SS and the Underwood Rhythm Touch:
comment to James Grooms at https://typewriterdatabase.com/show.23202.typewriter
James, perhaps it's hiding somewhere else in the comments on the database, but I'm curious if you've come across definitive differences between the Underwood SS and the Underwood Rhythm Touch models which have separate pages within the database:<br /> - SS https://typewriterdatabase.com/Underwood.SS.4.bmys - Rhythm Touch https://typewriterdatabase.com/Underwood.Rhythm+Touch.4.bmys
Most of my Google searches don't return anything definitive or with actual sourcing of any sort.
The main page has the SS starting in May 1946 and the Rhythm Touch beginning in July of that year, but doesn't seem to specify between the two in any substantive way. Neither of the two models seems to have had a name printed on it.
Your description here uses both designators, but knowing your penchant for newspaper and magazine advertisements, I would suspect you may have seen specific differentiators.
This Facebook post has some handwaving differentiators: https://www.facebook.com/groups/TypewriterCollectors/posts/10161712887224678/ but none seem definitive or sourced. It also uses the phrase carriage shift, though presumably with these models Underwood had moved to a segment/basket shift on their standards.
Other than the chrome side detailing moving from 3 strips to 5 as you've noted, one of the few differentiators I can see in this era is the shift from the shorter carriage return lever to the longer armed version around 1948 which Robert Messenger notes in https://oztypewriter.blogspot.com/2012/11/on-this-day-in-typewriter-history_25.html. However that same page also has an advertisement on it with the words Rhythm Touch featuring a short armed (older style) carriage return.
Is there really a difference between the SS and the Rhythm Touch or are they the same model with the phrase "Rhythm Touch" used as a marketing tag to compete potentially with Smith-Corona's "Floating Shift"?
Thanks!
It relates to an idea I've seen circulating elsewhere: if a PR was mostly written by an LLM, why should a project maintainer spend time reviewing and discussing that PR as opposed to firing up their own LLM to solve the same problem?
作者提出了一个值得深思的问题：如果PR主要由LLM编写，那么维护者为何要花费时间审查和讨论它，而不是自己使用LLM解决问题？
Instead of trying to extract the internal dynamics resulting from them,modern scholarship has largely reduced the perceived asymmetry in the functionality of culturalor political features to an ‘objective’ asymmetry in power. This tendency has been mostprominently pronounced in postcolonial scholarship in the wake of Edward Said’s workOrientalism (1978).
I am a little bit unsure about this? How does work Edward Said fit into this asymmetry? In my understanding, criticizing a western imagination of the orient should challenge an euro-centric worldview? Is it problematic because such criticisms are situated in binaries (such as the east and the west), and overlooks multidimensional dynamics during the intercations?
This might be done in different ways, such as enhancing one’s own sports fitness, but ifthe entities involved are cultures or social bodies such as nations, this perception will result inasymmetrical exchanges with the counterpart, where one entity draws more and/or moreimportant features from the other than vice versa.
I found the descriptions/explanations of asymmetry so far a bit confusing...Is it an asymmetry in power? Or it could be understood as difference in a given aspect measured by a hierarchical system? This also reminds me of how Axel Michaels explained that hybridity could simultaneously describe the oppressing and the oppressed, between which an asymmetry exists. (p.4)
It is only by using a methodological transculturality as a default mode or heuristicconcept, i.e. by looking at the formative and transformative processes resulting in any givencultural manifestation, that we discover such cultural entanglements as a result of processes ofnegotiation,
Is methodological transculturality a means or discovering hidden transculturality?
. Enlightenment brought a religio naturalis, a ‘religion’ of reason, whichunderlies all religions and which endures all historical religions. Enlightenment also promotedthe idea of the universality of cultures and a Universalgeschichte of cultures (cf. Häfner 1994).Only through this ‘discovery’ of a unity in cultural diversity could disciplines such as culturalstudies emerge.
I found this particularly interesting since when in junior and senior high school, we learned about the Enlightenment as something extremely positive and great in unprecedented ways?
It is based on defining(and reifying) cultures – and disciplines – in accordance with the nation model of the nineteenthcentury.
Though this might seem to be an obvious question, I've been wondering what are the motivations/contexts of imagining cultures/nations within clearly defined borders in the first place. Is it because, as stated here, that such enclosed model used to be popular in history? Or is it a reaction to threat perceived upon realizing new differences?
These reductions make forcultural memory (Assmann and Hölscher 1988; A. Assmann 1993; J. Assmann 1997), out ofwhich history as a joint point of reference emerges.
I'm interested in what the term "cultural memory" describes! What are some examples? Are aforementioned institutions such as marriage, family, death, god examples? Or it describes something more specific? How is cultural memory formed?
Which system functions should beautomated, and to what extent should they be automated?
When you implement asynchronous programming in your C# code, the compiler transforms your program into a state machine.
what is state machine
It indicates the motion or distance between upper a lower case letters on the typeface.
https://www.facebook.com/groups/olympiasg1/posts/1506621080656301/
also:
Greg Riutzel:<br /> That's how I see it. I measured it once. I put the ribbon in stencil, typed a lower case "h" and marked approx where the top of the type slug was on the paper. Then repeated with an upper case "H". The marks were just a tad over 7.5 mm apart checking with a rule. No precision of course but close.
The number printed on the ring in the basket of Olympia typewriters, just above and to the left of the word "De Luxe" is the distance from the baseline of the bottom slug character to the baseline of the top slug character.
In many instances it will be 7.6. I'm curious what other typefaces show and if this thesis holds?
He talks about the spectrum between good and bad, hence the title of the interview ‘not all good, not all bad’. That us typically wanting to pigeonhole someone or something as either good or bad, before finding out an aspect about it that doesn’t fit, should not lead to then fully switching to labeling it the opposite. You have to get comfortable with the discomfort of juggling different and opposite notions about someone or something at the same time.
vgl [[Holding questions 20091015123253]] mbt ongemak / vgl complexiteit
I had written that the only thing that all the different cultures hadin common was the human brain. Indigenous cultures, separated byvast spans of space and time, did not teach their incredibly similarmemory tools to one another. They must all use the same methodsfor innately human reasons.
are they really innate?
Some of my question is a tad rhetoric as I suspect that this current book is making an argument that there is a genetic basis for why/how it all works the way it does. It's also a question I know that Kelly has had buzzing around for a while.
Large swaths of these practices have been taught and handed down from one person to another and from one group to another for millennia as well, but the other question is if they've been independently re-discovered across time or if they've changed/evolved the way in which languages have shifted over these same time frames.
The kings had, however, begun to realizeits potential for extending communication, in an almost magical way,beyond what could be accomplished with the spoken word. Writingcould perpetually and eternally address an audience on a king’sbehalf; the words were always there, even when the king was notthinking about them. Given that the population was almost entirelyilliterate, such an audience was mostly made up of gods. Thestatuette of the king’s personal god (or sometimes of the kinghimself), inscribed with the same text as the tablet, could thereforepray continuously in a way that a real person could not.
Is there stronger evidence that this form of permanent writing to an audience of gods was being done? Sources?
The tablet wasfound by archaeologists in the foundations of the temple of Inannain Lagash, called the Ibgal. This extensive complex was oval inshape, as were many Early Dynastic temples in other cities, with alarge courtyard and a platform on which Inanna’s temple wasconstructed.
What is the general history of oval-shaped architecture? Is there an explicit link between the Oval shape of the complex at Ibgal, the temple (or house) of Inanna in Lagash and the oval office at the White House?
Keep in mind that modern knowledge of large portions of the Ancient Near East only surfaced after the 1800s, so the tradition would have required intermediaries from the ANE into other cultures to be passed down to the building of the White House in 1792.
Other men and womenwent off to distant lands and set up smaller versions of Uruk,certainly keeping in touch with home through messengers, andpresumably sending goods that could be useful to their mothercities.
Can one discern specific colonialist policies that the Uruk had as their culture spread in the Ancient Near East?
This proto-cuneiform tablet from Uruk includes signs forsheep and the goddess Inanna, but its meaning is unclear.
Potentially an early historic form of a receipt?
facts that no one couldconceivably commit to memory.
This statement belies the power of orality and the size of built communities without literacy. It's more a question of understanding how it was done and how communities either trusted (or didn't) those who memorized the materials.
Another factor is how long one needed to remember various facts, especially if for commerce and over what spaces?
Were there stratifications of society based on the power of memory here? Compare the anthropology and archaeology with the studies by Lynne Kelly.
to the waysthat documents were organized in archives,
Find archaeological papers which described how Mesopotamians in the ANE organized their documents.
Mention via @Podany2013
Martin → chrisaldrich Yes, Chris, I even came across this site. Porstmanns Karteikunde was actually the publication that inspired my early Zettelkasten activities back when I was still a schoolboy, nearly half a century ago. And of course, Luhmann would have learned this kind of administrative practice in his first job, since it was widely used in offices at the time. I’ve always wondered whether he ever taught anything about it while working in Speyer.
Martin reports having used Porstmanns Karteikunde in his youth circa 1975 when it was widely used in offices.
Open question: Did Luhmann teach zettelkasten practices while at Speyer?
Münster, January 13, 1968
Presumably (is there a way to check), Luhmann gave this lecture while he was teaching from 1965-68 in his position at the Sozialforschungsstelle an der Universität Münster (Social Research Centre of the University of Münster).
https://udel.edu/~mcdonald/mythptc.html
Was this the white substance mentioned in Erwin Schrodinger's Mind and Matter (Schrodinger1992b) chapter 6?
https://en.wikipedia.org/wiki/Democritus
Was the epithet "laughing philosopher" used as a mnemonic device for Democritus?
for - youtube - interview - Michael Levin - 20 questions
Explicit norms are harder to enforce in large groups (and large groups means, by normal distribution, the cleverest Goodharters will be very clever) and autists are bad at detecting implicit norm violation. With n=1 (me) this isn't just because of gaslighting, but also because language is parsed extremely literally and locally, regardless of context.
Are you saying that Autists would make for moral Politicians?
If coordination worked without territory, without approximation, without projection, what was territory for?
If the maps aligned, did the territory matter?
Had I actually become hot, or were college-aged guys just horny losers who would hit on anything? Could both be true?
What man wants to work in a field where his traits are not welcome? What self-respecting male graduate student would pursue a career in academia when his peers will ostracize him for stating his disagreements too bluntly or espousing a controversial opinion?
So if women are thriving more in the modern workplace, is that really because they are outcompeting men? Or is it because the rules have been changed to favor them?
If the Great Feminization poses a threat to civilization, the question becomes whether there is anything we can do about it.
And if your academia doesn’t pursue truth, what good is it?
When you’re being interviewed for a role, near the end of the process you can also (politely) “interview” them: what does the day to day look like, what responsibilities would you have, etc.
Questions
Time-sensitive comparisons: Are you sad you’re not as successful as someone 5 years older than you? Or who has been at this skill for 3x as long as you? Why?Scope-sensitive comparisons: At these top universities you’re already subject to extreme sorting functions - “any smart peer” is not the relevant reference class for “people who could do really cool work on ___ niche EA topic.”Few qualities are immutable: Have you actually tested if you can get incredibly good at this skill? For how many hours? With how many approaches? How much feedback have you gotten?There are many kinds of skills: Even if you really do think you’re surrounded by vastly more impressive people than you…. Get them to work on these problems???? Fieldbuilding is really important- this is my own path to impact.
These are some amazing questions, I should assign myself a question to integrate them into myself
Fig. 3: View of selected dividers in ZK 19: “Religion – Myth”, “Mythology pragmatic”, “Venus and her entourage”, “Ancient Superstition Afterlife”, “Mysteries”. © Warburg Institute
Somewhat curious of the dates/times of the creation of these tabbed cards. Surely made in the 20th century, but since Warburg was likely creating notes in the late 1800s, where does this sit with respect to the invention of the tab card in 1894 claimed by Progressive Indexing and Filing (Remington Rand, 1950, p205)?
In a much cited anecdote by Fritz Saxl, Warburg’s long-term academic collaborator and first director of the Warburg Institute, we find Aby “standing tired and distressed, bent over his boxes with a packet of index cards, trying to find for each one the best place within the system”.[6]
[6] Fritz Saxl, The History of Warburg’s Library (1886-1944) cited in Gombrich 1970, p. 329; Marchand 2023, p. 186; Steiner 2013, p. 155; Wedepohl 2014, p. 389.
It's only in a physical card system one might worry a bit about "best place" for a card. Some of it is down to one's future self being able to find it, but cross-references could have been placed or an amanuensis might have created an exact copy for multiple copies in many locations.
What does Ernst Bernheim have to say on the topic of filing?
Das gerichtliche Aktenzeichen dient der Kennzeichnung eines Dokuments und geht auf die Aktenordnung (AktO) vom 28. November 1934 und ihre Vorgänger zurück.[4]
The court file number is used to identify a document and goes back to the file regulations (AktO) of November 28, 1934 and its predecessors.
The German "file number" (aktenzeichen) is a unique identification of a file, commonly used in their court system and predecessors as well as file numbers in public administration since at least 1934.
Niklas Luhmann studied law at the University of Freiburg from 1946 to 1949, when he obtained a law degree, before beginning a career in Lüneburg's public administration where he stayed in civil service until 1962. Given this fact, it's very likely that Luhmann had in-depth experience with these sorts of file numbers as location identifiers for files and documents.
We know these numbering methods in public administration date back to as early as Vienna, Austria in the 1770s.
The missing piece now is who/where did Luhmann learn his note taking and excerpting practice from? Alberto Cevolini argues that Niklas Luhmann was unaware of the prior tradition of excerpting, though note taking on index cards or slips had been commonplace in academic circles for quite some time and would have been reasonably commonplace during his student years.
Are there handbooks, guides, or manuals in the early 1900's that detail these sorts of note taking practices?
Perhaps something along the lines of Antonin Sertillanges’ book The Intellectual Life (1921) or Paul Chavigny's Organisation du travail intellectuel: recettes pratiques à l’usage des étudiants de toutes les facultés et de tous les travailleurs (in French) (Delagrave, 1918)?
Further recall that Bruno Winck has linked some of the note taking using index cards to legal studies to Roland Claude's 1961 text:
I checked Chavigny’s book on the BNF site. He insists on the use of index cards (‘fiches’), how to index them, one idea per card but not how to connect between the cards and allow navigation between them.
Mind that it’s written in 1919, in Strasbourg (my hometown) just one year after it returned to France. So between students who used this book and Luhmann in Freiburg it’s not far away. My mother taught me how to use cards for my studies back in 1977, I still have the book where she learn the method, as Law student in Strasbourg “Comment se documenter”, by Roland Claude, 1961. Page 25 describes a way to build secondary index to receive all cards relatives to a topic by their number. Still Luhmann system seems easier to maintain but very near.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'> Scott P. Scheper </span> in Scott P. Scheper on Twitter: "The origins of the Zettelkasten's numeric-alpha card addresses seem to derive from Niklas Luhmann's early work as a legal clerk. The filing scheme used is called "Aktenzeichen" - See https://t.co/4mQklgSG5u. cc @ChrisAldrich" / Twitter (<time class='dt-published'>06/28/2022 11:29:18</time>)</cite></small>
Link to: - https://hypothes.is/a/Jlnn3IfSEey_-3uboxHsOA - https://hypothes.is/a/4jtT0FqsEeyXFzP-AuDIAA
deliberate practice
I should be asking my friends and family about what kind of Deliberate Practice they are doing for their skills.
Did Robert C. Russell and Margaret King Odell specifically use the Major System as the model for their Soundex phonetic algorithm for indexing?
He is the gloomy Lord of theDead in some, in others akind helpful spirit; he is animposing warrior and a littlefairy-king; he is fatal andterrible to people, and is saidto fetch them after theirdeath to his palace foreternal banquets; he is a black magician, a wicked demon, akin to andconfused with the devil, and he plays pleasant little tricks which show hisgood humour; he is quoted as an arbiter in disputes, and his name is usedin curses.
Inspired by this section, though not specifically suggested:
In Greek, Roman, and even Christian (saint) traditions, most gods (saints), were closely associated with one or potentially a few attributes which made it easier to give them short hand identifications and also to use them in mnemonic traditions. It would seem that in Celtic traditions, that the gods (or heroes) were better delineated people with broader and fuller characters which didn't play into this sort of mnemonic/oral piece in the same way.
Donn in Irish traditions seems to fit this mold. What other evidences could be brought to bear to back this up?
https://www.reddit.com/r/typewriters/comments/1ov02h8/backing_material_2/
Experiments with different backing sheets in typewriters.
A Shore A 60 silicone backing sheet wasn't a great improvement. A 0.3mm TPU sheet with 75A to 80A may prove better results?
1. How can translanguaging enhance the quality of learning by making the classroom a learner-centricplace and by engaging the students from all sections of society in the classroom?2. How can translanguaging bring creativity and imagination in a multilingual classroom?
Paraphrase: The study investigates whether translanguaging can make classrooms learner-centered for all social groups and whether it fosters creativity and imagination (p. 3). Why it matters: This defines the study’s purpose I’ll cite when I explain its relevance to inclusive pedagogy.
The front end-papers are, to me, themost important. Some people reservethem for a fancy bookplate. I reservethem for fancy thinking.
Was "fancy thinking" used in a pejorative sense prior to this article? Are subsequent uses of it poking fun of the parallelism (to fancy bookplates) which Adler sets up here?
I use the end-pa-pers at the back of the book to makea personal index of the author's pointsin the order of their appearance
The making of a personal index is a first step in building a mesh of knowledge. In just a few years, Vannevar Bush will speak of "associative trails" a phrase he uses twice in "As We May Think" (The Atlantic, July 1945), but of potentially more import is his phrase "associative indexing" which lays way to either juxtaposing or linking two ideas (either similar or disjoint) together. It bears asking the question of of whether it's more valuable to index and juxtapose similar ideas or disjoint ideas which may more frequently lead to better, more useful, and more relevant and rich future ideas.
It affords an immediate step, however, to associative indexing, the basic idea of which is a provision whereby any item may be caused at will to select immediately and automatically another. This is the essential feature of the memex. The process of tying two items together is the important thing. Bush, Vannevar. 1945. “As We May Think.” The Atlantic 176: 101–8. https://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/ (October 22, 2022). #
* **was it fed that? ** = fue alimentado con eso?
I've been thinking about this stuff for decades, and I had not broached the topic of platonic patterns until until this year. And that's because I think it is now actionable.
for - quote - platonic patterns are now actionable - Michael Levin - I've been thinking about this stuff for decades, and I had not broached the topic of platonic patterns until this year. - And that's because I think it is now actionable. - question - progress trap - moral questions and alarm bells? playing God? - Michael Levin
* How long = que tan largo.
* Warm = cálido
* Even though = a pesar de.
* Something = algo.
* **That's it? ** = eso es todo?
* look forward = esperar / esperar con illusion o ganas
* **Aren't you lucky? ** = no eres afortunado?
✍️ Systems I Use: Commonplace Book Zettelkasten
Someone who indicates that they use both "commonplace book" and "zettelkasten" systems. I'm curious how they differentiate the two, particularly because they seem to both be done on index cards.
Sort of sounds like zettles are her own ideas vs. commonplace for the ideas of others.
At 4:40 she seems to use linear numbering on her zettels and not Luhmann-artig numbering.
* Touch away = a un toque de distancia o alejar x cosa a un toque.
* **What are you waiting for? ** = estas esperando, a que esperas
* **What's the deal big? ** = que importancia tiene / que pasa
* How's that sound = que t parece. / como te sonó.
* Longer = mas tiempo.
* Wonder = me pregunto.
* what's up = que pasa.
* Weird = que raro.
* **wonder what's up ** = me pregunto que pasara o estará pasando.
Bring print or electronic copies of all required texts from that week to each class.
If a student knows they will be late or unable to attend class, can they email you their work, or should they wait until the next class to submit it (assuming they have already emailed you about missing class)?
In calling the structure of the chromosome fibres a code-script
from where does he draw the idea "code-script"? Is it from the developing information theory of the time? Somewhere else?
There is definitely the idea of a code running in the sense of programming, which was likely not a common conceptualization at the time.
On p. 22 he uses the phrase "law-code" which is likely the closer meaning of code he's using and not the sense of genetic code as understood much later when DNA and the underlying protein coding sequences were unraveled.
Morse code may also be a tangential underlying meaning of his sense of "code" as something unknown but potentially revealable.
Whatdegree of permanence do we encounter in hereditaryproperties and what must we therefore attribute to thematerial structures which carry them?
Ontogenesis is the development of the individual, during its lifetime, as opposed tophylogenesis, the development of species within geological periods.
How might we apply ontogeny vs. phylogeny in the political sphere within @Lanier2013s framing Who Owns the Future or in the personbyte/firmbyte framing of @Hidalgo2015?
Why shouldan organ like our brain, with the sensorial system attached toit, of necessity consist of an enormous number of atoms, inorder that its physically changing state should be in close andintimate correspondence with a highly developed thought?
The large and important and very much discussed question is:How can the events in space and time which take place withinthe spatial boundary of a living organism be accounted for byphysics and chemistry?
the question on which he'll be focusing the book
Come back when we're done to see how well he may have answered it.
Perhaps we should expect to see more elections that are eitherextremely close or extremely lopsided from here on out. If opposingSiren Servers are well run, they might achieve parity, while if one isbetter than the other, its advantage ought to be dramatic. It’s too earlyto say, since big data and politics haven’t mixed long enough togenerate much data as yet. It’s like climate change was for a long time—not enough data yet to really say—though it does look like we’reseeing this pattern.
are we seeing patterns? who/what are the big influencers?
While we have yet to see how Google’s book scanning will play out, amachine-centric vision of the project might encourage software that treats books as grist for the mill,decontextualized snippets in one big database, rather than separate expressions from individual writers. Inthis approach, the contents of books would be atomized into bits of information to be aggregated, and theauthors themselves, the feeling of their voices, their differing perspectives, would be lost. Needless to say,this approach would hide its tracks so that it would be hard to send a nanopayment to an author who hadbeen aggregated.
Alternately, where is the value in a slip box?
Star Systems Starve Themselves; Bell Curves RenewThemselves
is this true in all cases?
* Have I? = no es Asi?
* Disgusting = asqueroso, repugnante.
The pressure of the job and the impact it has been having on educators and students hasn’t been adequately acknowledged, let alone addressed.
My question is how do we reduce the negatives that can come up in teaching. Obviously nothing will be perfect, but these issues that are reoccurring begin to be too much for educators to handle.
* how come = como es que.
* more out = mas allá.
One conveyed frustration that her university didn’t seem to be taking academic misconduct seriously any more; she had received a “whispered warning” that she was no longer to refer cases where AI was suspected to the central disciplinary board.
What does this mean? This seems concerning.
a generative AI researcher at British University Vietnam, believes there are “significant limitations” to AI detection software. “All the research says time and time again that these tools are unreliable,”
So does this mean AI will never be 100% reliable?
a student with autism spectrum disorder whose work had been falsely flagged by a detection tool as being written by AI.
Why is this?
One study at Stanford found that a number of AI detectors have a bias towards non-English speakers, flagging their work 61% of the time, as opposed to 5% of native English speakers
Why is this?
Since then, Turnitin has processed more than 130m papers and says it has flagged 3.5m as being 80% AI-written. But it is also not 100% reliable
Will AI ever be 100% reliable? Is that possible?
Turnitin, which scans submissions for signs of plagiarism. In 2023, Turnitin launched a new AI detection tool that assesses the proportion of the text that is likely to have been written by AI.
AI programmed to detect AI? Feels a bit self aware to me.
Two years have passed since ChatGPT was released into the world.
How long has AI been around?
How different is this from the modern psychology of, say, a Hobbes where concern for virtue is absent, and all human beings are impelled by a restless drive for power in order to ward off death at all costs.
something about this quote makes me think of the civil rights era - past and present. is there a difference between rights and power for those who are seeking to survive?
if Hobbes believes that all human beings are impelled by a restless drive for power in order ward off death, how can you tell the difference between a rights issue and a power issue?
The TL;DR Version
I am curious about the inclusion of the TLDR section at the end of the piece. It seems a stark deviation from assigning what Boyle himself would call too many course readings. The inclusion of a TLDR almost makes the strategies outlined in the piece unusable for reading the piece itself. I wonder why it was included.
The mainstream belief, which stops so many people fromdeveloping meditative habits, is that meditation is about stopping your mindfrom thinking. This isn’t what meditation is for. Meditation is for getting clearon what you want, and ultimately, about living a better life.
what is meditation? it's a mental practive where your body and mind relaxes by focusing your attention to getting relaxed
If you’renot currently pursuing something you’ve never done before, you probably don’tneed to have regular peak experiences. But if you’re in a state of growth, you’llneed to position your life to have peak moments more frequently. Even more—you need to set your trajectory from a peak state. Because how you startsomething is generally how you finish it.
so the reason i got this is I am curious what is state of growth?
The Board of Regents has adopted Learning Standards in grades P-12 in the following areas:
Find your subject's standards. What is your initial impression of seeing them?
The NYS Learning Standards are not a curriculum. The New York State Education Department does not require, recommend, endorse, or advise on curriculum. All curriculum and instructional decisions are made at the local level. Districts and schools choose and/or develop curricula, curricular materials, and instruction to meet the individual needs of their students, and to support all students in gaining the skills and knowledge articulated in the NYS Learning Standards.
Why do they say that the standards are not a curriculum? Why do you think curricula is left up to local school districts?
In three additional experiments, we showed that only pat-terns of visual stimulation in the recent time period before theonset of rivalry contributed to the prediction effect and thatprediction of the upcoming stimulus and adaptation to preced-ing stimuli had separate influences on perceptual selection.
How do adaptation and the effect of stimulation prior to rivalry on prediction relate to the experimental paradigm as a whole? Are they intended to control for confounding factors?
Subjects’ perceptual reportswere influenced by the pattern of the preceding sequence, withan increased probability of interpreting ambiguous motion in amanner that was consistent with the expectation generated by thesequence.
Does this study demonstrate the same/similar conclusion as the two previous ones (apparent motion rather than binocular rivalry)?
vocal communication. Indeed, we learn to use language before we understandlanguage, as exemplified by a friend’s 2-year-old grandson who adeptly appliedwords he had heard his parents say and demanded that “someone change myfucking diaper!” We learn to understand language before we learn to questionlanguage. Rarely do we learn to question language itself.
for - key insight - language - unanswerable questions of the experienced language user - we learn to apply language long before we know what it is.
analysis - Language allows us to ask questions about our reality, but there are certain questions that are intrinsically unanswerable - As an experienced language user, we cannot know what our experience of reality would be like had we not learned a language
asking, “Are there any questions?
It is inevitable that there will be many questions that most students will be too embarrassed to ask!
The Merriam-Webster dictionary defines the word plagiarize as “to steal and pass off (the ideas or words of another) as one’s own: use (another’s production) without crediting the source.” When you use the words and ideas of others in your own work without citing where you got that information from, this is considered plagiarism. Whether a student purposely tries to pass off information as their own (i.e., copying and pasting text or paraphrasing another source without giving credit) or does so unintentionally (i.e., not knowing how to cite sources), plagiarism goes against the moral and ethical code for students called academic integrity. Academic integrity is the expectation that all students will be honest and responsible and will not plagiarize or cheat and that they will be motivated by more than just getting good grades. Most colleges have consequences for violating academic integrity, which may include suspension or expulsion from the institution.
While reading, I wondered how students can avoid accidental plagiarism, especially if they don't know how to properly cite their sources. The text specifies that plagiarism can be intentional or by mistake, but I want to better understand how to check if my work is properly cited. I'm also wondering if all universities have the same rules and penalties for plagiarism, or if they differ. I'd also like to learn how to paraphrase correctly while still attributing the source, so I don't accidentally copy someone's ideas.
In general, it is best to use a quote when: The exact words of your source are important for the point you are trying to make. This is especially true if you are quoting technical language, terms, or very specific word choices. You want to highlight your agreement with the author’s words. If you agree with the point the author of the evidence makes and you like their exact words, use them as a quote. You want to highlight your disagreement with the author’s words. In other words, you may sometimes want to use a direct quote to indicate exactly what it is you disagree about. This might be particularly true when you are considering the antithetical positions in your research writing projects.
While reading, I wondered when to use quotes and when to paraphrase. The text explains when to use quotes, but I would like to know how many quotes to use in a research paper without overusing them. I also wonder how to integrate quotes smoothly, especially when I disagree with the author. I also wonder how to integrate quotes into my own thoughts to maintain the originality of my text. I want to learn how to use quotes to make my argument clear and convincing.
araphrase Giraffes emit a low-pitch noise; some scientists believe that this hum can be used for communication with other members of the social group, but others are skeptical because of the dearth of research on giraffe noises. According to Baotic et al., the anatomy of the animal suggests that they may be making deliberate and specific noises (3).
Larger questions that arise from reading this could include:
How do giraffes use these sounds in their daily interactions or social behavior?
What kind of research or studies are needed to better understand giraffe communication?
Are there any other animals that use similar low-pitch sounds for communication?
hether you’re writing a summary or broaching your analysis, using support from the text will help you clarify ideas, demonstrate your understanding, or further your argument, among other things. Three distinct methods, which Bruce Ballenger refers to as “The Notetaker’s Triad,” will allow you to process and reuse information from your focus text.13
Some possible questions could be:
How do the ideas presented in the text connect to real-world situations or current events?
Are there alternative perspectives or counterarguments that challenge the author’s viewpoint?
What evidence supports the claims made, and is it convincing?
“It seems like a paradox that in this day and age we can create life but not intelligence.
When Pollan suggested that writing from a question instead of a thesis makes for more compelling writing and thinking, for reader and writer alike, eyeballs fell from heads.
What are the most effective governance and administration models in place on medium-to-large sized Fediverse servers?
Ultra One, a restoration firm whose specialty product is a de-rusting solution which is designed to remove only rust while leaving the underlying metal, paint and decals intact.
Could Ultra One's rust solution be used on typewriters?
his 1683 edition of Plutarch's Lives Translated From the Greek by Several Hands in which he introduced the word 'biography' to English readers;
via https://en.wikipedia.org/wiki/John_Dryden
John Dryden apparently coined the English word 'biography' in his 1683 edition of Plutarch's Lives.
Does the OED bear this out?
reframing a crucial question: is commitmentto the Great Books the enemy of progressive education (the scholarlyconsensus that has largely followed Dewey), or in fact a foundation forit?
this what Alnoor just put out was a graphical representation of what is it for us to go from these pyramid logics, this dominant system, and start to shift our gaze into what we will talk about as as spiral logic, as trans logic is other ways where we set first and foremost, not just saying that it's the work of philosophers and mystics and others to sit with these first principle questions, questions of ontology. But indeed, it's the responsibility of all of us who are taking full responsibility for what it means to be alive in these times, for how do we see how do we know what we know? How do we think about what we know that we know? How do we behave in accordance to what we see and what we know? And what is our set of ethics that goes along with that.
for - ontological shift - from totalizing neoliberalism - to spiral logic - Post Capitalist Philanthropy Webinar 1 - Alnoor Ladha - Lynn Murphy - 2023 - adjacency - ontological shift - Deep Humanity - asking these fundamental questions - Post Capitalist Philanthropy Webinar 1 - Alnoor Ladha - Lynn Murphy - 2023
overfitting.
(TLDR: Can summarise the question I am asking in this post as: Imagine you were emailing a machine learning expert (and expert in deduction) about an ML experiment you had done and to which you suspect you are overfitting. A priori, they know no information about anything you are doing: what is the minimum amount of information they need to be able to respond 'yes you are overfitting')
Assume she might say this because average test error is higher than average training error, which is typically the case for overfitting models (but we have seen in lectures that this can be the case for underfitting models too i.e. loss vs K (complexity) graph from lecture 5)
We tell someone the mean train and test errors for one fitted model - and we tell them that the mean test error is higher than the mean training error. Question asks to explain why, from this data, one cannot infer that the model is overfitting.
This question has highlighted some gaps in my knowledge about what overfitting actually means and what information we would need to tell someone about the results of an experiment for them to be able to correctly deduce 'ah yes, your model is overfitting'
I have listed my thoughts below in terms of different 'further information' we could tell them (but I am not entirely sure about the answer thus the post):
The main thoughts I have are: (i) We give them more granular information about the train and test errors (rather than just the means): Can we tell them them the train and test loss for every point. Now they know the variation and mean of your train and test loss - can they deduce overfitting from this? (I don't think so, but not sure - maybe low variation of the train error is indicative of overfitting?)
(ii) Do we need to tell them about what model we have actually learned (i.e. the parameters we have learned) - not just the errors on training and test sets (intuitively for me this would be sufficient (I think) : if it was me, I would want to draw the function and see 'how wiggly it is' (extrapolating complex patterns that the training data doesn't show) - if that's the case I would say yes it seems your function is overfitting (but maybe I can't actually make that statement)
(iii) Maybe telling them about just one model isn't actually enough: we have to tell them the results about a less complex model (i.e. models from different experiments) Ff you told them that the test error was lower on a less complex model then I think they can confidently say 'yes your model is overfitting')
I am a bit confused here so any help would be fantastic
Whereas Otlet and Kaiser were in substantial agreement on both thedesirability of information analysis and its technological implementation inthe form of the card system, they parted company on the question of howindex files were to be organized. Both men favored organizing informationunits by subject, but differed as to the type of KO framework that shouldgovern file sequence: Otlet favored filing according to the classificatory orderof the UDC, whereas Kaiser favored filing according to the alphabeticalorder of the terms used to denote subjects
Compare the various organizational structures of Otlet, Kaiser, and Luhmann.
Seemingly their structures were dictated by the number of users and to some extent the memory of those users with respect to where to find various things.
Otlet as a multi-user system with no single control mechanism or person, other than the decimal organizing standard (in his case a preference for UDC), was easily flexible for larger groups. Kaiser's system was generally designed, built and managed by one person but intended for use by potentially larger numbers of people. He also advised a conservative number of indexing levels geared toward particular use-cases (that is a limited number of heading types or columns/rows from a database perspective.) Finally, Luhmann's was designed and built for use by a single person who would have a more intimate memory of a more idiosyncratic system.
Over a few weeks, I came to comprehend that the sound of one hand clapping is an illusion. The hand’s movement mimics clapping, but the only way to make the illusion a reality is to add a second hand. The sound of one hand clapping can be imagined, but the clap doesn’t exist until another hand is present. With that realization, I recognized the koan’s question as a way to understand the Buddhist doctrine of emptiness (śūnyavāda in Sanskrit), which says that no individual thing or person has any intrinsic existence, but exists only relationally, dependent on everything else. The concept of an individual nature is, like one hand clapping, an illusion.
How does this speak to (or not) the idea of coherence in quantum mechanics?
As some research shows, knotty life questions without clear answers can evoke a dark mood without any clear biological explanation. This can be particularly difficult for adolescents, pondering for the first time big questions about fate and death, emptiness and meaninglessness, guilt and condemnation.
Is this a possible reason why reading great books in youth is so useful?
Carl Jung considered this ease-of-answering test a way of understanding what matters most. “The greatest and most important problems of life are all fundamentally insoluble,” he wrote in 1931.
quoted from The Secret Of The Golden Flower by Richard Wilhelm And Carl Jung
FAQ : Éducation et Inégalités Sociales
https://via.hypothes.is/https://www.youtube.com/watch?v=5En-prJfm4A
1. Quel est le lien entre le niveau d'éducation d'une population et la croissance économique d'un pays ?
L'élévation du niveau de formation de la population est souvent considérée comme un facteur important de la croissance économique.
Des études ont montré qu'une part significative de la variation des taux de croissance entre les pays peut être expliquée par les différences de résultats aux tests internationaux en mathématiques et en sciences.
Cependant, la croissance économique est un phénomène complexe qui dépend d'une multitude de facteurs, et l'éducation n'est qu'un élément parmi d'autres.
2. L'école a-t-elle un rôle à jouer dans la réduction des inégalités sociales ?
L'école peut agir comme un facteur de compensation des inégalités sociales en offrant un accès égal à l'éducation à tous les enfants, indépendamment de leur milieu socio-économique.
Cependant, les recherches en sociologie de l'éducation montrent que l'école ne parvient pas toujours à gommer complètement les inégalités préexistantes.
Les enfants issus de milieux favorisés bénéficient souvent d'un environnement familial plus stimulant sur le plan intellectuel et culturel, ce qui leur permet de tirer davantage profit de l'enseignement scolaire.
3. Comment l'investissement familial influence-t-il la réussite scolaire des enfants ?
L'investissement familial joue un rôle crucial dans le développement des compétences d'apprentissage des enfants dès leur plus jeune âge.
Les familles investissent dans l'éducation de leurs enfants de multiples manières : en leur parlant, en leur lisant des histoires, en les encourageant à explorer le monde qui les entoure, en les inscrivant à des activités extrascolaires, etc.
Cet investissement contribue à développer des compétences essentielles telles que la maîtrise du langage, le raisonnement logique et la capacité à apprendre de manière autonome.
4. Quels sont les effets des vacances scolaires sur les inégalités de réussite scolaire ?
Les vacances scolaires peuvent aggraver les écarts de niveau entre les élèves.
Pendant les périodes de vacances, les enfants issus de milieux favorisés ont souvent accès à des activités enrichissantes qui stimulent leurs apprentissages, tandis que les enfants de milieux défavorisés sont plus susceptibles de passer du temps dans des environnements moins stimulants sur le plan intellectuel.
Ce phénomène contribue à creuser les inégalités de réussite scolaire à la rentrée.
5. La semaine de quatre jours d'école est-elle bénéfique pour les élèves ?
La réduction du temps scolaire, notamment avec l'instauration de la semaine de quatre jours, est un sujet controversé.
Certains experts estiment que cette réduction est néfaste pour les apprentissages et qu'elle contribue à aggraver les inégalités de réussite scolaire.
D'autres considèrent qu'elle permet aux enfants de mieux se reposer et de consacrer plus de temps à des activités extrascolaires qui contribuent également à leur développement.
6. Comment l'école peut-elle mieux compenser les inégalités sociales ?
Plusieurs leviers d'action peuvent être envisagés pour renforcer le rôle compensatoire de l'école.
L'un d'entre eux consiste à investir davantage dans l'éducation préscolaire, notamment en maternelle, afin de donner à tous les enfants des bases solides dès leur plus jeune âge.
Un autre levier consiste à proposer des activités extrascolaires accessibles à tous, afin de réduire les écarts d'opportunités d'apprentissage entre les enfants de milieux différents.
7. Est-il possible de réduire l'influence de l'origine sociale sur la réussite professionnelle ?
Certains experts proposent des solutions radicales pour réduire l'emprise des diplômes sur la réussite professionnelle, comme la suppression de la course aux diplômes.
L'idée est de déconnecter l'effort éducatif des familles de son objectif principal, qui est l'obtention d'un diplôme prestigieux.
Cette approche vise à créer une société plus égalitaire où la réussite professionnelle ne serait plus déterminée uniquement par le niveau de diplôme.
8. Quel est le rôle de la recherche en sociologie de l'éducation ?
La recherche en sociologie de l'éducation joue un rôle essentiel pour comprendre les mécanismes complexes qui lient l'éducation aux inégalités sociales.
Elle permet d'identifier les facteurs qui influencent la réussite scolaire des enfants, d'évaluer l'efficacité des politiques éducatives et de proposer des solutions pour améliorer l'équité du système éducatif.
Gregor von Feinaigle by [[Art of Memory]] wiki
Origin of finagle? Long-standing question for me, but only bookmarking now.
Grammarly
I personally use grammarly and see it differently from using platforms such as ChatGPT. I wonder what other folks think of this. I see one as to clean up writing and the other to generate content/ideas.
Page 13 of 19Have one or more of your instructors integrated AI into your learning?
Would like to know if the instructor lets students know the activity was co-created / created using AI or how can students identify this.
Poverty, by America
the title of the book implies an ownership of poverty (by America)... there's also an implication of authorial voice as if America is a "creator", but specifically a creator of poverty as much as it is a creator of wealth
In the framing of toxic capitalism, it's almost as if one of the things America is good at manufacturing is poverty.
If we've outsourced most of our manufacturing sector, why not also include poverty?!?
Are we—wethe secure, the insured, the housed, the college educated, the protected, thelucky—connected to all this needless suffering?
How could there be, Iwondered, such bald scarcity amid such waste and opulence?
WHY IS THERE SO MUCH poverty in America?
motivating question in the book
... why there is so much hardship in this land of abundance.
Poverty, by America Book Club DiscussionQuestions
For AI4Communities to work
What is the ultimate goal for AI4Communities? What is it supposed to do? Is it to build knowledge (only)? What space does it have for phatic communication, and why? What does it create at the end of the day? Where is it going to?
The model treats corpus generation as a dynamic process, where the t-th word is produced at step t. Theprocess is driven by the random walk of a discourse vector ct ∈ <d. Its coordinates represent what is beingtalked about.2 Each word has a (time-invariant) latent vector vw ∈ <d that captures its correlations withthe discourse vector.
the model is a random walk with t being the word and the RV being a random vector called a discourse vector of dimension d. This vector is a distributed representation of the semantics at word t.
what is the discourse - is it one hot encoded, is it orthogonal, is it sparse, is it disentangled, is it compositional ? What is a small change in a single dimension???
Marley’s career illustrates the way reggae was repackaged to suit a rock market whose patrons had used marijuana and were curious about the music that sanctified it. Fusion with other genres was an inevitable consequence of the music’s globalization and incorporation into the multinational entertainment industry.
Why was marijuana so popular and mainstream in the past???
What conditions nurture collaboration?🔮 What conditions prevent or squash it?🔮 Can we expand our collective collaborative literacy with a wider, deeper repertoire to navigate wisely and well through the inherently messy and often difficult iterations of true collaboration?
for - questions - collaboration literacy - Donna Nelham - to - book - The Birth and Death of Meaning - Ernest Becker -
questions - collaboration - Donna Nelham - These three questions are all related - To get to the root of collaboration, it is helpful to examine the roots of human psychology to understand the fundamental relationship between - the individual and - the group - In his work "The Birth ad Death of Meaning, Ernest Becker argues, citing other peers, that - the self concept needs to emerge for effective group collaboration to develop and - the self concept requires others in order to construct it - Hence, other is already implicated in the construction of our own self - In Deep Humanity terminology, we call this intertwingledness of the self and other the "individual / collective gestalt"
to - book - The Birth and Death of Meaning - Ernest Becker - https://hyp.is/40fZHv9CEe6bTovrYzF92A/www.themortalatheist.com/blog/the-birth-and-death-of-meaning-ernest-becker
Not all eeting notes need be transformed into main notes. For bestresults, practice non-attachment when it comes to eeting notes.
What is non-attachment?
What is he attempting to say here?
They ensure wonderful rapidity. A whole bookof thirty thousand words I have prepared (though ofcourse only roughly) in two hours, by the Card-System.Such a pace would have been impossible otherwise.This does not include any of the Dictation ; it merelyincludes the Collection and Selection of Ideas, andtheir Arrangement. The System is a wonderful savingof time,
What work exactly does Miles include in his description of preparation of a 30,000 word book in two hours?
He specifically excludes dictation. He does include selection of ideas and arrangement. He also says it includes "collection", but I'm supposing that he's taking a larger tranche of cards from a possibly massive collection and collecting only those he needs right now? Certainly the reading, thinking, and collecting work can't be included in this two hours of work.
Does he have a better definition of what he means by collection?
When theyhave been finished they may be spread out on a tableor on several tables. If you can get a table with pegs,or something to mark the divisions between the packets,it will be so much the better.
How is he using pegs on a table exactly? Is this something like the Brothers Grimm, but table-based rather than wall based?
Connecting Linkbetween twoSentences orParagraphs,
Miles, 1905 uses an arrow symbol with a hash on it to indicate a "connecting link between two Sentences or Paragraphs, etc."
It's certainly an early example of what we would now consider a hyperlink. It actively uses a "pointer" in it's incarnation.
Are there earlier examples of these sorts of idea links in the historical record? Surely there were circles and arrows on a contiguous page, but what about links from one place to separate places (possibly using page numbers?) Indexing methods from 11/12C certainly acted as explicit sorts of pointers.
An omission,e.g. to befilled in after-wards.
When was the use of the caret first made for indicating the insertion of material?
Eustace Miles has an example from 1905.
Objections to the Card-System,
Miles lists the following objections: - expense - inconvenience - unusual (new, novel)
Notice that he starts not with benefits or affordances, but with the objections.
What would a 2024 list of objections look like? - anachronism - harder than digital methods - lack of easier search - complexity - ... others?
https://en.wikipedia.org/wiki/Barrett_Wendell
Eustace Miles suggested that Wendell used the card system in writing, so perhaps one of his textbooks suggests the method as well?
Beyond the cards mentioned above, you should also capture any hard-to-classify thoughts, questions, and areas for further inquiry on separate cards. Regularly go through these to make sure that you are covering everything and that you don’t forget something.I consider these insurance cards because they won’t get lost in some notebook or scrap of paper, or email to oneself.
Julius Reizen in reviewing over Umberto Eco's index card system in How to Write a Thesis, defines his own "insurance card" as one which contains "hard-to-classify thoughts, questions, and areas for further inquiry". These he would keep together so that they don't otherwise get lost in the variety of other locations one might keep them
These might be akin to Ahrens' "fleeting notes" but are ones which may not easily or even immediately be converted in to "permanent notes" for one's zettelkasten. However, given their mission critical importance, they may be some of the most important cards in one's repository.
link this to - idea of centralizing one's note taking practice to a single location
Is this idea in Eco's book and Reizen is the one that gives it a name since some of the other categories have names? (examples: bibliographic index cards, reading index cards (aka literature notes), cards for themes, author index cards, quote index cards, idea index cards, connection cards). Were these "officially" named and categorized by Eco?
May be worthwhile to create a grid of these naming systems and uses amongst some of the broader note taking methods. Where are they similar, where do they differ?
Multi-search tools that have full access to multiple trusted data stores (ostensibly personal ones across notebooks, hard drives, social media services, etc.) could potentially solve the problem of needing to remember where you noted something.
Currently, in the social media space especially, this is not a realized service.
A winter arc edit. A search on YouTube has dozens of these (AI probably makes it even worse).
I have nothing against them. They do seem to present a new worldview of sorts. Is it really grounded and substantial though? What are the people that they look up to? Andrew Tate and David Goggins?
Provide a complete description of the issue. If it works on A but not on B and others have to ask you: "so what is different between A and B" you are wasting everyone's time.
Foucault attempts to engage with politics and ethics and to create a framework by which we might conceive of forms of power that do not operate through domination and normalization.
Did he successfully created that framework ? if yes does the power in society functions according to his framework ?<br /> In my opinion power is an authority to control you that you give to others and believing that the other person won't use it.
“art of governing.”
So does administration is today's definition of power ?
discipline becomes the machinery for adding up and capitalizing time, and time itself becomes an aspect of the norm and normative judgment, a means for measuring the extent to which individuals are dominated by discipline.
Capitalizing one's time is very important for an individual but it is very hard to say capitalizing for whom for personal gain or for someone's else. which is better? that's why there's a saying of life and work balance. Time could be utilized as a tool of personal happiness or community happiness.
“time, activity, behavior, speech, body, attitude, and sexuality”
So does its means common sense evolves over time ? Some norms of the past wont apply today and some norms of today wont be applicable in the future. means there is no correct norm which could be called absolute ethical.
Foucault focuses on the way these persons are managed and on the mechanisms society uses to make madness intelligible within a framework of reason.
how society tries to punish and regulate those who are considered to be ‘mad’ ? It prefigures his later preoccupations with discipline and normalization set out in Discipline and Punish. Nowadays, institutions regulate people not through violence but through classification and direction of people into their ‘rightful’ place within a rational and efficient social order.
The individual body is thereby situated in a modern matrix of power, one that is concerned both with how the body operates and with what the body produces.
is it the only way to exert power on other individuals ? We must find a better way.