for - quote - future of humanity - something remarkable has to happen - Eric Weinstein

for - quote - language education - there is something that all humans do naturally even without education, and that is learn language - David Long

Not a need that I have, but I guess they felt a need for it

poor man's file structure diagram

damn the wrapper I made only finds around 1685 hits, I wonder if it is to do with the type of search?

api_endpoint <- oa_query(
  entity = "works",
  title_and_abstract.search = search_string,
  from_publication_date = from_date,
  to_publication_date = to_date
)

I learned that YouTube must balance between supporting user-generated content and protecting corporate interests.

Something I learned was, based on what content is in a video that it can be demoted on things like "Most viewed" and "Top Favorited." I did not know that based on certain content in a video that it could alter or change the popularity of it or how often it can be looked at/seen.

I always thought about how certain ads were paired with certain videos. I was always curious if companies were ever worried about what videos their ads would be on, and how decisions like that were even made. This confirmed for me that this is also a common thought amongst advertisers. If there ads were playing on not so appropriate videos it would have a bad look on their company and could damage their reputation/brand. The reading confirms that there is a fear of being associated with the wrong content.

This is a confirmation for me because I always knew that social media allowed us to interact with one another and communicate via online. This justifies my thoughts because it claims that platforms not only run codes, but are a way of interaction amongst people. In addition it is a way to sell and make money by sharing new ideas.

This is something new I learned because I was not aware that the term platform had these different meanings behind them. The four semantic areas are: computational, architectural, figurative, and political. All of these categories make up how the term platform came to be and what it truly means.

def: * consign or dismiss to an inferior rank or position.

To identify carbohydrates (and lipids in general besides phospholipids), you can count the number of C, H, and O present in the molecule.

The number of carbons and oxygens should be equal, whereas the number of hydrogens should be double this amount.

You can also identify lipids by looking for the polar "head" and nonpolar "tail"!

for - quote conspiracy theories - lizard people - first stage of initiation - if reality isn't as it appears, it's easy to latch onto something else - John Churchill

1:09:52 A Bank LOAN is an interest attached to your own ability to pay back something that did not exist before you borrowed it

1:09:59 A bank officer ACQUIRES the loan in order to charge interest on it

nostalgia

Connotations of blankness, blindness, torture, missingness, meant to be beautiful but something missing from it (the core is taken out)

for - rapid whole system change - need for something that will create a new form of altruism - Ronald Wright - transition - requires an experience of re-awakening transition - need for a new religion? Deep Humanity?

comment 10 July 2024 - Deep Humanity is our attempt at this. It is not a religion, however. It is humanity, but in the deepest sense, so it is accessible to anyone in our species. Our tagline has been - Rekindling wonder in an age of crisis - However, this morning an adjacency occurred:

adjacency - between - familiarity - wonder - adjacency relationship - Familiarity hides wonder - Richard Dawkins said: - There is an anaesthetic of familiarity, - a sedative of ordinariness - which dulls the senses and hides the wonder of existence. - For those of us not gifted in poetry, - it is at least worth while from time to time - making an effort to shake off the anaesthetic. - What is the best way of countering the sluggish habitutation brought about by our gradual crawl from babyhood? - We can't actually fly to another planet. - But we can recapture that sense of having just tumbled out to life on a new world - by looking at our own world in unfamiliar ways. - That is, when a type of experience becomes familiar through repeated sensory episodes, - we lose the feeling of wonder we had when we initially experienced it - It's much like visiting a place for the very first time. We are struck with a sense of wonder because everything is unpredictable, in a safe way. We have no idea what's around the next corner. It's a surprise. - However, once we live there, and have traced that route hundreds of times, we have transformed that first magical experience into mundane experience. - So it is with everything that makes us human, with all the foundational things about reality that we learned from the moment we were born. - They have all become jaded. We've forgotten the awe of those first experiences in this reality: - our first experience of our basic senses - our first breath of air, instead of amniotic fluid - our first integration of multiple sensory experiences into a cohesive whole - the birth of objectification - the very first application of objectification to form the object we called mOTHER - the Most significant OTHER - our first encounter with the integration of multiple sensory stimuli associated with each object we construct - our first encounter with auditory human, speech symbols - our first experience with object continuity - how objects still exist even if they disappear from view momentarily - do we remember freaking out when mOTHER disappeared from view momentarily? - our first ability to communicate with mOTHER through speech symbols - our first encounter with ability to control our bodies through our own volition - our first encounter with gravity, the pull towards the ground - our first encounter with a large bright sphere suspended in the sky - our first encounter with perspective, how objects change size in our field of view as they get nearer or farer - etc... - What's missing now, is that we have repeated all these experiences so many times, that the feeling of awe no longer emerges with life - To generate awe, the repertoire of existing experiences is insufficient - now we have to create NEW experiences, we have to create novelty - Mortality Salience can help jolt us out of this fixation on novelty, and remind us of the sacred that is already here all the time - For, what happens at the time of death? All the constructions we have taken for granted in life disappear all at once, or perhaps some before others - Hence, we begin to re-experience them as relative, as constructions, and not absolutes - All living organisms have their own unique umwelt - These umwelts are all expressions of the sacred, sensing itself in different ways

• What is required is a kind of awakening, or re-awakening
• When religions do their job, it gives us a framework to engage in a shared sense of the sacred, of wonder in the mundane
• In a sense, Deep Humanity is identifying that most vital commonality in all religions and seeing all their diverse intersectionalities in simply being deeply human
• We awakened once, when we were born into the world
  • then we fell asleep through the dream of familiarity
• Now, we have to collectively re-awaken to the wonder we all experienced in that initial awakening experience as newborns

overpopulation and degeneration caused by pacifism and civilization,<br /> and the long-overdue depopulation through mass murder on all levels.<br /> hell of a time to be alive... most of us will be dead soon. byee, i hate you all : D

• for: futures - neo-Venetian crypto-networks, Global Chinese Commons, GCC, cosmolocal, coordiNation, somewheres, everywheres, nowheres, Global System One, Global System Two, Global System Three, contributory accounting, fourth sector, protocol cooperative, mutual coordination economics

• summary

• learned something new
  • I learned a number of new ideas from reading Michel's article. He gives a brief meta-history of our political-socio-economic system, using Peter Pogany's framework of Global System One, Two and Three and within this argues for why a marriage of blockchain systems and cosmolocal production systems could create a "fourth sector" for the transition to Global System Three.
  • He cites evidence of existing trends already pointing in this direction, drawing from his research in P2P Foundation

• for: Thomas Theorem, The definition of the situation, William Isaac Thomas, Dorothy Swain Thomas, definition - Thomas Theorem, definition - definition of the situation, conflicting belief systems - Thomas theorem, learned something new - Thomas theorem

• definition: Thomas Theorem

• definition: definition of the situation
  • "The Thomas theorem is a theory of sociology which was formulated in 1928 by William Isaac Thomas and Dorothy Swaine Thomas:

If men define situations as real, they are real in their consequences.[1]

In other words, the interpretation of a situation causes the action. This interpretation is not objective. Actions are affected by subjective perceptions of situations. Whether there even is an objectively correct interpretation is not important for the purposes of helping guide individuals' behavior.|

• comment
• learned something new

• key insight: polarization

  • Behaviors subsequently are enacted out of a set of beliefs.
  • If there are a multitude of conflicting belief systems emerged from different cultures, then real conflicts can emerge out of the disharmony of conflicting beliefs
  • This is a very important insight into the polarization we see in the world today

• adjacency between:

  • polarization
  • Thomas Theorem

• adjacency statement

  • polarization can be explained by the Thomas Theorem

• reference

  • https://en.wikipedia.org/wiki/Thomas_theorem#:~:text=The%20Thomas%20theorem%20is%20a,This%20interpretation%20is%20not%20objective.

Capybara.string(response.body)

const $html = Cypress.$(body)

depends on how you look at it: "normal"

Found this video to be quite informal, as I didn't know about the currents that go on underwater. The "ocean's conveyor belt". These currents, sometimes called submarine rivers, flow deep below the surface of the ocean and are hidden from immediate detection.

Calon Lân Course<br /> by SaySomethingin

Lesson 1: https://www.saysomethingin.com/wp-content/uploads/2023/01/Calon-Lan-Lesson1.mp3

Lesson 2: https://www.saysomethingin.com/wp-content/uploads/2023/01/Calon-Lan-Lesson2.mp3

in reply to subject of https://hyp.is/VeTJlpN0Ee2mNKOVyQ-B5g/github.com/mikel/mail/issues/902

https://en.forum.saysomethingin.com/t/a-little-help-with-slack/37459/2

https://www.saysomethingin.com/en/welsh-national-anthem-course/

"unchallenged truths" is not really accurate. More like unchallenged assumption.

Interleaving (aka mixed practice or varied practice) is a learning strategy that involves mixing different topics, ideas, or forms of practice to improve outcomes as well as overall productivity. Its opposite and less effective strategy is blocking (or block study or specific practice) which focuses instead on working on limited topics or single forms of practice at the same time.

This may be one of the values of of the Say Something In Welsh method which interleaves various new nouns and verbs as well as verb tenses in focused practice.

Compare this with the block form which would instead focus on lists of nouns in a single session and then at a later time lists of verbs in a more rote fashion. Integrating things together in a broader variety requires more work, but is also much more productive in the long run.

misinterpreted-effort hypothesis: the amount of effort one puts into studying is inversely proportional to how much one feels they learn.

Is this why the Says Something In Welsh system works so well? Because it requires so much mental work and effort in short spans of time? Particularly in relation to Duolingo which seems easier?

https://forum.artofmemory.com/t/what-language-s-are-you-studying/73190

I've been studying Welsh on and off now for just over a year.

I've been using a mix of Duolingo for it's easy user interface and it's built in spaced repetition. I like the way that it integrates vocabulary and grammar in a holistic way which focuses on both reading, writing, and listening.

However, I've also been using the fantastic platform Say Something in Welsh. This uses an older method of listening and producing based teaching which actually makes my brain feel a bit tired after practice. The focus here is solely on listening and speaking and forces the student to verbally produce the language. It's a dramatically different formula than most high school and college based courses I've seen and used over the years having taken 3 years of Spanish, 2 of French, and 2 of Latin.

The set up consists of the introduction of a few words which are then used in a variety of combinations to create full sentences. The instructors say a sentence in English and the listener is encouraged in just a few seconds to attempt to produce it in the target language (Welsh, in my case), then the instructor says the sentence in Welsh with a pause for the student to repeat it properly, another instructor says it in Welsh with a pause for a third repeat. This goes on for 20 to 30 minutes at a time. The end result is that the learner gets into the language much more quickly and can begin both understanding the spoken language as well as produce it much more rapidly than older school based methods (at least in my experience, though I have known some college language labs to use a much more limited version of a similar technique). Each lesson adds new material, but also reviews over older material in a spaced repetition format as well so you're always getting something new mixed in with the old to make new and interesting sentences for conversation.

SSiW also has modules for Manx, Cornish, Dutch, and Spanish.

I find that the two done hand in hand has helped me produce much faster results in language acquisition in an immersive manner than I have done previously and with much less effort.

Over the years in academic settings I've picked up pieces of Spanish, French, Latin and a few odd and ends of other languages.

Six years ago we put our daughter into a dual immersion Japanese program (in the United States) and it has changed some of my view of how we teach and learn languages, a process which is also affected by my slowly picking up conversational Welsh using the method at https://www.saysomethingin.com/ over the past year and change, a hobby which I wish I had more targeted time for.

Children learn language through a process of contextual use and osmosis which is much more difficult for adults. I've found that the slowly guided method used by SSiW is fairly close to this method, but is much more targeted. They'll say a few words in the target language and give their English equivalents, then they'll provide phrases and eventually sentences in English and give you a few seconds to form them into the target language with the expectation that you try to say at least something, or pause the program to do your best. It's okay if you mess up even repeatedly, they'll say the correct phrase/sentence two times after which you'll repeat it again thus giving you three tries at it. They'll also repeat bits from one lesson to the next, so you'll eventually get it, the key is not to worry too much about perfection.

Things slowly build using this method, but in even about 10 thirty minute lessons, you'll have a pretty strong grasp of fluent conversational Welsh equivalent to a year or two of college level coursework. Your work on this is best supplemented with interacting with native speakers and/or watching television or reading in the target language as much as you're able to.

For those who haven't experienced it before I'd recommend trying out the method at https://www.saysomethingin.com/welsh/course1/intro to hear it firsthand.

The experience will give your brain a heavy work out and you'll feel mentally tired after thirty minutes of work, but it does seem to be incredibly effective. A side benefit is that over time you'll also build up a "gut feeling" about what to say and how without realizing it. This is something that's incredibly hard to get in most university-based or book-based language courses.

This method will give you quicker grammar acquisition and you'll speak more like a native, but your vocabulary acquisition will tend to be slower and you don't get any writing or spelling practice. This can be offset with targeted memory techniques and spaced repetition/flashcards or apps like Duolingo that may help supplement one's work.

I like some of the suggestions made in Lynne's post as I've been pecking away at bits of Japanese over time myself. There's definitely an interesting structure to what's going on, especially with respect to the kana and there are many similarities to what is happening in Japanese to the Chinese that she's studying. I'm also approaching it from a more traditional university/book-based perspective, but if folks have seen or heard of a SSiW repetition method, I'd love to hear about it.

Hopefully helpful by comparison, I'll mention a few resources I've found for Japanese that I've researched on setting out a similar path that Lynne seems to be moving.

Japanese has two different, but related alphabets and using an app like Duolingo with regular practice over less than a week will give one enough experience that trying to use traditional memory techniques may end up wasting more time than saving, especially if one expects to be practicing regularly in both the near and the long term. If you're learning without the expectation of actively speaking, writing, or practicing the language from time to time, then wholesale mnemotechniques may be the easier path, but who really wants to learn a language like this?

The tougher portion of Japanese may come in memorizing the thousands of kanji which can have subtly different meanings. It helps to know that there are a limited set of specific radicals with a reasonably delineable structure of increasing complexity of strokes and stroke order.

The best visualization I've found for this fact is the Complete Listing of the 214 Radicals and Major Variations from An Introduction to Japanese Kanji Calligraphy by Kunii Takezaki (Tuttle, 2005) which I copy below:

(Feel free to right click and view the image in another tab or download it and view it full size to see more detail.)

I've not seen such a chart in any of the dozens of other books I've come across. The numbered structure of increasing complexity of strokes here would certainly suggest an easier to build memory palace or songline.

I love this particular text as it provides an excellent overview of what is structurally happening in Japanese with lots of tidbits that are otherwise much harder won in reading other books.

There are many kanji books with various forms of what I would call very low level mnemonic aids. I've not found one written or structured by what I would consider a professional mnemonist. One of the best structured ones I've seen is A Guide to Remembering Japanese Characters by Kenneth G. Henshall (Tuttle, 1988). It's got some great introductory material and then a numbered list of kanji which would suggest the creation of a quite long memory palace/journey/songline.

Each numbered Kanji has most of the relevant data and readings, but provides some description about how the kanji relates or links to other words of similar shapes/meanings and provides a mnemonic hint to make placing it in one's palace a bit easier. Below is an example of the sixth which will give an idea as to the overall structure.

I haven't gotten very far into it yet, but I'd found an online app called WaniKani for Japanese that has some mnemonic suggestions and built-in spaced repetition that looks incredibly promising for taking small radicals and building them up into more easily remembered complex kanji.

I suspect that there are likely similar sources for these couple of books and apps for Chinese that may help provide a logical overall structuring which will make it easier to apply or adapt one's favorite mnemotechniques to make the bulk vocabulary memorization easier.

The last thing I'll mention I've found, that's good for practicing writing by hand as well as spaced repetition is a Kanji notebook frequently used by native Japanese speaking children as they're learning the levels of kanji in each grade. It's non-obvious to the English speaker, and took me a bit to puzzle out and track down a commercially printed one, even with a child in a classroom that was using a handmade version. The notebook (left to right and top to bottom) has sections for writing a big example of the learned kanji; spaces for the "Kun" and "On" readings; spaces for the number of strokes and the radical pieces; a section for writing out the stroke order as it builds up gradually; practice boxes for repeated practice of writing the whole kanji; examples of how to use the kanji in context; and finally space for the student to compose their own practice sentences using the new kanji.

Regular use and practice with these can be quite helpful for moving toward mastery.

I also can't emphasize enough that regularly and actively watching, listening, reading, and speaking in the target language with materials that one finds interesting is incredibly valuable. As an example, one of the first things I did for Welsh was to find a streaming television and radio that I want to to watch/listen to on a regular basis has been helpful. Regular motivation and encouragement is key.

I won't go into them in depth and will leave them to speak for themselves, but two of the more intriguing videos I've watched on language acquisition which resonate with some of my experiences are:

• https://www.youtube.com/watch?v=d0yGdNEWdn0
• https://www.youtube.com/watch?v=Ox6MdRTc0yE

I feel like that is a very broad generalization but I would agree that most people have read something about technology. I'm also not sure if I agree that learning devices enhance learning outcomes for kids. I know there have been studies done that say if you use pencil and paper to write your notes, you are more likely to remember information.

new tag?:

• understand why it is correct