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

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

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

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

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

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

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

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

https://www.reddit.com/r/Zettelkasten/comments/xaky94/so_what_do_you_do_for_topics_that_dont_fit_in_a/

Other than my own practice, this may be the first place I've seen someone mentioning that they maintain dual practices of both commonplacing and zettelkasten simultaneously.

I do want to look more closely at Niklas Luhmann's ZKI and ZKII practices. I suspect that ZKI was a hybrid practice of the two and the second was more refined.

https://www.reddit.com/r/Zettelkasten/comments/xaky94/so_what_do_you_do_for_topics_that_dont_fit_in_a/

Slips can become lost.<br /> One won't necessarily know they're lost.

Willis, O. (2021, October 19). The pandemic won’t end with a bang, but more likely a fizzle. Here’s how. ABC News. https://www.abc.net.au/news/health/2021-10-20/covid-19-pandemic-when-does-it-end-become-endemic-like-flu/100549816

So was Manfred Kuehn calling Umberto Eco an uncivilized barbarian?!

See: https://hyp.is/4sD8LCciEe2XKBc7KhCshg/takingnotenow.blogspot.com/2013/08/underlining-in-library-books.html

syndication link

How is one to have an intimate conversation with a text if their annotations are not written in the margins? Placing your initial notes somewhere else is like having sex with your clothes on.

syndication link

The need to be aware that GPT-3 is a text generation tool, not an accurate search engine. However being factually correct is not a prerequisite of experiencing surprisal. The author uses the tool to open up new lines of thought, so his prompt engineering in a way is aimed at being prompted himself. This is reminiscent of how Luhmann talks about communicating with his index cards: the need for factuality does not reside with the card, meaning is (re)constructed in the act of communication. The locus of meaning is the conversation, the impact it has on oneself, less the content, it seems.

https://web.archive.org/web/20220810205211/https://escapingflatland.substack.com/p/gpt-3

Blogged a few first associations at https://www.zylstra.org/blog/2022/08/communicating-with-gpt-3/ . Prompt design for narrative research may be a useful experience here. 'Interviewing' GPT-3 a Luhmann-style conversation with a system? Can we ditch our notes for GPT-3? GPT-3 as interface to the internet. Fascinatiing essay, need to explore.

-maker is aware of this exploit:

https://www.researchgate.net/publication/339374442_The_Decentralized_Financial_Crisis_Attacking_DeFi

Governance Security Module

https://makerdao.world/en/learn/governance/param-gsm-pause-delay

While she may not have coined the phrase "win-win", Mary Parker Follett's process of integration described in her book Creative Experience (Longmans, Green & Co., 1924) forms the basis of what we now refer to as the idea of "win-win" conflict resolution.

Follett's ideas about power over and power with also stem from Creative Experience as well.

1. Those using the power-over, power-with distinction include Dorothy Emmett, the first woman president of the British Aristotelian Society, and Hannah Arendt; Mans- bridge, ‘‘Mary Parker Follet: Feminist and Negotiator,’’ xviii–xxii.

Syndication link: - https://en.wikipedia.org/w/index.php?title=Win%E2%80%93win_game&type=revision&diff=1102353117&oldid=1076197356

https://catswetel.com/blog/2021/5/4/an-extended-subtweet-on-power

A useful analogy here might be the idea of having a conversation with a text. Much the way you'd have dramatically different conversations with your family versus your friends, your teachers, or a stranger in line at the store, you'll approach each particular in a different way based on the various contexts in which both they exist and the contexts which you bring to them.

Possibly even more than three ways, depending on how many are participating in the margins here. ;)

3.4 Triangulate your view with believable people who are willing to disagree.

.

Based on surveys, readers indicate that two important parts of textual navigation are sense of control and serendipity.

http://books.google.com/books/about/Electronic_journal_literature.html?id=YSFlAAAAMAAJ

How does the control over a book frame how we read? What does "power over" a book look like compared to "power with"?

What are the tools for thought affordances that paper books provide over digital books and vice versa?

I find myself thinking about people publishing books in index card/zettelkasten formats. Perhaps Scott Scheper could do this with his antinet book presented in a linear format, but done in index cards with his numbers, links, etc. as well as his actual cards for his index so that readers could also see the power of the system by holding it in their hands and playing with it.

How is the paradox of hoarding related to the collector's fallacy?

Regardless of how much you collect, you can't take it with you. So what's the value? - Having and using it to sustain you while you're alive. - Combining it in creative ways to leave behind new ideas and new innovations for those who follow you. - others?

I like that he touches on one of the important parts of the gardens and streams portion of online digital gardens here, though he doesn't tacitly frame it this way.

Example of someone else saying this...

We focus too much on the achievement and the end goal and the work and process doesn't receive its due.

Our surroundings can have a profound effect on our thinking.

Want to read: Joan Meyers-Levy and Rui Zhu, “The Influence of Ceiling Height: The Effect of Priming on the Type of Processing That People Use,” Journal of Consumer Research 34, no. 2 (2007): 174–86, https://doi.org/10.1086/519146.

This is a whole different area than "thought spaces" but somehow relevant all the same.

cross reference this with Annie Murphy Paul's thinking with built spaces

Did Forte find this source on his own or borrow from Annie Murphy Paul? Likely the later given his reliance on other small bits which overlap.

Modeling annotation and note taking can allow students to see that their voices matter in conversation with the "greats" of knowledge. We can and should question authority. Even if one's internal voice questions as one reads, that might be enough, but modeling active reading and note taking can better underline and empower these modes of thought.

There are certainly currents within American culture that we can and should question authority.

Sadly some parts of conservative American culture are reverting back to paternalized power structures of "do as I say and not as I do" which leads to hypocrisy and erosion of society.

Education can be used as a means of overcoming this, though it requires preventing the conservative right from eroding this away from the inside by removing books and certain thought from the education process that prevents this. Extreme examples of this are Warren Jeff's control of religion, education, and social life within his Mormon sect.

Link to: - Lawrence Principe examples of the power establishment in Western classical education being questioned. Aristotle wasn't always right. The entire history of Western science is about questioning the status quo. (How can we center this practice not only in science, but within the humanities?)

My evolving definition of active reading now explicitly includes the ideas of annotating the text, having a direct written conversation with it, questioning it, and expanding upon it. I'm not sure I may have included some or all of these in it before. This is what "reading with a pen in hand" (or digital annotation tool) should entail. What other pieces am I missing here which might also be included?

Is there evidence that Luhmann's system aimed to create anything from the start in a sort of autopoietic sense? Or is it (more likely) the case that Luhmann saw this sort of "alter ego" emerging over time and described it after-the-fact?

Based on his experiences and note takers and zettelkasten users might expect this outcome now.

Are there examples of prior commonplace book users or note takers seeing or describing this sort of experience in the historical record?

Related to this is the idea that a reader might have a conversation with another author by reading and writing their own notes from a particular text.

The only real difference here is that one's notes and the ability to link them to other ideas or topical headings in a commonplace book or zettelkasten means that the reader/writer has an infinitely growable perfect memory.

A lyric from "I Can Cook Too" written by Leonard Bernstein which appears in the 1944 Broadway musical "On the Town" sung by Nancy Walker and later in the 1949 film.

https://en.wikipedia.org/wiki/On_the_Town_(musical)

I heard it last night at the end of the final episode of Julia S1, E8 Chocolate Souffle (May 5, 2022).

https://www.imdb.com/title/tt10975574/

The phrase "now you're coking with gas" was coined by American Gas Association publicist Carroll Everard "Deke" Houlgate. Deke's son indicated that his father "planted it with Bob Hope's writers" and it was ultimately used in one of his radio shows. From there it turned into one of his catchphrases and it was adopted by others including The Jack Benny Program and Maxwell House Coffee Time.

Incidentally, Houlgate was also a football journalist who devised the first college football rankings methodology that determined the national champions from 1929 to 1958.

Is this the same Houlgate, or perhaps his son who played for USC Trojans in the 1931 and 1932 Rose Bowl games?

References: (see also and check...) - A Way With Words co-host Martha Barnette https://soundcloud.com/waywordradio/now-youre-cooking-with-gas

https://www.b98.tv/video/wise-quacking-duck/

"Say. Now you're cooking with gas." Daffy Duck in an oven bathing himself in gravy.

The Wise Quacking Duck Warner Bros. (1943)<br /> Looney Tunes cartoon directed by Bob Clampett. <br /> Released on May 1, 1943

https://twitter.com/augmented_CI

The words "beyond", "hierarchical", and "archaic" are all designed to marginalize prior thought and tools which all work, and are likely upon which this broader idea is built. This is a potentially toxic means of creating "power over" this prior art rather than a more open spirit of "power with".

I've seen definitions of the others before but not "power within".

1. Heinrich von Kleist, “Ü ber die allm ä hliche Verfertigung der Gedanken beim Reden,” in Sämtliche Werke und Briefe. Zweiter Band, ed. Helmut Sembdner (M ü nchen: dtv, 1805/2001), 319 – 324, at 319.
2. Ibid., 320.

in 1805 Heinrich von Kleist noted that one can use conversation with another person, even when that person is silent, to come up with solutions or ideas they may not have done on their own.

This phenomena is borne out in modern practices like the so-called "rubber duck debugging", where a programmer can talk to any imagined listener, often framed as a rubber duck sitting on their desk, and talk through the problem in their code. Invariably, talking through all the steps of the problem will often result in the person realizing what the problem is and allow them to fix it.

This method of verbal "conversation" obviously was a tool which indigenous oral cultures frequently used despite the fact that they didn't have literacy as a tool to fall back on.

"I didn't fully understand it at the time, but throughout my time as a freshman at Boston College I've realized that I have the power to alter myself for the better and broaden my perspective on life. For most of my high school experience, I was holding to antiquated thoughts that had an impact on the majority of my daily interactions. Throughout my life, growing up as a single child has affected the way am in social interactions. This was evident in high school class discussions, as I did not yet have the confidence to be talkative and participate even up until the spring term of my senior year."

Jason Kleinberg takes basic tunes and then has a list of variations of practice styles which he runs through with each one (eg. single-finger, octave double stops scale, old-time, polkafy, blues, etc.) and he plays those tunes in these modified styles not only to practice, but to take these "musical conversations" and translate them into his own words. This is a clever way of generating new music and potentially even new styles by mixing those which have come before. To a great sense, he's having a musical conversation with prior composers and musicians in the same way that an annotator will have a conversation in the margins with an author. It's also an example of the sort of combinatorial creativity suggested by Raymond Llull's work.

One's note taking is not only a conversation with the text or even the original author, it is also a conversation you're having with your future self. This feature is accelerated when one cross links ideas within their note box with each other and revisits them at regular intervals.

Example of someone who uses Roam Research and talks about the prevalence of using it as a "conversation with your future self."

This is very similar to the same patterns that can be seen in the commonplace book tradition, and even in the blogosphere (Cory Doctorow comes to mind), or IndieWeb which often recommends writing on your own website to document how you did things for your future self.

In part because of modalities of studying the brain using methods like fMRI where the images are of an individual's head, we focus too much and too exclusively on single brains bound to individuals rather than on brains working in concert.

Greater flexibilities in tools and methods should help do studies of humans working in concert.

Link this to the anecdote:

I recall a radiology test within a medical school setting in which students were asked to diagnose an x-ray of a human patient's skull. Most either guessed small hairline fractures in the skull or that there was nothing wrong with the patient.

Can you diagnose the patient?

Almost all the students failed the question, and worse felt like idiots when the answer was revealed: the patient must be dead because the spinal column and the rest of the body are not attached. Compare:

"Social encoding advantage" is what psychologists refer to as the phenomenon of people remembering social information more accurately than other types.

Reference to read: “social encoding advantage”: Matthew D. Lieberman, Social: Why Our Brains Are Wired to Connect (New York: Crown, 2013), 284.

It's likely that the social acts of learning and information exchange in oral societies had an additional stickiness over and beyond the additional mnemonic methods they would have used as a base.

The Western cultural tradition doesn't value the social coding advantage because it "excludes social interaction from the realm of the intellect" (Paul, 2021). Instead it provides advantage and status to the individual thinking on their own. We greatly prefer the idea of the "lone genius" toiling on their own, when this is hardly ever the case. Our availability bias often leads us to believe it is the case because we can pull out so many famous examples, though in almost all cases these geniuses were riding on the shoulders of giants.

Reference to read: remember social information more accurately: Jason P. Mitchell, C. Neil Macrae, and Mahzarin R. Banaji, “Encoding-Specific Effects of Social Cognition on the Neural Correlates of Subsequent Memory,” Journal of Neuroscience 24 (May 2004): 4912–17

Reference to read: the brain stores social information: Jason P. Mitchell et al., “Thinking About Others: The Neural Substrates of Social Cognition,” in Social Neuroscience: People Thinking About Thinking People, ed. Karen T. Litfin (Cambridge: MIT Press, 2006), 63–82.

People have evolved as social animals and this extends to thinking and interacting. We think better when we think socially (in groups) as opposed to thinking alone.

This in part may be why solo reading and annotating improves one's thinking because it is a form of social annotation between the lone annotator and the author. Actual social annotation amongst groups may add additonal power to this method.

I personally annotate alone, though I typically do so in a publicly discoverable fashion within Hypothes.is. While the audience of my annotations may be exceedingly low, there is at least a perceived public for my output. Thus my thinking, though done alone, is accelerated and improved by the potential social context in which it's done. (Hello, dear reader! 🥰) I can artificially take advantage of the social learning effects even if the social circle may mathematically approach the limit of an audience of one (me).

great quote

How can social annotation practices take advantage of these sorts of active learning processes? What might be done in a flipped classroom setting to get students to use social annotation on a text prior to a lecture and have the questions and ideas from these sessions brought into the lecture space for discussion, argument, and expansion?

Learning has been shown to be linked to engagement with peers in social situations over guidance from faculty mentors.

Cross reference: David F. Feldon et al., “Postdocs’ Lab Engagement Predicts Trajectories of PhD Students’ Skill Development,” Proceedings of the National Academy of Sciences 116 (October 2019): 20910–16

Are there areas where this is not the case? Are there areas where this is more the case than not?

Is it our evolution as social animals that has heightened this effect? How could this be shown? (Link this to prior note about social evolution.)

Is it the ability to scaffold out questions and answers and find their way by slowly building up experience with each other that facilitates this effect?

Could this effect be seen in annotating texts as well? If one's annotations become a conversation with the author, is there a learning benefit even when the author can't respond? By trying out writing about one's understanding of a text and seeing where the gaps are and then revisiting the text to fill them in, do we gain this same sort of peer engagement? How can we encourage students to ask questions to the author and/or themselves in the margins? How can we encourage them to further think about and explore these questions? Answer these questions over time?

A key part of the solution is not just writing the annotations down in the first place, but keeping them, reviewing over them, linking them together, revisiting them and slowly providing answers and building solutions for both themselves and, by writing them down, hopefully for others as well.

Amsell A. Colebrooke was married to Gertrude Flora (Pohelman) Colebrooke born May 31,1891 - death Sept. 25, 1978 He left her with 6 small children, (around 1922 or 1923, and never came back, all assumed he was dead, until photos and named surfaced) 1- Shirley A 2- Amsell A Jr 3- Larkland P 4- Delores A 5- Frederick D 6- Gertude just a baby, to be at Nancy Cunard’s side The mom Gertude struggled to raise them on her own, she only knew some English, as she spoke fluent German.

This is a great question and I ask it frequently with many different answers.

I've not seen specific numbers, but I suspect that the majority of Hypothes.is users are annotating in small private groups/classes using their learning management system (LMS) integrations through their university. As a result, using it and hoping for a big social experience is going to be discouraging for most.

Of course this doesn't mean that no one is out there. After all, here you are following my RSS feed of annotations and asking these questions!

I'd say that 95+% or more of my annotations are ultimately for my own learning and ends. If others stumble upon them and find them interesting, then great! But I'm not really here for them.

As more people have begun using Hypothes.is over the past few years I have slowly but surely run into people hiding in the margins of texts and quietly interacted with them and begun to know some of them. Often they're also on Twitter or have their own websites too which only adds to the social glue. It has been one of the slowest social media experiences I've ever had (even in comparison to old school blogging where discovery is much higher in general use). There has been a small uptick (anecdotally) in Hypothes.is use by some in the note taking application space (Obsidian, Roam Research, Logseq, etc.), so I've seen some of them from time to time.

I can only think of one time in the last five or so years in which I happened to be "in a text" and a total stranger was coincidentally reading and annotating at the same time. There have been a few times I've specifically been in a shared text with a small group annotating simultaneously. Other than this it's all been asynchronous experiences.

There are a few people working at some of the social side of Hypothes.is if you're searching for it, though even their Hypothes.is presences may seem as sparse as your own at present @tonz.

Some examples:

@peterhagen Has built an alternate interface for the main Hypothes.is feed that adds some additional discovery dimensions you might find interesting. It highlights some frequent annotators and provide a more visual feed of what's happening on the public Hypothes.is timeline as well as data from HackerNews.

@flancian maintains anagora.org, which is like a planet of wikis and related applications, where he keeps a list of annotations on Hypothes.is by members of the collective at https://anagora.org/latest

@tomcritchlow has experimented with using Hypothes.is as a "traditional" comments section on his personal website.

@remikalir has a nice little tool https://crowdlaaers.org/ for looking at documents with lots of annotations.

Right now, I'm also in an Obsidian-based book club run by Dan Allosso in which some of us are actively annotating the two books using Hypothes.is and dovetailing some of this with activity in a shared Obsidian vault. see: https://boffosocko.com/2022/03/24/55803196/. While there is a small private group for our annotations a few of us are still annotating the books in public. Perhaps if I had a group of people who were heavily interested in keeping a group going on a regular basis, I might find the value in it, but until then public is better and I'm more likely to come across and see more of what's happening out there.

I've got a collection of odd Hypothes.is related quirks, off label use cases, and experiments: https://boffosocko.com/tag/hypothes.is/ including a list of those I frequently follow: https://boffosocko.com/about/following/#Hypothesis%20Feeds

Like good annotations and notes, you've got to put some work into finding the social portion what's happening in this fun little space. My best recommendation to find your "tribe" is to do some targeted tag searches in their search box to see who's annotating things in which you're interested.

My first view, even before any of the potential social annotation angle, is that in annotating or taking notes, I'm simultaneously having a conversation with the author of the work and/or my own thoughts on the topic at hand. Anything beyond that for me is "gravy".

I occasionally find that if I'm writing as I go that I'll have questions and take a stab only to find that the author provides an answer a few paragraphs or pages on. I can then look back at my thought to see where I got things right, where I may have missed or where to go from there. Sometimes I'll find holes that both the author and I missed. Almost always I'm glad that I spent the time thinking about the idea critically and got to the place myself with or without the author's help. I'm not sure that most others always do this, but it's a habit I've picked up from reading mathematics texts which frequently say things like "we'll leave it to the reader to verify or fill in the gaps" or "this is left as an exercise". Most readers won't/don't do this, but my view is that it's almost always where the actual engagement and learning from the material stems.

Sometimes I may be writing out pieces to clarify them for myself and solidify my understanding while other times, I'm using the text as a prompt for my own writing. My intention most often is to add my own thoughts in a significantly well-thought out manner such that I can in the near future reuse these annotations/notes in essays or other writing. Some of this comes from broad experience of keeping a commonplace book for quite a while, and some of it has been influenced on reading about the history of note taking practices by others. One of the best summations of the overall practice I've seen thus far is Sönke Ahrens' How to Take Smart Notes (Create Space, 2017), though I find there are some practical steps missing that can only be found by actually practicing his methods in a dedicated fashion for several months before one sees changes in their thought patterns, the questions they ask, and the work that stems from it all. And by work, I mean just that. The whole enterprise is a fair amount of work, though I find it quite fun and very productive over time.

In my youth, I'd read passages and come up with some brilliant ideas. I might have underlined the passage and written something like "revisit this and expand", but I found I almost never did and upon revisiting it I couldn't capture the spark of the brilliant idea I had managed to see before. Now I just take the time out to write out the entire thing then and there with the knowledge that I can then later revise it and work it into something bigger later. Doing the work right now has been one of the biggest differences in my practice, and I'm finding that projects I want to make progress on are moving forward much more rapidly than they ever did.

"Mere reading" today consists of a lot of scrolling through never-ending social media posts on mobile phones....

Brandon Lewis seems to be talking about actively taking two papers and placing them "in dialogue with each other" potentially by reading, annotating, and writing about them with himself as an intermediary.

https://schoenberginstitute.org/2022/03/09/ms-codex-1630-ms-codex-1629-rhetoric/

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

En contradiction avec l'hypothèse :

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

Bromwich, Kathryn. ‘How Long Covid Forced Me to Confront My Past and My Identity’. The Observer, 8 November 2020, sec. World news. https://www.theguardian.com/world/2020/nov/08/how-long-covid-forced-me-to-confront-my-past-and-my-identity.

Even when taught that some methods of learning don't work, students will still actively use and focus on them.

Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?

cool evaluation person

The consortium consists of 150 companies in December, 2021. This will increase. Significant community college reaction is (wisely?) sensing an opportunity instead of a threat. They are collaborating and indications are they will benefit across multiple verticals. I'm excited to see how this plays out in 4-year spaces of Higher Ed:

• Will HE react to a threat or an opportunity?
• How might domains like interpersonal and intercultural skills be credentialed in a way that fosters an interoperable ecosystem between HE and industry efforts like this?
• How will HE endeavor to consume credentials issued by non-accredited bodies?

Any serious historical or other academic work should include a conversation with the body of other scholarship with which argues for or against.

Comparing and contrasting one idea with another is crucial for any sort of advancement.

https://schoenberginstitute.org/2021/12/13/ms-codex-1248-liturgical-miscellany/

I wonder if Sheldon Cooper was a member? I don't remember him even using this word on The Big Bang Theory and now I'm a bit disappointed.

https://nava.org/

«Todo acto de violencia sexista que tiene como resultado posible o real un daño físico, sexual o psíquico, incluidas las amenazas, la coerción o la privación arbitraria de libertad, ya sea que ocurra en la vida pública o en la privada».

No existe un perfil único de maltratador. Tampoco se trata de hombres agresivos ni de psicópatas. Nuestro estudio pone en cuestión los estereotipos relacionados hasta ahora con la conducta y los rasgos del maltratador, como puede ser el consumo de sustancias tóxicas y de alcohol, la vivencia de experiencias traumáticas en la edad infantil o los problemas psíquicos. En este último aspecto, los datos del patrón de personalidad de un grupo de maltratadores basados en el inventario clínico multiaxial Millon-II señalan a la compulsividad como rasgo más destacado de estas personas; no obstante, el percentil no supera el grado de normalidad, por lo que se descarta la posibilidad de una psicopatología.

West Country Bylines. ‘Covid-19: 2 Months since “Freedom Day”, but Where Are We Now?’, 1 October 2021. https://westcountrybylines.co.uk/covid-19-2-months-since-freedom-day-but-where-are-we-now/.

On the meaning of the term amatonormativity.

I think it’s a good idea to have a fall break. Also a mental day. But the mental day has to be productive. A roundtable discussion is a really good idea. Maybe even some group therapy sessions if that’s even a thing. And with students with disabilities. We should also have classes that talk about serious subjects. And also give The students with disabilities a chance to air their grievances. And also have teachers explain to them what’s going on and how they can make a change. Or have some additional counseling. Maybe we can even have a way to make sure everybody is safe both physically mentally. And educationally. Students with disabilities have a right to. It’s harder for students is with mental challenges to grasp at serious subject. Maybe we should have a class maybe at the Achieve center like a roundtable class or a class and teaching us how to be more resilient. How to deal with trauma and PTSD and she CPTSD.

How people use to write was on Papyrus which was made out of hands and other natural things you find in nature. People also wrote with black and red ink. And they would make those into scrolls. What is papyrus?

In parchment manuscripts one will often see small pin prick holes in the parchment which indicates that a hole in the animal skin was repaired during processing. Usually after curing and before use the thread from the repair is removed leaving only the small holes.

Rarely, but occasionally, the thread will still remain in the final manuscript. An example of this is LJS 418, f 3r where one can see the thread left in the page.

Smudged or worn lines on manuscripts may be indicative of a manuscript having been unbound and potentially folded and possibly carried during regular use.

LJS 418 f. 6v shows an example of this pattern though the manuscript was later bound.

Mentioned at Coffee With a Codex on 2021-11-01 with an example on the closing pages of LJS 418, which isn't very clear/good, and another in MS Codex 1248, which is in a tiny manuscript, but very clear and lovely.

https://bibliophilly.library.upenn.edu/viewer.php?id=Oversize%20LJS%20418#page/12/mode/thumb

It is initiated when bargaining is done between the parties, i.e employers and employees

Employees were ‘free’ to negotiate a work contract to their liking within the context of accepting the ‘prerogatives’ of managers to organised and remunerate their efforts as they saw fit (Fox, 1974).

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

I wonder if these still exist in the new spaces of productivity porn in within journaling? Perhaps the application of stickers in peoples' planners sort of serves some of this functionality, though I'd consider them to be more in the drollery family.

I completely agree with this. As I stated in my other annotation, being able to collaborate with peers is an excellent way to learn, since you can see/hear other people's thoughts and ideas that you may have not thought of yourself.

I wonder how this may be leveraged with those who are using Hypothes.is for conversations in the margins in classrooms?

cc: @remikalir, @jeremydean, @nateangell

Could teachers specifically sow contention into their conversations? Cross reference the idea of a devil's advocate.

I love the aphorism:

“People should fight as if they are right, and listen as if they are wrong.” — Robert Sutton, Stanford Buisness School professor's formula for productive conflict

The house wife watching her soap opera wail doing chores. Family’s finding ways to schedule time around television. One rule in my house hold all of the homework had to be done before watching TV.

Not sure it was recorded, but it's an ongoing series if you're interested in the area: https://schoenberginstitute.org/coffee-with-a-codex/

Blais, J., Babchishin, K. M., & Hanson, R. K. (2021). Improving our Risk Communication: Standardized Risk Levels for BARR-2002R. PsyArXiv. https://doi.org/10.31234/osf.io/2xr3m

provoking discussion on where audience puts faith/belief/investment in the future (digital / NTF or physical.

As an experienced user, this claim strikes me as false.

I often start in a graphical file manager (nothing special, Nautilus on my system, or any conventional file explorer elsewhere), then use "Open in Terminal" from the context menu, precisely because of how much more efficient desktop file browsers are for navigating directory hierarchies in comparison.

NB: use of a graphical file browser doesn't automatically preclude keyboard-based navigation.

examples of upper-class supremacy

This seems an interesting sociological issue. What is the root cause? Is it the economic sense of "keeping up with the Jonses"? Is it a zero-sum game? really?

"Many North American music education programs exclude in vast numbers students who do not embody Euroamerican ideals. One way to begin making music education programs more socially just is to make them more inclusive. For that to happen, we need to develop programs that actively take the standpoint of the least advantaged, and work toward a common good that seeks to undermine hierarchies of advantage and disadvantage. And that, inturn, requires the ability to discuss race directly and meaningfully. Such discussions afford valuable opportunities to confront and evaluate the practical consequences of our actions as music educators. It is only through such conversations, Connell argues, that we come to understand “the real relationships and processes that generate advantage and disadvantage”(p. 125). Unfortunately, these are also conversations many white educators find uncomfortable and prefer to avoid."

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