36 Matching Annotations
  1. Mar 2023
    1. I just handed Twitter $8 for Twitter Blue, because the company has strongly implied that it will only show the things I post to the people who asked to see them if I pay ransom money.

      Does this not make you part of the problem?

    2. a worthless token that is only valuable to the extent that you can trick or coerce someone into parting with "fiat" currency in exchange for it

      Sure, and yet as outlined earlier, stage 1 of the process is growth, where attention is absolutely the most valuable metric?

    3. Amazon sold us Prime, getting us to pre-pay for a year's worth of shipping

      Interesting perspective

    1. it is the breathless confrontation with one’s vulnerability, one’s perilousness, one’s smallness, pitted against a sense of sudden shocking discovery; it is the redemptive artistic act that stirs the heart of the listener, where the listener recognizes in the inner workings of the song their own blood, their own struggle, their own suffering

      Sorry for the highlights, I'm growing teary :)

    2. Writing a good song is not mimicry, or replication, or pastiche, it is the opposite. It is an act of self-murder that destroys all one has strived to produce in the past. It is those dangerous, heart-stopping departures that catapult the artist beyond the limits of what he or she recognises as their known self

      Barring the context, this alone is beautiful

    3. It could perhaps in time create a song that is, on the surface, indistinguishable from an original, but it will always be a replication, a kind of burlesque.

      If it looks like a duck...

      While I think this piece is an excellent work linguistically, I fail to see the point here, and would argue it even diminishes the credibility of the rest of the essay.

      I mean, if it is indistinguishable from consciousness, I see no reason it isn't

    4. it has not had the audacity to reach beyond its limitations, and hence it doesn’t have the capacity for a shared transcendent experience, as it has no limitations from which to transcend

      Aside from captivity 😁

    1. I don’t imagine I set a high bar.

      Love some good ol self deprecation

  2. Sep 2022
    1. Enlightenment provided a framework for revolution

    2. olitics was accordingly no longer the preserve of the court since, with the rise of thepress, information was being broadly disseminated and discussed, not just in capital citiesbut also in provincial centers. The foundations of the old regime, in terms of royalty,religion, and social hierarchy thus began to be sapped, while the business of governmentbecame more difficult in this increasingly open environment.

      Press creates openness that makes it hard for politics to be as private and elitist, in turn making monarchy harder to justify

    3. but acritical atmosphere was certainly created in which established ideas could no longer betaken for granted and change became feasible

      Enlightenment creates atmosphere that makes revolution viable

    4. s of gauging shifts in the climate of opinion. Not only wasskepticism encouraged about the literally God-given right of existing institutions andpractices to prevail, but the status quo was challenged in unprecedented fashion.

      Not so much specific texts, but a general relationship between enlightenment ideas and revolution, as well as even a general influence from the enlightenment over the revolution

    5. However, in recent years the role of ideashas been convincingly integrated into the cultural origins of the Revolution

      Recently historians are discovering ways the enlightment was entangled in revolution

    6. Early efforts to explain the outbreak of theFrench Revolution were inclined to attribute the blame to subversive writers of the18th-century Enlightenment.

      Initially blamed on Enlightenment thinkers

    Annotators

  3. May 2022
    1. No man can be judged a criminal until he be found guilty; nor can society take from him the public protection until it have been proved that he has violated the conditions on which it was granted. What right, then, but that of power, can authorise the punishment of a citizen so long as there remains any doubt of his guilt? This dilemma is frequent. Either he is guilty, or not guilty. If guilty, he should only suffer the punishment ordained by the laws, and torture becomés useless, as his confession is unnecessary. If he be not guilty, you torture the innocent; for, in the eye of the law, every man is innocent whose crime has not been proved.

      Innocent until proven guilty, public defense must be granted until proven guilty. I's unethical to punish someone when unsure of guilt, however governments ignore these ethics.

      If proven guity, torture should stop as there is no need

    2. The torture of a criminal during the course of his trial is a cruelty consecrated by custom in most nations. It is used with an intent either to make him confess his crime, or to explain some contradiction into which he had been led during his examination, or discover his accomplices, or for some kind of metaphysical and incomprehensible purgation of infamy, or, finally, in order to discover other crimes of which he is not accused, but of which he may be guilty.

      Torturing people during trial is bad. It is used to make someone confess, to get them to contidict themselves, to tattle on accomplices, or to discover crimes he has not been accused of that he may have done

    3. The end of punishment, therefore, is no other than to prevent the criminal from doing further injury to society, and to prevent others from committing the like offence. Such punishments, therefore, and such a mode of inflicting them, ought to be chosen, as will make the strongest and most lasting impressions on the minds of others, with the least torment to the body of the criminal.

      Goal Should be to stop further injury to society and deter others, A balance should be found of making a lasting impression of others, while hurting the criminal as little as possible

    4. Observe that by justice I understand nothing more than that bond which is necessary to keep the interest of individuals united, without which men would return to their original state of barbarity. All punishments which exceed the necessity of preserving this bond are in their nature unjust.

      Justice means keeping people civil and united. Anything beyond that is not just

    5. If we look into history we shall find that laws, which are, or ought to be, conventions between men in a state of freedom, have been, for the most part the work of the passions of a few, or the consequences of a fortuitous or temporary necessity; not dictated by a cool examiner of human nature, who knew how to collect in one point the actions of a multitude, and had this only end in view, the greatest happiness of the greatest number.

      There are laws that should be for the good of all, but have been made by the opinions of a select few, or because of a temporary need. These laws should have instead been written by someone who looks at all the viewpoints and wants to make the greatest number happy

    1. every street in Paris cycle-friendly by 2024

      :)

    2. banning high-polluting vehicles, restricting the quays of the Seine to pedestrians and cyclists, and creating mini green spaces across the city

      I'm moving to paris!

    1. Either way, something other than your own free will seems to be pulling your strings.

      Indeed, but what? I read this as I half heartedly listen a less captivating lecture. Hundreds of students "decided" to show up, to study such a topic. So did the teacher. How do all the puzzle pieces align? How do they consistently and perfectly align, so that the lecture may be conducted in a building constructed long before, based on a string of scientific achievement, back to hundreds of people who all were drawn by laws of physics to the same location?

      How does the teacher form coherent thought, turn them into constructed word we all can comprehend? How did the teacher get here to teach science on a mechanical flying box, full of other achievements?

      How is our life powered by perfect, disconnected - no - interwoven, incoherent, chains of events?

      Maybe I'm a religious man

    2. Those tiny fluctuations probably have little relevant impact on life at the scale we live it, as human beings. And in any case, there’s no more freedom in being subject to the random behaviours of electrons than there is in being the slave of predetermined causal laws

      Deep

    3. Kant’s views on free will

      Follow up

  4. Oct 2021
    1. he ancient rulers had a graded system of schools ranging from the NationalUniversity to the district and village schools. For the control and development ofthese, a considerable number of educational officers and teachers were appointed,who had been selected with the greatest care. The conduct of Court ceremonies,music, and Government administration were all part of the recognized curriculum.So that the model held up before the student, and in which he gradually becamewell versed, was the example, precept, and fundamental principles of governmentobserved by the ancient rulers

      Talking about old schools

    1. While the exam system provided a way to screen candidates for office, it wasn’t essentially a democratizing2 tool. The percentage of people who served in the government bureaucracy during the Song hovered around .02 percent of a population of 101 million. Elite families dominated the political landscape, and worked hard to ensure that their relatives served in government, even if they didn’t pass the exam. As early as the 10th century, a variety of “back door” channels were used to get into the government bureaucracy, particularly appointment by protection. This allowed officials to nominate their sons, nephews and grandsons for civil service, gain access to courses to help them pass the exam, and then get government jobs.

      The exams did not lead to democracy, a overwhelming majority of those (0.2% total of population) in government came from rich backgrounds, and certain backdoors existed, such as one that allowed decedents of people in government to easily get in

    2. Although the exam was open to all males in China, the reality is that only men from wealthy families had the opportunity to pass the test. Because the exam emphasized the memorization of Confucian texts, candidates needed many years of study with tutors in order to have a realistic chance of passing. As a result, families that were not wealthy were prevented from preparing their sons for the exam. Only a small percentage of those who took the jinshi exam passed: in the year 1002 CE, only 1.5 percent of candidates (219 out of over 14,000) passed.

      The reality was only the wealthy had the time to memorize and study for the years required to be in the 1.5% of people who passed.

    3. Under the Song administration, anyone could take the exam whereas before you had to be recruited or recommended. As a result, the number of candidates who took the exam went from30,000 at the beginning of the Song to 400,000 candidates by the end. Because the number of positions in government did not change, a candidate’s chances of passing plummeted.

      New by the song: anyone could take the test over the previous recommendation/recruitment systems. This lowered people's chances of passing due to the shear number of people attempting

    4. Various attempts to reform what was on the exam were made during the Song Dynasty. In Wang Anshi's Ten Thousand Word Memorial, he dedicates one section to government officials andthe faults in their training. He says that analyzing ancient texts is useless for people working in the government, and writing essays requires too much memorization of texts and does not help once one has achieved power. He suggests that instead, students should study administrative tactics (like their ancestors) as this will actually help them when they have achieved the position, unlike the other memorization that is only needed to pass the exam

      There were various critizisims, one saying understanding of old texts and essay writing was unneeded, and instead a focus should be placed on understanding administrative tactics

    5. The nature of the exam changed throughout its history, but everyone agreed that one aspect should be understanding the Confucian texts. Candidates were usually asked to discuss policy issues, but the exams tested general education more than knowledge of government laws and regulations. Candidates even had to write poetry, although this was used less often during the Song compared to previous dynasties.

      Exam covered policy, but education was prioritized over understanding of government

    6. The exam reached its peak by the time of the Song Dynasty, as it theoretically became the only way to get a government position. The Emperor wanted educated men in the government to balance out the military men. In the Song, the system was supposedly much more fair. If there was even a hint of corruption, the emperor would demand a retest. Names were removed from the exams and clerks rewrote the answers so that nobody could identify the author by his handwriting. The final stage of testing took place in the Imperial Palace.

      It peaked in the song dynasty, because it was theoretically the only way to get a government position. Emperor wanted educated men, and put in precautions like mandating retakes for people remotely corrupt, removing names, and having scribes rewrite answers as so that it could not be known who did it

    7. Emperor Taizu also sought loyalty through the use of civil service examinations. The Exam System, or the Jinshi Exam, had really begun during the Han Dynasty and officially ended in 1905. Before the exam, rulers would look for trusted people usually inside the family or recommended by family members or other rulers. Wudi in the Han Dynasty started the exam based on techniques of Confucian government, and during the Tang Dynasty, they created localschools to teach this information.

      The exam he put in aimed to find talent outside of his family, as was conventional before it

    8. Emperor Taizu ruled by making sure that no one ever had too much power. For example, the head of the districts would be transferred to new places every three years and military generals were also transferred often so they wouldn’t become too attached to any specific people. As a result, they stayed loyal to the Emperor.

      He put in precautions to ensure no one in his government could gain too much power, such as by transferring people often to prevent becoming attached

    9. By 907 the Tang Dynasty was losing power and brought China into a period of war similar to the Era of Warring States. In 960, military general Zhao Kuangyin [later known as Emperor Taizu] came to power after staging a coup d’etat 1 and forcing the last Chinese emperor to abdicate [give up] the throne in his favor. During his reign, Emperor Taizu reunited China and brought peace to the empire. To strengthen his control, he decreased the power of the military and instead, relied on civilian officials in his administration

      Zhao (Or Taizu) came to power in 960, restoring peace to the empire

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  5. Local file Local file
    1. By 907 the Tang Dynasty was losing power and brought China into a period of war similar tothe Era of Warring States. In 960, military general Zhao Kuangyin [later known as EmperorTaizu] came to power after staging a coup d’etat and forcing the last Chinese emperor to1abdicate [give up] the throne in his favor. During his reign, Emperor Taizu reunited China andbrought peace to the empire. To strengthen his control, he decreased the power of the militaryand instead, relied on civilian officials in his administration.

      In 960 Zhao (Taizu) came to power and brought peace to china

    Annotators