Podcasts about representational

Proudly sponsored by PyMC Labs, the Bayesian Consultancy. Book a call, or get in touch!Check out Hugo's latest episode with Fei-Fei Li, on How Human-Centered AI Actually Gets BuiltIntro to Bayes Course (first 2 lessons free)Advanced Regression Course (first 2 lessons free)Our theme music is « Good Bayesian », by Baba Brinkman (feat MC Lars and Mega Ran). Check out his awesome work!Visit our Patreon page to unlock exclusive Bayesian swag ;)Takeaways:Computational cognitive science seeks to understand intelligence mathematically.Bayesian statistics is crucial for understanding human cognition.Inductive biases help explain how humans learn from limited data.Eliciting prior distributions can reveal implicit beliefs.The wisdom of individuals can provide richer insights than averaging group responses.Generative AI can mimic human cognitive processes.Human intelligence is shaped by constraints of data, computation, and communication.AI systems operate under different constraints than human cognition. Human intelligence differs fundamentally from machine intelligence.Generative AI can complement and enhance human learning.AI systems currently lack intrinsic human compatibility.Language training in AI helps align its understanding with human perspectives.Reinforcement learning from human feedback can lead to misalignment of AI goals.Representational alignment can improve AI's understanding of human concepts.AI can help humans make better decisions by providing relevant information.Research should focus on solving problems rather than just methods.Chapters:00:00 Understanding Computational Cognitive Science13:52 Bayesian Models and Human Cognition29:50 Eliciting Implicit Prior Distributions38:07 The Relationship Between Human and AI Intelligence45:15 Aligning Human and Machine Preferences50:26 Innovations in AI and Human Interaction55:35 Resource Rationality in Decision Making01:00:07 Language Learning in AI Models

In this episode, Kimberly Ann Johnson and filmmaker/producer Jackson Kroopf reflect on their respective experiences watching Best Picture Winner Anora. They discuss their contrasting experiences of seeing the films in theaters, what role sex and violence played in the film, and unpack some of what they were drawn to and troubled by in the film. And while they both found the hedonism in the film uncomfortable, the film's ending landed, particularly in its portrayal of power dynamics, intimate rapport, and the broken fantasies that emerge in pursuit of the American dream. Along the way, they consider to what extent the film's success hinged on a desensitized audience and what that might say about where we find ourselves culturally when it comes to the female body, our nervous systems, and sexuality. If you'd like to dive deeper into these topics, consider signing up for Kimberly's upcoming course Activate Your Inner Jaguar: Movement, Meditation & The Female Nervous System.   What You'll Hear Why Kimberly walked out the first time she saw it. A consideration of how sex and violence functioned in the film. What commentary is the film making about the nature of sex work? The erotic vs. the pornographic What is the moral center of the film? What role does comedy play in the film? Sadness around desensitization in our culture The desire for representations of sexuality that are connected, off-script, non-generic Representations of sexuality on a woman's own terms The fantasy of the American Dream falling apart Old world vs. new world when it comes to 1st and 2nd generation immigrants Is there any worth in bearing witness to extreme hedonism Can cinema re-sensitize us? Does violence in films reflect what's in the collective or determine what's in the collective? What happens when couples more openly discuss their sexual preferences? Can repair happen if a negative sexual experience takes place with a partner? Longing for seeing representations of moral men outside of "hero" roles Links Sign up for the course Activate Your Inner Jaguar: Movement, Meditation & The Female Nervous System here.

Get more notes at https://podcastnotes.org Essentials: How To Learn Faster By Using Failures, Movement & Balance | Huberman Lab ​​​To enhance neuroplasticity as an adult:​* 1: Pay attention to how you're arriving at the learning bout – too alert? Too tired?* 2: Make errors* 3: Vestibular-motor sensory relationship is key – our bodies are designed to refocus if we're off balance (literally, move in different planes)* 4: Set a continency – learning will be accelerated if there's an important reason why we're learning* 5: Try smaller bouts of learning for smaller bits of information – don't try to learn a lot of information in one bout as an adult​Representational plasticity:​ Internal representation of the outside world – our maps of the motor and sensory world are merged* “The way to create plasticity is to send signals to the brain that something is wrong, something is different, and something isn't being achieved.” – Andrew Huberman​Limbic friction:​ The nuanced …​Reignite Your Relationship: Esther Perel On Desire, Intimacy, Sex, & Long-Term Love | The Rich Roll Podcast ​​​The four horsemen of apocalypse and relationships:​ indifference, criticism, defensiveness, and contempt​Emotional Capitalism​: “We are constantly urged to maximize and optimize our choices. We sometimes end up evaluating ourselves as products where we have to deal with comparison as the thief of joy. We partake in a frenzy of romantic consumerism where we are sometimes afraid to commit to the good for the fear of missing out on the perfect.”– Esther Perel* We have unrealistic expectations that our romantic partner can check every box… “an over-burdened system with an under-resourced reality”* This includes traditional expectations, like offering companionship, economic support, stable family life, and social status* Also includes more modern expectations, such as being your best friend, trusted confidant, intellectual equal, efficient co-parent, fitness buddy, professional coach, and personal development guru* Oh, and last but not least, being a passionate lover for the long haul​Relationship Ecosystems:​ Relationships are not stories of two, they are an ecosystem* Family, friends, and mentors are all part of your relationship ecosystem​Shadow People: ​People who are no longer alive or no longer in your life that affect your future emotions and behaviors, both positively and negatively* “I wish my mother was here to see this…”* “I let my ex get away with that, not this time…”* Self-awareness of shadow people is essential​Being Stuck:​ You're stuck in increasingly rapid cycles of blame and defense* Confirmation Bias: only regarding evidence that reinforces your belief* Fundamental Attribution Error: believing you are more complex than your partner* SOLUTION: write down everything your partner does that is for the good of the relationship….​Best Moments of Modern Wisdom In 2024 – Weinstein, Huberman, Tim Ferriss, Hormozi, Rhonda Patrick, & More with Chris Williamson​​Leave the Kids Alone: ​“Get away from our sons and away from our daughters. It's not left or right. I don't have a Republican bone in my body. Get the crazy people who do not understand human development away from our children.” – Eric Weinstein​Hard Choices, Easy Life: ​“Everything worth doing is hard – and the more worth doing it is, the harder it is. The greater the payoff, the greater the hardship. If it's hard, good. It means no one else will do it. More for you.” – Alex Hormozi​The Selection Effect of Competition:​ If you are on a clear path toward a goal, you should get excited when things get harder because you know that no one else will follow​Tension Over All:​ Focus on getting tension in the muscle that you are targeting; getting tension in the muscle you are trying to grow is more significant than focusing on which exercise movement is best…​Brigham Buhler – UnitedHealthcare CEO Assassination & The Mass Monetization of Chronic Disease | The Tucker Carlson Show​PBM Scam: Roughly 30% of the cost of every prescription drug is because of the kickback that goes to a PBM; the drugmaker pays the Pharmacy Benefit Manager (PBM) the kickback in order to be placed on the preferred contract with the insurance companyMoney Before Health: The drugs that get put on formulary do not have to do with efficacy or what is best for the patient; instead, it is about which drugs have the biggest kickbacks for PBMsThe three pillars of the chronic disease crisis: (1) Big Pharma (2) The food industry and (3) The insurance industry….​Jordan Peterson: How to Best Guide Your Life Decisions & Path | Huberman Lab​Porn is Not Natural: “We have a situation where any 13-year-old boy can see more hyper attractive super stimulus women in one day than the most successful man who lived 100 years ago would have ever seen in his whole life.”– PetersonReal Food Makes Sense to Your Brain: One big thing you learn from following a clean diet is the relationship between the taste of the food, volume, macronutrients, micronutrients, and satiation* This is impossible with highly processed food. The brain can't parse everything inside and how it relates to your feelings of satisfactionRead the Full Notes at Podcast Notes Thank you for subscribing. Leave a comment or share this episode.

Hey Sped Teacher, Are you wondering if the way you are teaching your students math is effective? Are you curious what the best way to teach math to your students with special needs is? In this episode, we are diving into how to utilize the Concrete-Representational-Abstract, or CRA, method with your students. I am sharing my top 6 tips for implementing the CRA method effectively. You'll learn the importance of assessing students, setting your classroom up for success with the CRA method, integrating the method into your lesson plans, and more! Take Care, Michelle Resources mentioned: Get your Spotify ‘Back to School Special' playlist HERE!  Episode 99. Concrete-Representational-Abstract (CRA) Method in Math for Special Education Teachers an Overview Join the FACEBOOK COMMUNITY! Connect with Michelle Vazquez: Leave a 5 star review Download your FREE IEP Meeting Checklist HERE! Become an INSIDER & join the email list HERE! Follow on INSTAGRAM! Contact: steppingintospecialed@gmail.com

The discovery is important because it pushes back the time that modern humans first showed the ability for creative thought.这幅壁画的发现意义重大，因为它提前了现代人类首次展现出创造性思维的时间点。The painting shows a pig standing with its mouth partly open with at least three other human-like figures interacting with it. The largest of them has both arms extended and appears to be holding a rod, possibly a spear. The second is immediately in front of the pig with its head next to its snout. It also seems to be holding a stick, one end of which may be in contact with the pig's throat. And the final figure seems to be upside down with its legs facing up and splayed outwards. It has one hand reaching towards and seemingly touching the pig's head.这幅画呈现了一头站立着、嘴部略有张开的野猪与三个类似人类的形象发生互动的场景。其中最大的那个形象张开双臂，看上去像是握着一根棍子，可能是长矛。第二个形象位于野猪的正前方，它的头挨着野猪的口鼻部。这个形象也似乎握着一根棍子，棍子的一端似乎碰到了野猪的喉咙。第三个形象看上去是倒过来的，它的双腿张开朝向上方。这个形象的一只手伸向野猪的头部，似乎已经摸到了猪的头。 Representational cave paintings have been found across the world. The big question is whether that ability first emerged in Africa, where modern humans evolved and spread when our species left the continent 60,000 years ago, or it emerged independently, later, as there became a greater social need for recorded communication.世界各地都曾发现过写实类型的洞穴壁画。但最重要的问题是：当 6 万年前我们的祖先进化成现代人类并且从非洲分散开来的时候，绘制这些壁画的能力就已经出现；还是说当书面交流成为一种广泛的的社会需要时，这项能力才分别在不同的人群中逐渐形成？

Mokuhanga is an art form of the physical. It is the use of our hands which carve, brush, and print, ultimately creating the final product. Through the physical act of making, mokuhanga carvers and printmakers explore themselves through their work, while at the same time producing a philosophy on how they see their own mokuhanga and the mokuhanga community at large. On this episode of The Unfinished Print, I speak with printmaker Andy Farkas. Andy is an American mokuhanga printmaker, mentor, and teacher who has explored in great detail what it means to create, the philosophies and sacrifices it takes to try and understand the simple question of “why?” Why create, why make, and why pursue a passion with an unknown conclusion? I speak with Andy about his mokuhanga, his materials, and how he approaches his prints. We discuss how Andy explores mokuhanga as an intellectual pursuit through the expressions of documentary, instruction, and writing. Please follow The Unfinished Print and my own mokuhanga work on Instagram @andrezadoroznyprints or email me at theunfinishedprint@gmail.com  Notes: may contain a hyperlink. Simply click on the highlighted word or phrase. Artists works follow after the note if available. Pieces are mokuhanga unless otherwise noted. Dimensions are given if known. Print publishers are given if known. Andy Farkas - website, Instagram registration - there are several registration methods in mokuhanga. The traditional method is called the kentō registration, where you carve two notches, straight another an "L." There is also a "floating kentō," which is where the notches are cut in a piece of "L" shaped wood and not on the wood where you are cutting your image, hence "floating." Lastly, there are removable "pins," such as ones made by Ternes Burton.  lithography: A printing process where images are transferred onto a surface using a flat plate or stone. A video regarding lithography from The British Museum can be found, here.   Edinboro University in Pennsylvania - a part of PennWest Edinboro, is a public university located in Edinboro, Pennsylvania. Established in 1857 as Edinboro Academy and has a rich history of providing higher education. Before becoming part of the Pennsylvania Western University system in 2022, Edinboro University was known for its strong programs in education, art, and nursing. The university offers a wide range of undergraduate and graduate programs, with a commitment to academic excellence and community engagement.   William Mathie - is a printmaker and the Director of Egress Press & Research based at Edinboro University in Pennsylvania. He works in mokuhanga and intaglio printmaking.     Hear No Evil (16.5" x 12")   kentō - is the registration system used by printmakers in order to line up the colour woodblocks with your key block, or outline block, carved first.   letterpress - is a type of relief printing using a printing press. It was popular during the Industrial Revolution and the modernization of the West. By the mid-twentieth century, letterpress began to be regarded more as an art form, with artists using the medium for books, stationery, and greeting cards.   John Lysak - is a master printmaker and artist. He is associated with Egress Press, a fine art publishing and research component of the Printmaking Area of Edinboro University of Pennsylvania's Art Department. More information can be found here     Sunflowers In Bright Light - acrylic on board 14" x 18"   Tuula Moilanen  - is a Finnish mokuhanga printmaker and painter based in Finland. She lived and studied in Kyōto from 1989 to 2012, where she learned her printmaking at Kyōto Seika University and from printmaker Akira Kurosaki (1937–2019). Her work can be found here. Her interview with The Unfinished Print can be found here.     Urban Holiday (2016) 14.37" x 11.81"   wood engraving  - is a printmaking technique where an artist carves an image with burins and engravers, into the surface of a block of wood. The block is then printed using pigments and pressed into paper. Wood engraving uses the end grain of a hardwood block, typically boxwood. This allows for much finer detail and more intricate lines. Thomas Bewick (1753–1828), and Eric Gill (1882–1940) are some popular wood engravers.      Eric Gill, On The Tiles (1921)    representational art -  is a form of art that attempts to depict subjects as they appear in the real world. It includes anything that portrays objects, figures, or scenes in a recognizable manner. Representational art focuses on representing objects or scenes from reality, such as landscapes, and still lives.  figurative art - is an art form which represents form or shapes in either representational or non representational forms.  serif - is a typographic style of font with a small line or stroke regularly attached to the end of a larger stroke.  gouache: is a water-based paint known for its opaque and vibrant colours. Made from pigment, water, and gum arabic as a binder, it offers artists versatility in creating both translucent washes and opaque layers. Gouache can be reactivated with water and comes in a range of colors, making it a popular choice for various painting techniques. gum arabic - is a sap from two types of Acacia tree. In art it is used as a binder for pigments which creates viscosity (depending on how much or little is applied to your pigments) for your watercolours and oils. Rachel Levitas has a fine description on how she uses gum arabic in her work, here.  Sinopia Pigments - is a pigment company based in San Francisco and started by Alex Warren in 1995. The company sells natural powdered pigments and milk paints. More info can be found here.  Earth Pigments -  is a pigment company based in Hinesburg, Vermont. They sell natural powdered pigments and milk paints. More info can be found here.  Bound To It (11" x 16") © Popular Wheat Productions opening and closing credit - Time After Time by Joshua Constantine from the album Soul Project Vol.II (2024)  logo designed and produced by Douglas Batchelor and André Zadorozny  Disclaimer: Please do not reproduce or use anything from this podcast without shooting me an email and getting my express written or verbal consent. I'm friendly :) Слава Українi If you find any issue with something in the show notes please let me know. ***The opinions expressed by guests in The Unfinished Print podcast are not necessarily those of André Zadorozny and of Popular Wheat Productions.***                                        

Hey Special Education Teacher, Are your students finding it difficult to comprehend certain math concepts, despite repeated teaching strategies? Want to learn about evidence-based practices that are proven to help students with learning disabilities excel in math? To be completely honest, teaching math is not one of my strengths. But I know how crucial it is to be able to provide effective direct instruction in math to our students in order to help them learn the math concepts they need to. That is where the Concrete-Representational-Abstract (CRA) Method comes in. I absolutely love this method and it is so effective for my students. Tune in to hear more about what it is and how to implement this method into your instruction. Take Care, Michelle Resources mentioned: IEP Success Method: IEP 101 Course Waitlist - Get on the list HERE!  Join the FACEBOOK COMMUNITY! Connect with Michelle Vazquez: Leave a 5 star review Download your FREE IEP Meeting Checklist HERE! Become an INSIDER & join the email list HERE! Follow on INSTAGRAM! Contact: steppingintospecialed@gmail.com

Mexican artist Yahel Yan is known for painting in two distinct styles, both of which are equally meaningful to her. In this episode, Yahel discusses her passion for abstract and representational painting, and encourages artists to make work that feels authentic and aligned.Here's what we discuss:1. Why Yahel is so passionate about community and uplifting fellow artists.2. The inspiration behind Yahel's chair paintings, a series that has developed over the course of many years.3. What led to Yahel to pursue abstract painting in addition to working representationally, and the benefits that come with working in two different styles.Be sure to attend the opening reception for Yahel's solo exhibition on May 11, 2024 from 5-8pm at  FIVEart Studio & Gallery in San Diego.About Yahel  -Yahel Yan is a San Diego-based Mexican painter exploring the relationship between color and emotion. Frequently attending museums and galleries, Yan was exposed to art from an early age and always knew that she wanted to become a visual artist. She jokes she was born with a crayon in her hand. These childhood experiences of being immersed in the rich, vibrant culture of Mexico continue to impact Yan's work today. In her abstract and representational work, she explores the relationship between color, imagination, emotion, and memory.Yan received her undergraduate degree in graphic design from Universidad Del Nuevo Mundo. With a love for both painting and printmaking, she began her career as a professional artist in 2019. Yan has since been selected for solo and group exhibitions throughout California, including From the Masters at Ashton Gallery, Artist Alliance Biennial at Oceanside Museum of Art, and Not an Art Fair (National Show) at ShockBoxx, amongst others. Additionally, she received an award of third place of excellence from the San Diego Museum of Art's 2022 online International Spring Exhibition and was selected to be part of Jen Tough's Collective in 2023. Yan paints from her home as well as her studio space located at F1VE ART in Liberty Station.Website: yahelyan.comIG: @yahel.yan.artVisit our website: visionaryartcollective.comFollow us on Instagram: @visionaryartcollective + @newvisionarymagJoin our newsletter: visionaryartcollective.com/newsletter

This episode goes out to all the representational artists out there. Whether you paint chickens, cows, cars, or flowers, I hate to break it to you, but your work is probably missing one REALLY important thing…. YOU! As a representational artist, it's so easy to get swept up into creating a perfect piece. But the truth is, if you want to elevate and enhance what's on the canvas, and make it, well, not boring AF, you're going to need to infuse your own unique perspective into it.  How can you do that? That's what I'll be talking about in this episode! Make sure to subscribe to this podcast so you don't miss a thing! And don't forget to come hang with me on Instagram @jodie_king_. Interested in being a guest on a future episode of Honest Art? Email me at amy@jodieking.com! Resources mentioned: Jean-Michel Basquiat: https://www.moma.org/artists/370  My Upcoming Group Art Exhibition: https://jodieking.com/the-power-of-3  Learn more about Ana Stapleton and her art: https://www.anastapleton.com/  Listen to Ana Stapleton's episode here: https://jodieking.com/episode-39-ana-stapleton-a-creative-force/  Learn more about Stephanie Moore and her art: https://www.stephaniemoorestudio.com/art  Listen to Episode 61: How To Host A Group Art Exhibition with Stephanie Moore, Ana Stapleton, and Jodie King: https://jodieking.com/episode-61-how-to-host-a-group-art-exhibition-with-stephanie-moore-ana-stapleton-and-jodie-king/  Episode 41: How To Have Fun And Make Money With Commissions: https://jodieking.com/episode-41-how-to-have-fun-and-make-money-with-commissions/  Episode 24: How Art Helped Me Find My Voice: My Personal Journey: https://jodieking.com/episode-50-how-art-helped-me-find-my-voice-my-personal-journey/  Check out some of my favorite art tools on my Amazon Shop: https://www.amazon.com/shop/jodie_king_  Want to play with new paints? Here's the link for my Nova Paint bundle: https://novacolorpaint.com/pages/artists/jodie-king  Have a question for Jodie? Ask it here: https://forms.gle/hxrVu4oL4PVCKwZm6  For a full list of show notes and links, check out my blog: www.jodieking.com/podcast    

All text-based language problems can be reduced to either generation or embedding. Current models only perform well at one or the other. We introduce generative representational instruction tuning (GRIT) whereby a large language model is trained to handle both generative and embedding tasks by distinguishing between them through instructions. Compared to other open models, our resulting GritLM 7B sets a new state of the art on the Massive Text Embedding Benchmark (MTEB) and outperforms all models up to its size on a range of generative tasks. By scaling up further, GritLM 8x7B outperforms all open generative language models that we tried while still being among the best embedding models. Notably, we find that GRIT matches training on only generative or embedding data, thus we can unify both at no performance loss. Among other benefits, the unification via GRIT speeds up Retrieval-Augmented Generation (RAG) by>60% for long documents, by no longer requiring separate retrieval and generation models. Models, code, etc. are freely available at https://github.com/ContextualAI/gritlm. 2024: Niklas Muennighoff, Hongjin Su, Liang Wang, Nan Yang, Furu Wei, Tao Yu, Amanpreet Singh, Douwe Kiela https://arxiv.org/pdf/2402.09906v1.pdf

Rounding Up Season 2 | Episode 10 – Place Value Guest: Dr. Eric Sisofo Mike Wallus: If you ask an educator to share some of the most important ideas in elementary mathematics, I'm willing to bet that most would include place value on that list. But what does it mean to understand place value really? And what types of language practices and tools support students as they build their understanding? Today we're digging deep into the topic of place value with Dr. Eric Sisofo from the University of Delaware.  Mike: Welcome to the podcast, Eric. We're glad to have you with us.  Eric Sisofo: Thanks for having me, Mike. Really excited to be here with you today.  Mike: I'm pretty excited to talk about place value. One of the things that's interesting is part of your work is preparing pre-service students to become classroom elementary teachers. And one of the things that I was thinking about is what do you want educators preparing to teach to understand about place value as they're getting ready to enter the field?  Eric: Yeah, that's a really great question. In our math content courses at the University of Delaware, we focus on three big ideas about place value with our novice teachers. The first big idea is that place value is based on the idea of grouping a total amount of stuff or bundling a total amount of stuff into different size units. So, as you know, we use groups of ones, tens, hundreds, thousands and so on, not just ones in our base 10 system to count or measure a total amount of stuff. And we write a numeral using the digit 0 through 9 to represent the amount of stuff that we measured. So interestingly, our novice teachers come to us with a really good understanding of this idea for whole numbers, but it's not as obvious to them for decimal quantities. So, we spend a lot of time with our novice teachers helping them think conceptually about the different groupings, or bundlings, that they're using to measure a decimal amount of stuff. In particular, getting them used to using units of size: one-tenth, one-hundredth, one-thousandth, and so on. So, that's one big idea that really shines through whether you're dealing with whole numbers or decimal numbers, is that place value is all about grouping, or bundling, a total amount of stuff with very specific, different-size units.  Eric: The second big idea we'd help our novice teachers make sense of at UD is that there's a relationship between different place value units. In particular, we want our novice teachers to realize that there's this 10 times relationship between place value units. And this relationship holds true for whole numbers and decimal numbers. So, 10 of one type of grouping will make one of the next larger-sized grouping in our decimal system. And that relationship holds true for all place value units in our place value system. So, there might be some kindergarten and first-grade teachers listening who try to help their students realize that 10 ones are needed to make one 10. And some second- and third-grade teachers who try to help their students see that 10 tens are needed to make 100. And 10 hundreds are needed to make 1,000, and so on. In fourth and fifth grade, we kind of extend that idea to decimal amounts. So, helping our students realize that 10 of these one-tenths will create a one. Or 10 of the one-hundredths are needed to make one-tenth, and so on and so on for smaller and smaller place value units. So, that's the second big idea. Eric: And the third big idea that we explicitly discuss with our pre-service teachers is that there's a big difference between the face value of a digit and the place value of a digit. So, as you know, there are only 10 digits in our base 10 place value system. And we can reuse those digits in different places, and they take on a different value. So, for example, for the number 444, the same digit, 4, shows up three different times in the numeral. So, the face value is four. It's the same each digit in the numeral, but each four represents a different place value or a different grouping or an amount of stuff. So, for 444, the 4 in the hundreds place means that you have four groupings of size 100, the four in the tens place means you have four groupings of size 10, and the four in the ones place means you have four groupings of size one.  Eric: So, this happens with decimal numbers, too. With our novice teachers, we spend a lot of time trying to get them to name those units and not just say, for example, 3.4 miles when they're talking about a numeral. We wouldn't want them to say 3.4. We instead want them to say three and four-tenths, or three ones and four-tenths miles. So, saying the numeral 3.4 focuses mostly just on the face value of those digits and removes some of the mathematics that's embedded in the numeral. So, instead of saying the numerals three ones and four-tenths or three and four-tenths really requires you to think about the face value and the place value of each digit. So those are the three big ideas that we discuss often with our novice teachers at the University of Delaware, and we hope that this helps them develop their conceptual understanding of those ideas so that they're better prepared to help their future students make sense of those same ideas. Mike: You said a lot there, Eric. I'm really struck by the point two where you talk about the relationship between units, and I think what's hitting me is that I don't know that when I was a child learning mathematics—but even when I was an adult getting started teaching mathematics—that I really thought about relationships. I think about things like add a zero, or even the language of point-something. And how in some ways some of the procedures or the tricks that we've used have actually obscured the relationship as opposed to shining a light on it. Does that make sense?  Eric: I think the same was true when I was growing up. That math was often taught to be a bunch of procedures or memorized kinds of things that my teacher taught me that I didn't really understand the meaning behind what I was doing. And so, mathematics became more of just doing what I was told and memorizing things and not really understanding the reasoning why I was doing it. Talking about relationships between things I think helps kids develop number sense. And so, when you talk about how 10 tenths are required to make 1 one, and knowing that that's how many of those one-tenths are needed to make 1 one, and that same pattern happens for every unit connected to the next larger unit, seeing that in decimal numbers helps kids develop number sense about place value. And then when they start to need to operate on those numerals or on those numbers, if they need to add two decimal numbers together and they get more than 10 tenths when they add down the columns or something like that in a procedure—if you're doing it vertically. If they have more of a conceptual understanding of the relationship, maybe they'll say, “Oh, I have more than 10 tenths, so 10 of those tenths will allow me to get 1 one, and I'll leave the others in the tens place,” or something like that. So, it helps you to make sense of the regrouping that's going on and develop number sense so that when you operate and solve problems with these numbers, you actually understand the reasoning behind what you're doing as opposed to just memorizing a bunch of rules or steps. Mike: Yeah. I will also say, just as an aside, I taught kindergarten and first grade for a long time and just that idea of 10 ones and 1 ten, simultaneously, is such a big deal. And I think that idea of being able to say this unit is comprised of these equal-sized units, how challenging that can be for educators to help build that understanding. But how rich and how worthwhile the payoff is when kids do understand that level of equivalence between different sets of units. Eric: Absolutely, and it starts at a young age with children. And getting them to visualize those connections and that equivalence that a 10, 1 ten, can be broken up into these 10 ones or 10 ones can create 1 ten, and seeing that visually multiple times in lots of different situations really does pay off because that pattern will continue to show up throughout the grades. When you're going into second, third grade, like I said before, you've got to realize that 10 of these things we call tens, then we'll make a new unit called 100. Or 10 of these 100s will then make a unit that is called a thousand. And a thousand is equivalent to 10 hundreds. So, these ideas are really critical pieces of students understanding about place value when they go ahead and try to add or subtract with these using different strategies or the standard algorithm, they're able to break numbers up, or decompose, numbers into pieces that make sense to them. And their understanding of the mathematical relationships or ideas can just continue to grow and flourish.  Mike: I'm going to stay on this for one more question, Eric, and then I think you're already headed to the place where I want to go next. What you're making me think about is this work with kids not as, “How do I get an answer today?” But “What role is my helping kids understand these place value relationships going to play in their long-term success?”  Eric: Yeah, that's a great point. And learning mathematical ideas, it just doesn't happen in one lesson or in one week. When you have a complex idea like place value that … it spans over multiple years. And what kindergarten and first-grade teachers are teaching them with respect to the relationship, or the equivalence, between 10 ones and 1 ten is setting the foundation, setting the stage for the students to start to make sense of a similar idea that happens in second grade. And then another similar idea that happens in third grade where they continue to think about this 10 times relationship between units, but just with larger and larger groupings. And then when you get to fourth, fifth, sixth, seventh grade, you're talking about smaller units, units smaller than 1, and seeing that if we're using a decimal place value system, that there's still these relationships that occur. And that 10 times relationship holds true. And so, if we're going to help students make sense of those ideas in fourth and fifth grade with decimal units, we need to start laying that groundwork and helping them make sense of those relationships in the earlier grades as well.  Mike: That's a great segue because I suspect there are probably educators who are listening who are curious about the types of learning activities that they could put into place that would help build that deeper understanding of place value. And I'm curious, when you think about learning activities that you think really do help build that understanding, what are some of the things that come to mind for you?  Eric: Well, I'll talk about some specific activities in response to this, and thankfully there are some really high-quality instructional materials and math curricula out there that suggest some specific activities for teachers to use to help students make sense of place value. I personally think there are lots of cool instructional routines nowadays that teachers can use to help students make sense of place value ideas, too. Actually, some of the math curricula embed these instructional routines within their lesson plans. But what I love about the instructional routines is that they're fairly easy to implement. They usually don't take that much time, and as long as you do them fairly consistently with your students, they can have real benefits for the children's thinking over time. So, one of the instructional routines that could really help students develop place value ideas in the younger grades is something called “counting collections.”  Eric: And with counting collections, students are asked to just count a collection of objects. It could be beans or paper clips or straws or unifix cubes, whatever you have available in your classroom. And when counting, students are encouraged to make different bundles that help them keep track of the total more efficiently than if they were just counting by ones. So, let's say we asked our first- or second-grade class to count a collection of 36 unifix cubes or something like that. And when counting, students can put every group of 10 cubes into a cup or make stacks of 10 cubes by connecting them together to represent every grouping of 10. And so, if they continue to make stacks of 10 unifix cubes as they count the total of 36, they'll get three stacks of 10 cubes or three cups of 10 cubes and six singletons. And then teachers can have students represent their count in a place value table where the columns are labeled with tens and ones. So, they would put a 3 in the tens column and a 6 in the ones column to show why the numeral 36 represents the total. So, giving students multiple opportunities to make the connection between counting an amount of stuff and using groupings of tens and ones, writing that numeral that corresponds to that quantity in a place value table, let's say, and using words like 3 tens and 6 ones will hopefully help students over time to make sense of that idea. Mike: You're bringing me back to that language you used at the beginning, Eric, where you talked about face value versus place value. What strikes me is that counting collections task, where kids are literally counting physical objects, grouping them into, in the case you used tens, you actually have a physical representation that they've created themself that helps them think about, “OK, here's the face value. Where do you see this particular chunk of that and what place value does it hold?” That's a lovely, super simple, as you said, but really powerful way to kind of take all those big ideas—like 10 times as many, grouping, place value versus face value—and really touch all of those big ideas for kids in a short amount of time.  Eric: Absolutely. What's nice is that this instructional routine, counting collections, can be used with older students, too. So, when you're discussing decimal quantities let's say, you just have to make it very clear what represents one. So, suppose we were in a fourth- or fifth-grade class, and we still wanted students to count 36 unifix cubes, but we make it very clear that every cup of 10 cubes, or every stack of 10 cubes, represents, let's say, 1 pound. Then every stack of 10 cubes represents 1 pound. So, every cube would represent just one-tenth of a pound. Then as the students count the 36 unifix cubes, they would still get three stacks of 10 cubes, but this time each stack represents one. And they would get six singleton cubes where each singleton cube represents one-tenth of a pound. So, if you have students represent this quantity in a place value table labeled ones and tenths, they still get 3 in the ones place this time and 6 in the tenths place. So over time, students will learn that the face value of a digit tells you how many of a particular-size grouping you need, and the place value tells you the size of the grouping needed to make the total quantity. Mike: That totally makes sense. Eric: I guess another instructional routine that I really like is called “choral counting.” And with coral counting, teachers ask students to count together as a class starting from a particular number and jumping either forward or backward by a particular amount. So, for example, suppose we ask students to start at 5 and count by tens together. The teacher would record their counting on the board in several rows. And so, as the students count together, saying “5 15, 25, 35,” and so on, the teacher's writing these numerals across the board. He or she puts 10 numbers in a row. That means that when the students get to 105, the teacher starts a new row beginning at 105 and records all the way to 195, and then the third row would start at 205 and go all the way to 295. And after a few rows are recorded on the board, teachers could ask students to look for any patterns that they see in the numerals on the board and to see if those patterns can help them predict what number might come in the next row. Eric: So, students might notice that 10 is being added across from one number to the next going across, or 100 is being added down the columns. Or 10 tens are needed to make a hundred. And having students notice those patterns and discuss how they see those patterns and then share their reasoning for how they can use that pattern to predict what's going to happen further down in the rows could be really helpful for them, too. Again, this can be used with decimal numbers and even fractional numbers. So, this is something that I think can also be really helpful, and it's done in a fun and engaging way. It seems like a puzzle. And I know patterns are a big part of mathematics and coral counting is just a neat way to incorporate those ideas. Eric: Yeah, I've seen people do things like counting by unit fractions, too, and in this case counting by tenths, right? One-tenths, two-tenths, three-tenths, and so on. And then there's a point where the teacher might start a new column and you could make a strategic choice to say, “I'm going to start a new column when we get to ten-tenths.” Or you could do it at five-tenths. But regardless, one of the things that's lovely is choral counting can really help kids see structure in a way that counting out loud, if it doesn't have the, kind of, written component of building it along rows and columns, it's harder to discern that. You might hear it in the language, but choral accounting really helps kids see that structure in a way that, from my experience at least, is really powerful for them. Eric: And like you said, the teacher, strategically, chooses when to make the new row happen to help students, kind of, see particular patterns or groupings. And like you said, you could do it with fractions, too. So even unit fractions: zero, one-seventh, two-sevenths, three-sevenths, four-sevenths all the way to six-sevenths. And then you might start a new row at seven-sevenths, which is the same as 1. And so, kind of realize that, “Oh, I get a new 1 when I regroup 7 of these sevenths together.” And so, with decimal numbers, I need 10 of the one-tenths to get to 1. And so, if you help kids, kind of, realize that these numerals that we write down correspond with units and smaller amounts of stuff, and you need a certain amount of those units to make the next-sized unit or something like that, like I said, it can go a long way even into fractional or decimal kinds of quantities. Mike: I think you're taking this conversation in a place I was hoping it would go, Eric, because to be autobiographical, one thing that I think is an advance in the field from the time when I was learning mathematics as a child is, rather than having just a procedure with no visual or manipulative support, we have made progress using a set of manipulative tools. And at the same time, there's definitely nuance to how manipulatives might support kids' understanding of place value and also ways where, if we're not careful, it might actually just replace the algorithm that we had with a different algorithm that just happens to be shaped like cubes. What I wanted to unpack with you is what's the best-case use for manipulatives? What can manipulatives do to help kids think about place value? And is there any place where you would imagine asking teachers to approach with caution? Eric: Well, yeah. To start off, I'll just begin by saying that I really believe manipulatives can play a critical role in developing an understanding of a lot of mathematical ideas, including place value. And there's been a lot of research about how concrete materials can help students visualize amounts of stuff and visualize relationships among different amounts of stuff. And in particular, research has suggested that the CRA progression, have you heard of CRA before?  Mike: Let me check. Concrete, Representational and Abstract. Am I right? Eric: That's right. So, because “C,” the concrete representation, is first in this progression, this means that we should first give students opportunities to represent an amount of stuff with concrete manipulatives before having them draw pictures or write the amount with a numeral. To help kindergarten and first-grade students begin to develop understandings of our base 10 place value system, I think it's super important to maybe use unifix cubes to make stacks of 10 cubes. We could use bundles of 10 straws wrapped up with a rubber band and singleton straws. We could use cups of 10 beans and singleton beans … basically use any concrete manipulative that allows us to easily group stuff into tens and ones and give students multiple opportunities to understand that grouping of tens and ones are important to count by. And I think at the same time, making connections between the concrete representation, the “C” in CRA, and the abstract representation, the “A,” which is the symbol or the numeral we write down, is so important. Eric: So, using place value tables, like I was saying before, and writing the symbols in the place value table that corresponds with the grouping that children used with the actual stuff that they counted will help them over time make sense that we use these groupings of tens and ones to count or measure stuff. And then in second grade, you can start using base 10 blocks to do the same type of thing, but for maybe groupings of hundreds, thousands, and beyond. And then in fourth and fifth grade, base 10 blocks are really good for tenths and hundredths and ones, and so on like that. But for each of these, making connections between the concrete stuff and the abstract symbols that we use to represent that stuff. So, one of the main values that concrete manipulatives bring to the table, I think, is that they allow students to represent some fairly abstract mathematical ideas with actual stuff that you can see and manipulate with your hands. Eric: And it allows students to get visual images in their heads of what the numerals and the symbols mean. And so, it brings meaning to the mathematics. Additionally, I think concrete manipulatives can be used to help students really make sense of the meaning of the four operations, too, by performing actions on the concrete stuff. So, for example, if we're modeling the meaning of addition, we can use concrete manipulatives to represent the two or more numerals as amounts of stuff and show the addition by actually combining all the stuff together and then figuring out, “Well, how much is this stuff altogether?” And then if we're going to represent this with a base 10 numeral, we got to break all the stuff into groupings that base 10 numerals use. So, ones, tens, hundreds if needed, tenths, hundredths, thousandths. And one thing that you said that maybe we need to be cautious about is we don't want those manipulatives to always be a crutch for students, I don't think. So, we need to help students make the transition between those concrete manipulatives and abstract symbols by making connections, looking at similarities, looking at differences. Eric: I guess another concern that educators should be aware of is that you want to be strategic, again, which manipulatives you think would match the students' development in terms of their mathematical thinking? So, for example, I probably wouldn't use base 10 blocks in kindergarten or first grade, to be honest. When students are just learning about tens and ones, because the long in a base 10 block is already put together for them. The 10-unit cubes are already formed into a long. So, some of the cognitive work is already done for them in the base 10 blocks, and so you're kind of removing some of the thinking. And so that's why I would choose unifix cubes over base 10 blocks, or I would choose straws to, kind of, represent this relationship between ones and tens in those early grades before I start using base 10 blocks. So, those are two things that I think we have to be thoughtful about when we're using manipulatives. Mike: My wife and I have this conversation very often, and it's fascinating to me. I think about what happens in my head when a multi-edition problem gets posed. So, say it was 13 plus 46, right? In my head, I start to decompose those numbers into place value chunks, and in some cases I'll round them to compensate. Or in some cases I'll almost visualize a number line, and I'll add those chunks to get to landmarks. And she'll say to me, “I see the standard algorithm with those two things lined up.” And I just think to myself, “How big of a gift we're actually giving kids, giving them these tools that can then transfer.” Eventually they become these representations that happen in their heads and how much more they have in their toolbox when it comes to thinking about operating than many of us did who grew up learning just a set of algorithms. Eric: Yeah, and like you said, decomposing numerals or numbers into place value parts is huge because the standard algorithm does the same thing. When you're doing the standard addition algorithm in vertical form, you're still adding things up, and you're breaking the two numbers up by place value. It's just that you're doing it in a very specific way. You're starting with the smallest unit first, and you add those up, and if you get more than 10 of that particular unit, then you put a little 1 at the top to represent, “Oh, I get one of the next size unit because 10 of one unit makes one of the next size.” And so, it's interesting how the standard algorithm kind of flows from some of these more informal strategies that you were talking about—decomposing or compensating or rounding these numbers and other strategies that you were talking about—really, I think help students understand, and manipulatives, too, help students understand that you can break these numbers up into pieces where you can figure out how close this amount of stuff is to another amount of stuff and round it up or round it down and then compensate based off of that. And that helps prepare students to make sense of those standard algorithms when we go ahead and teach those. Mike: And I think you put your finger on the thing. I suspect that some people would be listening to this and they might think, “Boy, Mike really doesn't like the standard algorithm.” What I would say is, “The concern I have is that oftentimes the way that we've introduced the algorithm obscures the place value ideas that we really want kids to have so that they're actually making sense of it.” So, I think we need to give kids options as opposed to giving them one way to do it, and perhaps doing it in a way that obscures the mathematics. Eric: And I'm not against the standard algorithm at all. We teach the standard algorithms at the University of Delaware to our novice teachers and try to help them make sense of those standard algorithms in ways that talk about those big ideas that we've been discussing throughout the podcast. And talking about the place values of the units, talking about how when you get 10 of a particular unit, it makes one of the next-size unit. And thinking about how the standard algorithm can be taught in a more conceptual way as opposed to a procedural, memorized kind of set of steps. And I think that's how it sounds like you were taught the standard algorithm, and I know I was taught that, too. But giving them the foundation with making sense of the mathematical relationships between place value units in the early grades and continuing that throughout, will help students make sense of those standard algorithms much more efficiently and soundly. Mike: Yeah, absolutely. One of the pieces that you started to talk about earlier is how do you help bring meaning to both place value and, ultimately, things like standard algorithms. I'm thinking about the role of language, meaning the language that we use when we talk in our classrooms, when we talk about numbers and quantities. And I'm wondering if you have any thoughts about the ways that educators can use language to support students understanding of place value? Eric: Oh, yeah. That's a huge part of our teaching. How we as teachers talk about mathematics and how we ask our students to communicate their thinking, I think is a critical piece of their learning. As I was saying earlier, instead of saying 3.4, but expecting students to say three and four-tenths, can help them make sense of the meaning of each digit and the total value of the numeral as opposed to just saying 3.4. Another area of mathematics where we tend to focus on the face value of digits, like I was saying before, rather than the place value, is when we teach the standard algorithms. So, it kind of connects again. I believe it's really important that students and teachers alike should think about and use the place value words of the digits when they communicate their reasoning. So, if we're adding 36 plus 48 using the standard addition algorithm and vertical format, we start at the right and say, “Well, 6 plus 8 equals 14, put the 4 carry the 1 … but what does that little 1 represent, is what we want to talk about or have our students make sense of. And it's actually the 10 ones that we regrouped into 1 ten. Eric: So, we need to say that that equivalence happened or that regrouping or that exchange happened, and talk about how that little 1 that's carried over is actually the 1 ten that we got and not just call it a 1 that we carry over. So, continuing with the standard algorithm for 36 plus 48, going over to the tens column, we usually often just say, “Three plus 4 plus the 1 gives us 8,” and we put down the 8 and get the answer of 84. But what does the 3 and the 4 and the 1 really represent? “Oh, they're all tens.” So, we might say that we're combining 3 tens, or 30, with 4 tens, or 40. And the other 10 that we got from the regrouping to get 8 tens, or 80, as opposed to just calling it 8. Eric: So, talking about the digits in this way and using the place value meaning, and talking about the regrouping, all of this is really bringing meaning to what's actually happening mathematically. That's a big part of it. I guess to add onto that, when I was talking about the standard algorithm, I didn't use the words “add” or “plus,” I was saying “put together,” “combine,” to talk about the actual action of what we're doing with those two amounts of stuff. Even that language is, I think, really important. That kind of emphasizes the action that we're taking when we're using the plus symbol to put two things together. And also, I didn't say “carry.” Instead, I said, we want to “regroup” or “exchange” these 10 ones for 1 ten. So, I'm a big believer in using language that tries to precisely describe the mathematical ideas accurately because I just have seen over and over again how this language can benefit students' understanding of the ideas, too. Mike: I think what strikes me, too, is that the kinds of suggestions you're talking about in terms of describing the units, the quantities, the actions, these are things that I hope folks feel like they could turn around and use tomorrow and have an immediate impact on their kids. Eric: I hope so, too. That would be fantastic. Mike: Well, before we close the interview, I wanted to ask you, for many teachers thinking about things like place value or any big idea that they're teaching, often is kind of on the job learning and you're learning along with your kids, at least initially. So, I wanted to step back and ask if you had any recommendations for an educator who's listening to the podcast. If there are articles, books, things, online, particular resources that you think would help an educator build that understanding or think about how to build that understanding with their students? Eric: Yeah. One is to listen to podcasts about mathematics teaching and learning like this one. There's a little plug for you, Mike. Both: (laugh) Eric: I guess … Mike: I'll take it. Eric: Yeah! Another way that comes to mind is if your school uses a math curriculum that aims to help students make sense of ideas, often the curriculum materials have some mathematical background pages that teachers can read to really deepen their understanding of the mathematics. There's some really good math curricula out there now that can be really educative for teachers. I think teachers also can learn from each other. I believe teachers should collaborate with each other, talk about teaching specific lessons with each other, and through their discussions, teachers can learn from one another about the mathematics that they teach and different ways that they can try to help their students make sense of some of those ideas. Another thing that I would suggest is to become a member of an organization like NCTM, the National Council of Teachers of Mathematics. I know NCTM has some awesome resources for practitioners to help teachers continue to learn about mathematical ideas and different ways to teach particular ideas to kids. And you can attend a regional or national conference with some of these organizations. Eric: I know I've been to several of them, and I always learn some really great ideas about teaching place value or fractions or early algebraic thinking. Whatever it is, there's so many neat ideas that you can learn from others. I've been teaching math for so many years. What's cool is that I'm still learning about math and how to teach math in effective ways, and I keep learning every day, which is really one of the fun things about teaching as a profession. You just keep learning. So, I guess one thing I would suggest is to keep plugging away. Stay positive as you work through any struggles you might experience, and just know that we all wrestle with parts of teaching mathematics especially. So, stay curious and keep working to make sense of those concepts that you want your students to make sense of so that they can be problem-solvers and thinkers and sensemakers. Mike: I think it's a great place to leave it. Eric, thank you so much for joining us. It's really been a pleasure talking to you. Eric: Thanks, Mike. It's been a pleasure. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org  

In 2019, Franklin Ramirez and Rich Jacobs started this podcast to help educate listener on how they can become more involved in the political process and breakdown some of its intricacies.  This podcast does not delve into issues.  We hope you enjoy.   Support the show

In this episode, Michelle and Zeal explored the various ways humans perceive and communicate information. From visual to auditory and kinesthetic systems, Michelle and Zeal uncovered how these systems shape our understanding of the world. Tune in for a deeper insight into the role of representational systems in our everyday lives and interactions.

This week Wes and Todd sit down with Painter, Christopher La Fleur. Christopher discusses the catalyst for starting his art business, the encouragement and influence of his father, his thoughts on art school, growing up in Greeley, Colorado, writing and science fiction, being a queertrepreneur, hope for the future, planning and producing events, Pop Art, SourCute, destroying artwork, nostalgia, people he would like to meet from the past, inspiration vs. exploration, therapy, vulnerability, Discotits, Jones Soda, naming pieces, idiogenesis, Art is War, routine, meditation, vegetarianism, rejection, selling art, pricing, merchandise, philanthropy, and goal setting.Join us for a humorous and thought-provoking conversation with Christopher La Fleur! Check out Christopher La Fleur's work at his website www.christopherlafleurarts.com Follow Christopher La Fleur on social media:Instagram - www.instagram.com/christopher.lafleur.arts/@christopher.lafleur.arts

In episode 84 of The Gradient Podcast, Daniel Bashir speaks to Professor Raphaël Millière.Professor Millière is a Lecturer (Assistant Professor) in the Philosophy of Artificial Intelligence at Macquarie University in Sydney, Australia. Previously, he was the 2020 Robert A. Burt Presidential Scholar in Society and Neuroscience in Columbia University's Center for Science and Society, and completed his DPhil in philosophy at the University of Oxford, where he focused on self-consciousness.Have suggestions for future podcast guests (or other feedback)? Let us know here or reach us at editor@thegradient.pubSubscribe to The Gradient Podcast:  Apple Podcasts  | Spotify | Pocket Casts | RSSFollow The Gradient on TwitterOutline:* (00:00) Intro* (02:20) Prof. Millière's background* (08:07) AI + philosophy questions and the human side / empiricism* (18:38) Putting aside metaphysical issues* (20:28) Prof. Millière's work on self-consciousness, does consciousness constitutively involve self-consciousness?* (32:05) Relationship to recent pronouncements about AI sentience* (41:54) Chatbots' self-presentation as having a “self”* (51:05) Intro to grounding and related concepts* (1:00:06) The different types of grounding* (1:08:48) Lexical representations and things in the world, distributional hypothesis, concepts in LLMs* (1:21:40) Representational content and overcoming the vector grounding problem* (1:32:01) Causal-informational relations and teleology* (1:43:45) Levels of grounding, extralinguistic aspects of meaning* (1:52:12) Future problems and ongoing projects* (2:04:05) OutroLinks:* Professor Millière's homepage and Twitter* Research* Are There Degrees of Self-Consciousness?* The Varieties of Selflessness* Selfless Memories* The Vector Grounding Problem Get full access to The Gradient at thegradientpub.substack.com/subscribe

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.13.548897v1?rss=1 Authors: An, W. W., Noyce, A. L., Pei, A., Shinn-Cunningham, B. G. Abstract: Neural representation, capturing the content and format of encoded information, provides insight into the internal states of neural units. Studies of neural representation contrast with studies of neural processes, which focus on how one neural unit influences another. Representational similarity analysis (RSA), a multivariate analysis approach, has been used in previous studies to explore the neural representation of object categories in various neuroimaging modalities. In this study, we employed RSA to examine the neural representation of executive function. We designed an experiment involving a rich set of conditions where participants engaged in an auditory task requiring either spatial or non-spatial attention. We extracted representational features from their electroencephalography (EEG) scalp voltage and alpha power and compared these features with ideal conceptual models representing perfect categorization of different attentional states. The results demonstrate the feasibility of investigating internal cognitive states using RSA. Specifically, we identified time intervals during which attentional state contrasts, such as differences between attention types or locations, manifested in the measured neural responses from scalp voltage and alpha power distributions. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.11.548592v1?rss=1 Authors: Aoun, A., Shetler, O., Hussaini, S. A. Abstract: Spatial representations in the entorhinal cortex (EC) and hippocampus (HPC) are fundamental to cognitive functions like navigation and memory. These representations, embodied in spatial field maps, dynamically remap in response to environmental changes. However, current methods, such as Pearson's correlation coefficient, struggle to capture the complexity of these remapping events, especially when fields do not overlap, or transformations are non-linear. This limitation hinders our understanding and quantification of remapping, a key aspect of spatial memory function. To address this, we propose a family of metrics based on the Earth Mover's Distance (EMD) as a robust metric for characterizing remapping. Applied to both normalized and unnormalized distributions, the EMD provides a granular, noise-resistant, and rate-robust description of remapping. This approach enables the identification of specific cell types and the characterization of remapping in various scenarios, including disease models. Furthermore, the EMD's properties can be manipulated to identify spatially tuned cell types and to explore remapping as it relates to alternate information forms such as spatiotemporal coding. By employing approximations of the EMD, we present a feasible, lightweight approach that complements traditional methods. Our findings underscore the potential of the EMD as a powerful tool for enhancing our understanding of remapping in the brain and its implications for spatial navigation, memory studies and beyond. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Summary The ecosystem for data professionals has matured to the point that there are a large and growing number of distinct roles. With the scope and importance of data steadily increasing it is important for organizations to ensure that everyone is aligned and operating in a positive environment. To help facilitate the nascent conversation about what constitutes an effective and productive data culture, the team at Data Council have dedicated an entire conference track to the subject. In this episode Pete Soderling and Maggie Hays join the show to explore this topic and their experience preparing for the upcoming conference. Announcements Hello and welcome to the Data Engineering Podcast, the show about modern data management Hey there podcast listener, are you tired of dealing with the headache that is the 'Modern Data Stack'? We feel your pain. It's supposed to make building smarter, faster, and more flexible data infrastructures a breeze. It ends up being anything but that. Setting it up, integrating it, maintaining it—it's all kind of a nightmare. And let's not even get started on all the extra tools you have to buy to get it to do its thing. But don't worry, there is a better way. TimeXtender takes a holistic approach to data integration that focuses on agility rather than fragmentation. By bringing all the layers of the data stack together, TimeXtender helps you build data solutions up to 10 times faster and saves you 70-80% on costs. If you're fed up with the 'Modern Data Stack', give TimeXtender a try. Head over to dataengineeringpodcast.com/timextender (https://www.dataengineeringpodcast.com/timextender) where you can do two things: watch us build a data estate in 15 minutes and start for free today. Your host is Tobias Macey and today I'm interviewing Pete Soderling and Maggie Hays about the growing importance of establishing and investing in an organization's data culture and their experience forming an entire conference track around this topic Interview Introduction How did you get involved in the area of data management? Can you describe what your working definition of "Data Culture" is? In what ways is a data culture distinct from an organization's corporate culture? How are they interdependent? What are the elements that are most impactful in forming the data culture of an organization? What are some of the motivations that teams/companies might have in fighting against the creation and support of an explicit data culture? Are there any strategies that you have found helpful in counteracting those tendencies? In terms of the conference, what are the factors that you consider when deciding how to group the different presentations into tracks or themes? What are the experiences that you have had personally and in community interactions that led you to elevate data culture to be it's own track? What are the broad challenges that practitioners are facing as they develop their own understanding of what constitutes a healthy and productive data culture? What are some of the risks that you considered when forming this track and evaluating proposals? What are your criteria for determining whether this track is successful? What are the most interesting, innovative, or unexpected aspects of data culture that you have encountered through developing this track? What are the most interesting, unexpected, or challenging lessons that you have learned while working on selecting presentations for this year's event? What do you have planned for the future of this topic at Data Council events? Contact Info Pete @petesoder (https://twitter.com/petesoder) on Twitter LinkedIn (https://www.linkedin.com/in/petesoder) Maggie LinkedIn (https://www.linkedin.com/in/maggie-hays) Parting Question From your perspective, what is the biggest gap in the tooling or technology for data management today? Closing Announcements Thank you for listening! Don't forget to check out our other shows. Podcast.__init__ (https://www.pythonpodcast.com) covers the Python language, its community, and the innovative ways it is being used. The Machine Learning Podcast (https://www.themachinelearningpodcast.com) helps you go from idea to production with machine learning. Visit the site (https://www.dataengineeringpodcast.com) to subscribe to the show, sign up for the mailing list, and read the show notes. If you've learned something or tried out a project from the show then tell us about it! Email hosts@dataengineeringpodcast.com (mailto:hosts@dataengineeringpodcast.com)) with your story. To help other people find the show please leave a review on Apple Podcasts (https://podcasts.apple.com/us/podcast/data-engineering-podcast/id1193040557) and tell your friends and co-workers Links Data Council (datacouncil.ai/austin) Podcast Episode (https://www.dataengineeringpodcast.com/data-council-data-professional-community-episode-96) Data Community Fund (https://www.datacommunity.fund) DataHub (https://datahubproject.io/) Podcast Episode (https://www.dataengineeringpodcast.com/acryl-data-datahub-metadata-graph-episode-230/) Database Design For Mere Mortals (https://amzn.to/3ZFV6dU) by Michael J. Hernandez (affiliate link) SOAP (https://en.wikipedia.org/wiki/SOAP) REST (https://en.wikipedia.org/wiki/Representational_state_transfer) Econometrics (https://en.wikipedia.org/wiki/Econometrics) DBA == Database Administrator (https://www.careerexplorer.com/careers/database-administrator/) Conway's Law (https://en.wikipedia.org/wiki/Conway%27s_law) dbt (https://www.getdbt.com/) Podcast Episode (https://www.dataengineeringpodcast.com/dbt-data-analytics-episode-81/) The intro and outro music is from The Hug (http://freemusicarchive.org/music/The_Freak_Fandango_Orchestra/Love_death_and_a_drunken_monkey/04_-_The_Hug) by The Freak Fandango Orchestra (http://freemusicarchive.org/music/The_Freak_Fandango_Orchestra/) / CC BY-SA (http://creativecommons.org/licenses/by-sa/3.0/)

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.03.06.531377v1?rss=1 Authors: Lin, X.-X., Nieder, A., Jacob, S. N. Abstract: Modern neuroscience has seen the rise of a population-doctrine that represents cognitive variables using geometrical structures in activity space. Representational geometry does not, however, account for how individual neurons implement these representations. Here, leveraging the principle of sparse coding, we present a framework to dissect representational geometry into biologically interpretable components that retain links to single neurons. Applied to extracellular recordings from the primate prefrontal cortex in a working memory task with interference, the identified components revealed disentangled and sequential memory representations including the recovery of memory content after distraction, signals hidden to conventional analyses. Each component was contributed by small subpopulations of neurons with distinct electrophysiological properties and response dynamics. Modelling showed that such sparse implementations are supported by recurrently connected circuits as in prefrontal cortex. The perspective of neuronal implementation links representational geometries to their cellular constituents, providing mechanistic insights into how neural systems encode and process information. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.02.08.527513v1?rss=1 Authors: Estefan, D. P., Fellner, M. C., Kunz, L., Zhang, H., Reinacher, P., Roy, C., Brandt, A., Schulze-Bonhage, A., Yang, L., Wang, S., Liu, J., Xue, G., Axmacher, N. Abstract: Visual working memory depends on both material-specific brain areas in ventral visual stream (VVS) that support the maintenance of stimulus representations and on regions in prefrontal cortex (PFC) that control these representations. These two areas putatively support bottom-up information processing vs. top-down control functions that rely on oscillations in the gamma and beta frequency bands, respectively. Recent studies identified stimulus-specific working memory contents via representational similarity analysis (RSA) and analyzed their representational format using deep neural networks (DNNs) as models of the multi-layered hierarchy of information processing. How executive control prioritizes specific working memory contents and whether this affects their representational formats remains an open question, however. Here, we addressed this issue using a multi-item working memory task involving a retro-cue that prompted participants to either maintain one particular item or the entire item sequence. We exploited the excellent spatiotemporal resolution of intracranial EEG (iEEG) recordings in epilepsy patients and analyzed activity at electrodes in VVS (n=28 patients) and PFC (n=16 patients). During encoding, we identified category-specific information in both VVS and PFC. During maintenance, this information only re-occurred in VVS but not in the PFC - suggesting transformation of PFC representations from encoding to maintenance, putatively driven by the prioritization process. We thus used RSA in combination with two different DNN architectures to investigate the representational format of prioritized working memory contents. When we applied a feedforward DNN, we found that representational formats during maintenance could be well explained in VVS, but not in the PFC. We therefore employed a recurrent DNN architecture (BL-NET) to evaluate the representational formats in PFC during maintenance. We observed that representations in the deepest layer of this network matched the representational format of prioritized stimuli in the PFC. This effect was transient, locked to the presentation of the retro-cue, and specific to the beta (16-29Hz) frequency band. Together, these results suggest that PFC represents prioritized working memory information in an abstract representational format, which may dynamically control working memory representations through top-down mechanisms. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Show Notes: A Theology of CultureDouglas Groothuis, Ph.D.Culture is where humanity shapes nature according to a worldview. Humans are to develop creation for the glory of God, since they bear God's image (Genesis 1:26-28; Psalm 8). All cultural activity should be performed for the glory of God under the Lordship of Christ. As Abraham Kuyper said:There is not a square inch in the whole domain of our human existence over which Christ, who is Sovereign over all, does not cry, “Mine!”Francis Schaeffer further emphasized that all legitimate activities are spiritual.True spirituality covers all of reality. There are things the Bible tells us as absolutes which are sinful- which do not conform to the character of God. But aside from these things the Lordship of Christ covers all of life and all of life equally. It is not only that true spirituality covers all of life, but it covers all parts of the spectrum of life equally. In this sense there is nothing concerning reality that is not spiritual.We find three biblical themes for cultural engagement under the Lordship of Christ.I. Separation/antithesis: Against the world, for the world, under God. Recognize the radical fallenness of the world and its systems (Psalm 1; 1 John 2:15-17). When everything is moving at once, nothing appears to be moving, as on board ship. When everyone is moving towards depravity, no one seems to be moving, but if someone stops he shows up the others who are rushing on, by acting as a fixed point.” Blaise Pascal, Pensées.A. Paul at Athens: One transcendent creator; no idols; resurrection of the dead (Acts 17:16-43)B. Danger: legalistic separatismC. Don't compromise with the squalor of popular culture: “Game of Thrones,” etc. Ken Myers, All God's Children and Blue Suede Shoes: Christians and Popular Culture.D. Bearing witness philosophically against postmodernism. See Douglas Groothuis, Truth Decay (IVP, 2000)1. Defend a biblical view of truth2. Revealed/authoritative—not constructed or contingent all the way down3. Objective—not merely subjective4. Absolute—not relative, conventional5. Universal—not provincial, parochial6. Antithetical—not synthetic, irresponsibly eclectic, ad hocII. Conservation/common grace: “He Shines through all that's fair” A. Matthew 5:45: Sun shines and rain falls on just and unjustB. Be discerning and relentless scavengers for common grace; philosophical detection of truth and rationality outside the fold; put back material where it belongs (James Orr)C. Plunder the Egyptians but don't worship their idols (Augustine)D. Dangers: accommodating the worldly (James 1:27; 1 John 2:15-17)E. Common grace: The American system of government. See Douglas Groothuis, Fire in the Streets1. Separation of powers: sin and reform2. Representational and constitutional government: ordered liberty under law3. Five radiant freedoms of the first amendment: law giving room for religion and the preaching of grace in ChristFirst Amendment: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.III. Transformation: “Crown him with many crowns,” crown rights of King Jesus: Psalm 2; Matthew 28:18-20; 2 Cor. 10:3-5A. Permeate society and claim as much as possible for Christ and his Kingdom.B. Danger: triumphalism, zeal without knowledgeC. The “humble prophet,” neither dogmatist, nor relativist; regaining a resonate, prophetic and intelligent voice in the public square1. Knows, exegetes the culture (I Chron. 12:32; Tribe of Issachar)2. Knows, exegetes the... Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.

In this side-eye episode, Ernest talks about the Little Mermaid/Woman King controversies, how DA Larry Krasner is being made the political scapegoat, Kanye West's horrible new school, Emmy award reactions, and much more. 

Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Representational Tethers: Tying AI Latents To Human Ones, published by Paul Bricman on September 16, 2022 on The AI Alignment Forum. This post is part of my hypothesis subspace sequence, a living collection of proposals I'm exploring at Refine. Preceded by ideological inference engines. Thanks Adam Shimi, Alexander Oldenziel, Tamsin Leake, and Ze Shen for useful feedback. TL;DR: Representational tethers describe ways of connecting internal representations employed by ML models to internal representations employed by humans. This tethering has two related short-term goals: (1) making artificial conceptual frameworks more compatible to human ones (i.e. the tension in the tether metaphor), and (2) facilitating direct translation between representations expressed in the two (i.e. the physical link in the tether metaphor). In the long-term, those two mutually-reinforcing goals (1) facilitate human oversight by rendering ML models more cognitively ergonomic, and (2) enable control over how exotic internal representations employed by ML models are allowed to be. Intro The previous two proposals in the sequence describe means of deriving human preferences procedurally. Oversight leagues focus on the adversarial agent-evaluator dynamics as the process driving towards the target. Ideological inference engines focus on the inference algorithm as the meat of the target-approaching procedure. A shortcoming of this procedural family is that even if you thankfully don't have to plug in the final goal beforehand (i.e. the resulting evaluator or knowledge base), you still have to plug in the right procedure for getting there. You're forced to put your faith in a self-contained preference-deriving procedure instead of an initial target. In contrast, the present proposal tackles the problem from a different angle. It describes a way of actively conditioning the conceptual framework employed by the ML model to be compatible with human ones, as an attempt to get the ML model to form accurate conceptions of human values. If this sounds loosely relates to half a dozen other proposals, that's because it is — consider referring to the Discussion for more details on tangents. In the meantime, following the structure of the previous posts in the sequence, here are some assumptions underlying representational tethers: Assumption 1, "Physicalism": Our thoughts are represented as neural dynamics. In the limit of arbitrarily large amounts of data on neural dynamics aligned with external stimuli (in the sense of parallel corpora), our thoughts can be accurately reconstructed. Assumption 2, "Bottleneck Layer": There is a bottleneck layer in the architecture of the ML model being tethered to human representations. This bottleneck refers to a low-dimensional representation through which all the information being processed by the ML model is forced to pass. Assumption 3, "AGI Hard, Human Values Harder": We are unlikely to formulate the True Name of human values in closed-form before deploying transformative AI. The best we are likely to do before takeoff is model human values approximately and implement an imperfect evaluator. Proposal Representational tethers suggest a way of aligning human and AI latents for the purpose of facilitating later interaction. There are two steps to this: First Bring Them Closer Incentivize the ML model to employ internal representations which are compatible with human ones, thus bringing them "closer." This can be operationalized by conditioning latent activations which arise in the ML model to be expressible in human representations. Concretely, optimization pressure would be exerted on the ML model to push it to internalize a conceptual framework which can successfully be translated to and from a human one without significant loss of information. If the artificial repre...

Joseph chats with Chaz Firestone, Assistant Professor of Psychological and Brain Sciences at Johns Hopkins University. Chaz's lab studies how we see and think, and how seeing and thinking interact to produce sophisticated behavior. Recent projects in his lab have explored how our minds generate physical intuitions about the world, and other foundational questions about the nature of perception. Chaz has been named a Rising Star by the Association for Psychological Science, and this year was awarded the Stanton Prize by the Society for Philosophy and Psychology, which recognizes one young scholar who has made significant contributions to research at the intersection of psychology and the philosophy of mind. In this episode Chaz talks about his recent publication in Psychological Science titled "Melting ice with your mind: Representational momentum for physical states”. The study found that participants who viewed objects undergoing state changes (e.g., ice melting, logs burning) remember them as more changed than they actually were. Chaz discusses the implications of these findings for our theories of event perception and memory.If you found this episode interesting at all, consider leaving us a good rating! It just takes a second but will allow us to reach more people and make them excited about psychology.LinksChaz & colleagues' paper: *Hafri, A., *Boger, T., & Firestone, C. (2022). Melting ice with your mind: Representational momentum for physical states. Psychological Science, 33(5), 725-735Chaz's Twitter @chazfirestoneJoseph's Twitter @outa_josephPodcast Twitter @StanfordPsyPodLet us know what you thought of this episode, or of the podcast! :) stanfordpsychpodcast@gmail.com

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/gender-studies

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/art

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/lgbtq-studies

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/photography

In Selfie Aesthetics: Seeing Trans Feminist Futures in Self-Representational Art (Duke University Press, 2022) Nicole Erin Morse examines how trans feminine artists use selfies and self-representational art to explore transition, selfhood, and relationality. Morse contends that rather than being understood as shallow emblems of a narcissistic age, selfies can produce politically meaningful encounters between creators and viewers. Through close readings of selfies and other digital artworks by trans feminist artists, Morse details a set of formal strategies they call selfie aesthetics: doubling, improvisation, seriality, and nonlinear temporality. Morse traces these strategies in the work of Zackary Drucker, Vivek Shraya, Tourmaline, Alok Vaid-Menon, Zinnia Jones, and Natalie Wynn, showing how these artists present improvisational identities and new modes of performative resistance by conveying the materialities of trans life. Morse shows how the interaction between selfie creators and viewers constructs collective modes of being and belonging in ways that envision trans feminist futures. By demonstrating the aesthetic depth and political potential of selfie creation, distribution, and reception, Morse deepens understandings of gender performativity and trans experience. Daniela Meneses Sala is Peruvian Academic and Journalist. She holds an MSc in Gender (Sexuality) from the London School of Economics and Political Science. In October, she is starting a PhD in Latin American Studies at Cambridge University, funded by the Harding Distinguished Postgraduate Scholars Programme. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology

What is your first thought or reaction when you get this text message? “That's fine.” The sender could have meant “I agree with everything you just said/ suggested,” or “I have no opinion and will have no problem with the option you've chosen,” or “that's the dumbest thing I've ever heard but I'm going with it because I don't care to contribute to the decision.”  The issue with text messaging as the medium is that without any other incoming information, the receiver simply can not tell what the sender really means. This is just one aspect of communication that must be considered when choosing the correct medium for your message. Today's episode will answer and discuss these popular questions: What is meant by “medium” and what are the different types?Presentational, Representational,  and Technological/ Mechanical          How do I know which is the right one to use so I don't give off the wrong impression?Social Presence and Media Richness How do I teach my teen (or anyone) to understand and apply this? Also mentioned in today's episode was E126: Eight Obstacles to Building Buy In. If you want to learn more about all things communication, NOW is the perfect time to check out any of our 3 online courses!  We are excited to announce that Bought In, ValuED, and Blindspot are all on sale starting July 1!  Just use the code GROW30 to get 30% off!   Today's episode is brought to you by our loyal partners Dynamic Fitness & Strength + Momentous!    Dynamic is our go-to equipment partner. Fully customizable and manufactured in the heartland of America- if you're looking to outfit your home gym or weight room visit mydynamicfitness.com to get started. Tell them Brett and the Art of Coaching Team sent you! Speaking of achieving performance, recovery and health at the highest level, we'd be remiss not to mention our greatest partner in the space- Momentous. Check out their entire line of protein and supplements at livemomentous.com and use code BRETT25 at checkout for 25% off your first order and 15% off any subsequent orders!

Representational fighting was the practice of selecting one man from each army to fight each other on behalf of the entire army. Whoever won, won the victory for their army. In today's message, Pastor Bill connects David fighting Goliath on behalf of the Israelites, to the way Jesus fought Satan on behalf of us. Thankfully the ultimate battle has been won and Jesus has the victory! When you are facing giants in your life, take heart, remembering that the biggest battle has already been won for you.

Representational fighting was the practice of selecting one man from each army to fight each other on behalf of the entire army. Whoever won, won the victory for their army. In today's message, Pastor Bill connects David fighting Goliath on behalf of the Israelites, to the way Jesus fought Satan on behalf of us. Thankfully the ultimate battle has been won and Jesus has the victory! When you are facing giants in your life, take heart, remembering that the biggest battle has already been won for you.

So what are you afraid of? In today's message, Pastor Bill teaches the story of the shepherd boy David and his victory over the giant Goliath. David's faith and trust in the Lord outweighed any fear he may have had. Thankfully, God isn't asking you to slay any giants. Instead, he sent Jesus to fight the ultimate enemy on your behalf. Through His death on the cross, and resurrection from the grave, Jesus defeated Satan and he defeated death. Let your faith in Him be your shield as you battle fear.

So what are you afraid of? In today's message, Pastor Bill teaches the story of the shepherd boy David and his victory over the giant Goliath. David's faith and trust in the Lord outweighed any fear he may have had. Thankfully, God isn't asking you to slay any giants. Instead, he sent Jesus to fight the ultimate enemy on your behalf. Through His death on the cross, and resurrection from the grave, Jesus defeated Satan and he defeated death. Let your faith in Him be your shield as you battle fear.

So what are you afraid of? Perhaps health issues, economic collapse, global crises... The list goes on and on. In today's message, Pastor Bill shares the story of a boy who chose faith over fear. David was a shepherd boy who took on the giant Goliath when all the soldiers of Israel were too afraid to do so. His faith in God was stronger and mightier than his fears. Do not let the enemy use your fears against you and hold you back from the work of the kingdom. Trust in the Lord and in his plans for you.

So what are you afraid of? Perhaps health issues, economic collapse, global crises... The list goes on and on. In today's message, Pastor Bill shares the story of a boy who chose faith over fear. David was a shepherd boy who took on the giant Goliath when all the soldiers of Israel were too afraid to do so. His faith in God was stronger and mightier than his fears. Do not let the enemy use your fears against you and hold you back from the work of the kingdom. Trust in the Lord and in his plans for you.

Watch, stand fast in the faith, be brave, be strong. Let all that you do be done with love. - I Corinthians 16:13-14

Watch, stand fast in the faith, be brave, be strong. Let all that you do be done with love. - I Corinthians 16:13-14

How do you paint pain?

Representational painter Chloe West isn't judging you for looking, but she wants you to know that she knows. Bone collecting, the Devil's Tower, vanitas, modern dance, misidentified decapitation… West's work is both seductive and reclusive, as her figures populate the space between voyeuristic intrigue and unmitigated agency, implicating you, the viewer. Check out her latest show “11” online at PM/AM gallery or her Instagram @chloe.m.west

In this edition, we'll unpack a basic NLP concept that helps you find important clues about your patients and speak to them more directly and clearly when delivering a message or suggestion. We know listening is important. And even more important is knowing what to listen for in any communication. This session will give you the clues you need to become better understood and more influential. Please enjoy this episode and when you do... I would love to read your honest review, here or wherever you listen to The Natural Comfort Specialist weekly! Thanks for listening. Until next week.

Filmmaker MM Serra discusses her extraordinary film work. Serra's work often incorporates documentary in a textural exploration of the film medium. Her films empower the viewer by allowing them to share in the empowerment of her film's subjects, often real people pushed to, or testing limits, but always viewed in the most humane and approachable manner. As Jonas Mekas put it: they are REAL films about REAL people "One of the most difficult things to do in cinema." Filmmakers discussed in this episode include: Jonas Mekas Marcel Duchamp Shirley Clarke Josh Lewis Carolee Schneemann Abel Ferrara Todd Browning Writers discussed in this episode include: Baroness Elsa von Freitag Loringhoven

"We become what we think". Are your thoughts damaging your true character? Your relationships? Listen in to hear ways we may be destroying ourselves and others simply by the way we think.  You are permitted and empowered to free yourself from your sabotaging mindset. You are in control, you are thoughtful, you alone will determine your success.  Dig deeper into your abilities with Mindset, Mindfulness, and Emotional Intelligence Master Life Coach, Anitra by booking your complimentary Discovery Session here ---> https://www.mindsetremix.com/services