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4 files changed, 100 insertions, 150 deletions

diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md
index 1b821c8c..a17e331c 100644
--- a/2021/talks/adventure.md
+++ b/2021/talks/adventure.md
@@ -8,44 +8,20 @@
 # Choose Your Own (Technology-Enhanced Learning) Adventure
 Greta Goetz
 
-This presentation will move through Emacs artifacts: first illustrating possible paths for beginners and then mapping out the significance of the enhanced learning potential of Emacs (Caillet in Andler & Guerry, Engelbart, Markauskaite & Goodyear). The technology-enhanced learning (TEL) that Emacs affords includes a systems view of 'many, many features' (Stallman) which surpass the confines of a pre-fabricated environment (Stiegler). This affords diverse possibilities for individuals to interact creatively and autonomously to satisfy their own needs (Ill
-ich). Its adaptability will be shown to be an asset in supporting the learning trends identified by the latest pedagogical research (Guo). 
+This presentation will first illustrate possible paths for beginners and then mapping out the significance of the enhanced learning potential of Emacs (Caillet in Andler & Guerry, Markauskaite & Goodyear). The technology-enhanced learning (TEL) that Emacs affords departs from the 'many, many features' (Stallman) which surpass the confines of a pre-fabricated environment (Stiegler). This affords diverse possibilities for individuals to interact creatively and autonomously to satisfy their own needs alongside others who share use of the tool (Illich). Its adaptability will be shown to be an asset in support of the learning trends identified by the latest pedagogical research (Guo). 
 
-# Intro
-
-The 'many, many features' (Stallman 2002: 4) of Emacs do not limit imaginable types of interactivity, supporting both formal and informal learning (cf. Caillet in Andler & Guerry 2008). Emacs can function as a scaffold for development (cf. Vygotsky 1979: 86), promoting the creative and autonomous ability of individuals to interact with their digital environment and others who share the use of this tool (Illich 1973). Individuals can use Emacs as often or seldom as they want to express their needs and meaning in action, with no obligation to use it (cf. Illich 1973).
-
-The formal learning involved pertains to Emacs programs and documentation (the 'temple') while related discussion and smaller task-based problem solving represents examples of informal learning (the 'forum') (cf. Caillet in Andler & Guerry 2008). As a context-rich environment (Trocmé-Fabre 1999), Emacs fulfills the promise of general computing: not boxing users into personas (cf. Stiegler 2018) but allowing users at all levels to organize and assemble multiple knowledge domains (Markauskaite & Goodyear 2017) and programs so that they are 'just right'. People wanting to create tailored learning environments who feel alienated or unsupported by pre-fabricated text and programming environments will find their way with Emacs. 
-
-1.  What if we are beginners overwhelmed by formal Emacs documentation? Two potential learning paths:
-
-    - a. Build on a needs-basis. Make your own artifacts: no use-case is too small; leave your trace. 
-    - b. Study others' inits and use-cases; Read Planet EmacsLife; Consult programmer or power user use-cases; Map out workflows. 
-
-2. Emacs as personal, creative, autonomous:
-
-    - a. Emacs allows for organic ongoing changes to the organization of knowledge, imagination, and experience (cf. Guerry & Gaume 2009) . This is important as not all learners have the same spatial/visual needs and because these needs and knowledge can change over time (Vygotsky 1979; Gardner 1983; Wang 2020).
-    - b. Emacs allows us to control our tools and tasks (Illich 1973). By contrast, care-less use of pre-fabricated apps can lead to loss of know-how in life (Stiegler 2018).
-   - c. The art of collecting traces (digital or not) is timeless - and important to survival.
-
-3.  Emacs as systems design for technology-enhanced learning (TEL):
-
-    - a. Good TEL design performance should also educate the designer (Goodyear & Retalis 2010). Further, good design focuses on 'frameworks', which are systems 'that can be customized, specialized, or extended to provide more specific, more appropriate, or slightly different capabilities' (Alexander 1993 in Gabriel 1996), assembling epistemic domains (Markauskaite & Goodyear 2017). This pedagogical approach is supported by Emacs artifacts (packages, documentation, forums, etc.).
-    - b.  The 'wise' use of programming (Crichton 1983) actively manages and organizes workflow. This permits iterative development. Elementary use-case: a workflow that relies on PPT and Zoom vs. already having a more modular viewpoint supported by diverse Emacs packages. The latter adaptability is supported by the latest educational research (Guo). Further: Emacs allows movement from user to contributor (Stiegler 2018; Stavrou).
-    - c. Wise programming can include fun programming - 'there are people who want to put a stop to that' (Crichton 1983; Gaffney 2019).
-    - d. Extending this systems/design view, Emacs is developed and maintained by a community dedicated to supporting this freedom of use in these multiple contexts (cf. Illich 1973).
-    - e. One perspective is less likely to override others in such a heterogeneous environment (Morin 2004).
-
-# Conclusion
-
-Emacs does not limit any imaginable type of interactivity and promotes a diversity of related content, further supporting the pursuit of more advanced TEL (viz. Guo). This was illustrated through an elementary use-case that compared being limited to PPT as opposed to having basic familiarity with Emacs, which permits manageable, continuous exploration of knowledge, workflows, and tools (cf. Alexander in Gabriel; Goodyear & Retalis) and movement from consumer to creator (Stiegler; Stavrou). Using Emacs means being able to use a sophisticated digital tool, thanks to the contributions of heterogeneous maintainers, developers, and community members whose artifacts comprise a meta picture. It is possible, through using Emacs, to learn about the design of digital learning and learning in general as access to knowledge is not walled off by prefabricated design(cf. Illich; Stiegler). We can choose our own adventure.
+1.  Setting out as beginners who may be overwhelmed by formal Emacs documentation. Some inroads. No trace is too small.
+2.  Emacs as common ground between people and technology.
+3.  Emacs modularity and TEL design.
+4.  Emacs as personal, creative, autonomous.
+5.  Emacs and cognitive democracy.
 
 
 # References
 
-## General workflow and fun:
+## General workflow, inspiration, fun:
 -   Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>. Accessed 25 October 2021.
--   Gaffney, N. (2019). Oblique strategies.  <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021.
+-   Chua, S. https://sachachua.com/blog/
 -   Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021.
 -   Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021.
 -   Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>. Accessed 25 October 2021.
@@ -53,15 +29,13 @@ Emacs does not limit any imaginable type of interactivity and promotes a diversi
 -   Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021.
 -   Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. 
 
-##  On TEL design:
--   Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier.
+##  On TEL design and learning:
+-   Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier.
 -   Crichton, M. (1983). *Electronic life*. New York: Knopf.
 -   De Bono, E. (2009). *Think! Before it's too late*. London: Random House.
--   Engelbart, D. (1962). *Augmenting human intellect: A conceptual framework*. Menlo Park: Stanford Research Institute.
 -   Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
 -   Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press.
 -   Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers.
--   Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B. (Eds.). *Apprendre Demain: Sciences cognitives et éducation à l’ère numérique*, 155-159. Paris: Hatier.
 -   Guo, P. (2018). Students, systems, and interactions: Synthesizing the first
 four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 2018, London, United Kingdom. DOI: https://doi.org/10.1145/3231644.3231662. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
 -   Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
@@ -73,8 +47,6 @@ four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 20
 -   Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation.
 -   Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press.
 -   Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation.
--   Vygotsky, L. (1979). *Mind in society: The development of higher psychological processes*. Cambridge and London: Harvard University Press.
--   Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>. Accessed 25 October 2021.
 
 
 # Availability and preferred Q&A approach
diff --git a/2021/talks/bidi.md b/2021/talks/bidi.md
index 2bfd13d7..7bff4e8f 100644
--- a/2021/talks/bidi.md
+++ b/2021/talks/bidi.md
@@ -1,17 +1,16 @@
-[[!meta title="Perso-Arabic Input Methods And Making More Emacs Apps BIDI Aware"]]
+[[!meta title="Perso-Arabic Input Methods And BIDI Aware Apps"]]
 [[!meta copyright="Copyright &copy; 2021 Mohsen BANAN"]]
 [[!inline pages="internal(2021/info/bidi-nav)" raw="yes"]]
 
 <!-- You can manually edit this file to update the abstract, add links, etc. --->
 
 
-# Perso-Arabic Input Methods And Making More Emacs Apps BIDI Aware
-Mohsen BANAN
-
-
-# Table of Contents
-
+# Perso-Arabic Input Methods And BIDI Aware Apps
+Mohsen BANAN --  محسن بنان
 
+Emacs is a multilingual user environment. A true multilingual editor must
+support bidirectionality and shaping of characters. Perso-Arabic scripts require
+both of these features.
 
 Starting with Emacs 24, full native bidi
 (bidirectional) support became available.  For
@@ -21,57 +20,86 @@ open-source shaping libraries were also available.
 
 With these in place at around 2012, I developed
 two Persian input methods for emacs. These input
-methods or variations of them can also be used
-Arabic and other persoarabic scripts.
+methods or variations of them can also be used for
+Arabic and other Perso-Arabic scripts.
 
 With all of these in place, Emacs has now become
-the ne plus ultra Halaal/Convivial usage
-environment for persoarabic users.
+the ne plus ultra Libre-Halaal and Convivial usage
+environment for Perso-Arabic users.
 
 Since emacs comes loaded with everything (Gnus
 for email, Bbdb for address books, XeLaTeX modes
 for typesetting, org-mode for organization, spell
-checkers, completions, calendar, etc.), all basic
-computing and communication needs of persoarabic
+checkers, completion systems, calendar, etc.), all basic
+computing and communication needs of Perso-Arabic
 users can be addressed in one place and
 cohesively.
 
 In this talk I will demonstrate what a wonderful
 environment that can be.
-
--   40 minutes: (brief description/outline)
     
-    My talk will be in two parts.
+My talk will be in two parts.
+    
+In Part 1, I cover Persian input methods. With an emphasis on "Banan
+Multi-Character (Reverse) Transliteration Persian Input Method". The
+software is part of base emacs distribution. Full documentation is available
+at:
     
-    In Part 1, I cover persian input methods. With an
-    emphasis on &lsquo ;Banan Multi-Character (Reverse)
-    Transliteration Persian Input Method&rsquo;. The
-    software is part of base emacs distribution.
-    Full documentation is available at:
            Persian Input Methods
            For Emacs And More Broadly Speaking
            شیوه‌هایِ درج به فارسی‌
            <http://mohsen.1.banan.byname.net/PLPC/120036>
     
-    In Part 2, I will cover the ramifications of bidi
-    on existing emacs applications, including:
+In Part 2, I'll demonstrate that Emacs is far more than an editor. Emacs can be
+a complete Perso-Arabic usage environment. I will also cover the ramifications
+of bidi on existing emacs applications, including:
     
-    -   Gnus:
-        -   Persoarabic rich email sending in HTML.
-        -   Ramifications of bidi on from, to and
-            subject lines.
+-   Spell Checking, Dictionaries And Completion Frameworks:
+    - Existing emacs facilities can be extended to cover Perso-Arabic.
     
-    -   Bbdb: Ramifications of bidi on display and
-        completion.
+-   Gnus:
+    -   Perso-Arabic rich email sending in HTML.
+    -   Ramifications of bidi on from:, to: and subject: lines.
     
-    -   Calendar:
-        -   Ramifications of bidi on display.
-        -   Use of persian text for Persian (solar) calendar.
-        -   Use of arabic text for Muslem (lunar)  calendar.
+-   Bbdb: Ramifications of bidi on display and completion.
     
-    -   AUCTeX: Persian typesetting with XeLaTeX
-
-
+-   Calendar:
+    -   Ramifications of bidi on display.
+    -   Use of Persian text for Persian (solar) calendar.
+    -   Use of Arabic text for Muslem (lunar)  calendar.
+    
+-   AUCTeX: Persian typesetting with XeLaTeX
+    -   Option of having right-to-left  Perso-Arabic aliases for all latex commands.
+
+References:
+
+    - Persian Input Methods:
+      <http://mohsen.1.banan.byname.net/PLPC/120036>
+      <http://www.persoarabic.org/PLPC/120036> -- Persian Input Methods Access Page
+      <http://www.persoarabic.org> -- Various Perso-Arabic resources
+      <http://www.freeprotocols.org/Repub/fpf-isiri-6219> -- Re-Publication Of 
+          Persian Information Interchange and Display Mechanism, using Unicode
+      <https://github.com/bx-blee/persian-input-method> -- Git repo for
+          persian.el -- Quail package for inputting Persian/Farsi keyboards
+      
+    - BIDI:
+      <http://www.unicode.org/reports/tr9/> -- Annex #9 of the Unicode standard
+      <https://www.gnu.org/software/emacs/manual/html_node/elisp/Bidirectional-Display.html>
+          Emacs Bidirectional Display
+          
+    - Blee and Persian-Blee:
+      <https://github.com/bx-blee/env2> -- Very messy work-in-progress git repo for:
+          Blee: By* Libre-Halaal Emacs Environment
+      <http://www.by-star.net> -- A Moral Alternative To The Proprietary American Digital Ecosystem
+      <http://mohsen.1.banan.byname.net/PLPC/120033> -- 
+            Nature of Polyexistentials: 
+            Basis for Abolishment of The Western Intellectual Property Rights Regime
+      <http://mohsen.1.banan.byname.net/PLPC/120039> -- Defining The Libre-Halaal Label
+          
+    - Mohsen BANAN -- محسن بنان:
+      <http://mohsen.1.banan.byname.net/> -- Globish
+      <http://mohsen.1.banan.byname.net/persian> -- Farsi
+      <http://mohsen.1.banan.byname.net/french> -- French
 
 [[!inline pages="internal(2021/info/bidi-schedule)" raw="yes"]]
 
diff --git a/2021/talks/devel.md b/2021/talks/devel.md
index b3c197f4..461f64f3 100644
--- a/2021/talks/devel.md
+++ b/2021/talks/devel.md
@@ -8,80 +8,30 @@
 # Don't write that package! or: How I learned to stop worrying and love emacs-devel
 Stefan Kangas
 
-Emacs' greatest strength is also its greatest weakness: it is **too** hackable.
-
-We have a great community that experiment with new features that are still
-lacking in Emacs core.  They write up a package and develop the living daylights
-out of it, until it is basically amazing.  (I'm looking at you Magit.)
-
-There are other examples such as helpful.el - great package, but why are those
-features not in core?  What about projectile?  And so on.
-
-Core demands copyright assignments (CLA).  This is a fact of life.  While I
-mostly agree with the people saying it is not helful, they are there to protect
-Emacs from copyright issues in the future.  So my suggestion here is simple:
-just **sign the papers**.  It is just a formality, and you should only need to do
-it once.
-
-I suggest that any ambitious feature that we **might** want to see shipped in the
-default Emacs distribution should by default go to GNU ELPA.  You don't need to
-do this, of course, and I respect your decision, but I urge you to do it.
-
-GNU ELPA does not have an exceptionally high standard, but we do try to give any
-new package a proper code review.
-
-MELPA is excellent.  We love MELPA.  They don't have a criterion for their
-packages that is important to the FSF, which is to not recommend non-free
-software.  Therefore, we could not recommend it by default, and had to build
-NonGNU ELPA.
-
-NonGNU ELPA will be used for packages that we don't have an assignment for but
-would still like to distribute.  It should ideally only be for old packages
-where getting a CLA is impractical.
-
-It is sometimes perceived as hard to contribute to Emacs core.  This impression
-is largely wrong.  If I can do it, you can too.
-
-We do have a problem in that our tools and methods (mailing lists, the bug
-tracker) are out-dated.  This is largely correct.  We want to migrate to
-something else, and the best candidate is probably Sourcehut.  Please volunteer
-to help!
-
-We sometimes see people adding stuff to their Init file to fix this or that
-annoyance, or even bug.  The more ambitious would go on to package up such fixes
-in what I call "patch packages". "Hey, foo-mode doesn't have support for
-'bookmark-set', let's write a package!"  I am here to suggest that you submit a
-patch to Emacs instead.
-
-Fixing an issue for one person is good, and fixing it for more people is even
-better.  Fixing it for everyone?  Priceless.
-
-emacs-devel is not that scary, nor is email.  We are really quite friendly and
-easy going, but the communication we prefer (for reasons of efficiency - the
-volume is very high) is often very brief and to the point.  We are trying our
-best at communicating, but sometimes fail.
-
-And we need more contributors.  We need a successful Emacs on this planet.
-
-So should you really write a package, or should YOU become a core contributor?
-
-
-
-# Outline
-
-- I will urge people to consider contributing to Emacs instead of
-  writing small packages, and explain GNU ELPA, MELPA, CLA.
-- I will go into greater detail about emacs-devel, how it "works"
-  (e.g. is Emacs conservative without reason?), how to get things
-  done and the necessary mindset.
-
-<!--
--   40 minutes: (brief description/outline): All of the above, and I will show a
-    demonstration and give instructions for how to use M-x debbugs to read the bug
-    tracker, how to send emails, patches, and our workflows. More on what to
-    expect.
--->
-
+We need a successful Emacs on this planet.  This means that we need an
+excellent out-of-the-box experience -- one that just works, but that you
+can still hack and customize.  There is so much great experimentation
+and work going on out there in the wider Emacs community, but we would
+be even better off if more of that could go into Emacs itself.
+
+Emacs' greatest strength is unfortunately sometimes also its greatest
+weakness: it is *too* hackable.
+
+On occasion, people out there add stuff to their Init file to fix this
+or that annoyance, or even bug.  The more ambitious might go on to
+package up such fixes: "Hey, 'foo-mode' doesn't have support for
+'bookmark-set', let's write a package!"  I am here to suggest that you
+should not do that.
+
+You should submit a patch to Emacs!  Maybe more people have that same
+problem or annoyance, and would benefit from your solution?
+
+It is sometimes perceived as hard to contribute to Emacs core.  I want
+to encourage more people to get involved, and show that the barrier to
+entry is really not that high.  If I can do it, you can do it too!
+
+So should you really write that package, or should you stop worrying and
+learn to love emacs-devel?  Listen to my talk to find out more!
 
 [[!inline pages="internal(2021/info/devel-schedule)" raw="yes"]]
 
diff --git a/2021/talks/nongnu.md b/2021/talks/nongnu.md
index 1f88f610..00eb1a15 100644
--- a/2021/talks/nongnu.md
+++ b/2021/talks/nongnu.md
@@ -1,12 +1,12 @@
 [[!meta title="NonGNU ELPA Update"]]
-[[!meta copyright="Copyright &copy; 2021 Kaluđerčić, Philip"]]
+[[!meta copyright="Copyright &copy; 2021 Philip Kaludercic"]]
 [[!inline pages="internal(2021/info/nongnu-nav)" raw="yes"]]
 
 <!-- You can manually edit this file to update the abstract, add links, etc. --->
 
 
 # NonGNU ELPA Update
-Kaluđerčić, Philip
+Philip Kaludercic
 
 NonGNU ELPA was announced last year, as a package repository
 that will be enabled by default in Emacs, but doesn't require