- Oct 2024
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www.cambridge.org www.cambridge.org
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In conclusion, twin studies of children providesupport for the hypothesis that genetic factors play asignificant role in OC manifestation. Twin studies ofadults are indicative, but a large twin study using abiometrical approach with continuous data is neededto provide conclusive evidence.
I find it interesting they didn't mention the seemingly huge impact environmental factors had on OC development and severity as it seemed to have in some cases a greater impact compared to genetics alone.
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cross age groups and cultures,the best fitting model indicated additive genetic influ-ences of the CBCL OCS score between 45% and 61%,and unique environmental influences between 42% and55%. Only the NTR sample aged 12 years showedshared environmental influences of 16%. Minor sexdifferences were seen in the mixed-age MOTWIN twinsonly. No evidence of dominance, sibling interaction, orrater-contrast effects was seen
This is all huge for our point of environmental factors on twins and genetic diseases, this data is going to be very useful for us
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Recently Hudziak et al. (2004) examined 4246 twinpairs of the Netherlands Twin Register (NTR) and1461 twin pairs from the Missouri Twin Study Sample(MOTWIN
These are great data-sizes but neither of these places have a significant Asian population and its likely that there were very few of asian descent if any at all. Even in Missouri the black population hovers around 10% which isn't a significant amount and likely wasn't included in a number that would be significant.
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First, they only selected a subset of items from thePadua Inventory, reducing the ability to detect a morecomplex and stable structure and increasing errorvariance. In a cross-sectional design, error variancecannot be distinguished from individual-specific envi-ronment with an underestimation of the impact ofgenetic factors as a result. Second, the study includedonly women, so conclusions cannot be generalized tomen. Third, the data exhibited a pronounced rightskew, although similar heritability estimates were pro-duced after correction
This is all very important to note and I want to incorporate this into our project somehow if we use this data specifically which I believe we will
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By using SEM, the best-fit modelsuggested heritabilities of 33% and 26% for obses-siveness and compulsiveness respectively. Uniqueenvironmental effects accounted for 67% and 74% ofthe variance
Those are HUGE values for environmental affects and will be hugely useful in our formal project
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However, this approach cannot accommodate theeffect of sex on variances and covariance within andbetween twin pairs, nor can results easily be extendedto multivariate and longitudinal data
This study is the most recent and I believe while this is important to note, this study should still be the most accurate/credible one .
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The heritability estimates for obsessional traitsand symptoms were 44% and 47% respectively. Noeffect of common environment was found, thus uniqueenvironment explained the remaining variation.
These heritability statistics are much more similar than in the previous studies, indicating either more accuracy or something else?
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orgersenhypothesized that in our society, a possible genetic coremay perhaps be masked by the overwhelming environ-mental influence
Its interesting to note that this may have been some of the beginning of true epigenetics as we know it today
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OCD is in this case viewed as the equivalent ofextreme scores on symptom or trait measures. Such adimensional approach removes the problem ofscarcity of twins with the full disease and alsoremoves the need for population-based prevalencerates for comparison
While removing scarcity is good, there is also the question of whether this affects the data and how it does. Does this give more or less inaccurate data? This mental illness is on a sliding scale so that could be important to measure.
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Lastly, in population-basedsamples, the low prevalence of DSM-diagnosed OCDgenerally will lead to low statistical power to ascribethe familial clustering of OCD to either shared genesor shared environment
Its interesting that its harder to diagnose familial clustering due to the nature of the illness itself, its harder to recognize in clusters because so many of the behaviours overlap.
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Although the useof DSM-III or DSM-III-R criteria reduces the risk offalse positive diagnoses, the failure to use separateinterviewers for each member of a twin pair with eachinterviewer blind to the zygosity status of the pairintroduces a large potential for inadvertent bias in thedetection of illness
This is huge for the credibility of this study because implicit bias is real and can have a huge affect on the results/interpretation of the study. It has affects on how our group interprets the studies we're annotating and reviewing as well.
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In the co-twin group of the anxiety probands,two MZ twins with OCD were found but it is notclear in the article if these are concordant MZ twinsor not.
This study, while more reliable than the last seems to have its own significant flaws
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When the sexes were combined, theconcordance for anxiety disorders in the probandgroup labeled ‘all anxiety disorders without generalanxiety disorder (GAD)’ was 45% in MZ pairs to15% in DZ pairs. The author concludes that geneticfactors appear to influence the development of anxietydisorders in general, with the exception of GAD
I believe the importance of adjusting criteria cannot be understated, but we also have to ensure we are aware of the criteria of the data we use in our formal project as each of these studies use different data in reference to different genetic conditions and factors.
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Concordance rates for ‘obsessive symptoms or fea-tures with or without treatment’ were 87% for MZpairs and 47% for DZ pairs
The non-100% and less than 50% value fo MZ and DZ twins respectively indicates a statistically significant environmental affect on OCD.
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The authors conclude thathead injury is a probable contributor to the develop-ment of OC neurosis in some cases
Its important to know that environmental factors includes accidents and unforseen events. This is something that our group hasn't really thought about much
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The standardization of thediagnosis and higher reliability of the zygosity determi-nation diminish some limitations of the case studiesdescribed abov
The standardization is great for these studies but without validity it brings into question if the standardization could be a downside in these studies?
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From the outset, however, it was recognized thatthe primary strength of this descriptive approach wasits ability to improve communication among cliniciansand researchers, not its established validity (Kupfer etal., 2002).
This already brings into question the validity of this second study due to the unestablished validity of the DSM-3 itself, if the DSM-3 isn't fully valid then why would diagnoses from it be so?
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Finally, in many cases the method of zygositydetermination is unclear or there is lack of informa-tion to definitively establish monozygosity. With theselimitations in mind, no conclusions on the heritabilityof OCD can be drawn from this literature.
I completely agree that there is little-no conclusions that can be drawn based on this data due to the numerous fallacies and inconsistencies.
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Parker (1964) describedtwo MZ twins discordant for OCD, attempting toillustrate with these cases that marked identificationcan still occur without both twins developing symp-toms of neurotic illness, throwing doubt on thevalidity of this purely environmental theory
Its valuable to know that there was initial doubt cast on epigentics which at the time wasn't coined as such. It brings into question if these studies were biased in any way.
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This bias is caused by collecting twinsin an unsystematic way, which tends to favor MZ andconcordant pairs (Clifford et al., 1984). Anotherproblem with case studies was mentioned by Lewis(1935), who wrote that ‘a striking concordance in oneor two pairs of MZ twins proves nothing: one needs aseries and control group of fraternal twins’
The lack of fraternal twins even farther discredits these studies and makes them even more questionable.
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Most studies of this era have failed to distinguishbetween OC neurosis and mixed neurosis, and showeda tendency to confuse OC neurosis with OC personal-ity or obsessive traits (Hoaken & Schnurr, 1980). Thehistory of OCD can partly explain this observation.
The credibility of these studies are questionable at best due to the lack of mental healthcare at the time
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Clear defini-tions of obsessive neurosis or obsessive personalitydisorder did not exist and this is reflected in the differ-ent diagnostic information provided by the casestudies. Most studies provide insufficient clinical datato verify a diagnosis of OCD, severely hamperingjudgment on whether the subjects would meet currentstandardized diagnostic criteria
This again calls to the incredibility of a lot of these studies due to misdiagnosis and improper treatment / studying.
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doption studies are generally rare,and to our knowledge no such studies have been pub-lished on OCD.
This is a lack or gap in the data I think would be important to discuss.
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The lifetime prevalence of OCD is estimatedbetween 0.7% and 2.5%
This number seems low on its own but even 1% of a lifetime is huge, considering we spend roughly 33% of our lives sleeping 2.5% isn't a negligible percentage of the other 67%.
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Obsessive–compulsive (OC) symptoms are remarkablydiverse and the clinical presentation can vary bothwithin and across patients over time
Studying and diagnosing psychiatric disorders is always difficult due to their wide range of criteria and different ways they can apply to each individual. We have trouble diagnosing a lot of mental illnesses on their own due to the fact that each person displays symptoms in their own way.
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but a large twin study using a bio-metrical approach with continuous data is still neededto provide conclusive evidence.
A larger study is needed and thats important for us to know, we can take the data as seen but with the background knowledge that a bigger study is in order.
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It is concluded that only thestudies using the last method have convincinglyshown that, in children, obsessive–compulsive (OC)symptoms are heritable, with genetic influences in therange of 45% to 65%.
Its important to recognize the failings in the data and that some criteria simply don't work for these sources.
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www-jstor-org.proxy.bsu.edu www-jstor-org.proxy.bsu.edu
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rs. Long and intricatedocuments are virtually certain to containsimilarities and verbal parallels, and suchresemblances as do exist must be searchingbefore they can be named intentional ratherthan fortuitous: the closing lines of Beo-wulf answer to the close of the Phaedo, butthe epic hero cannot conceivably be aGermanic Socrates
I would disagree. You only make those allusions if you are aware of previous literature. The chances of that happening otherwise are so small.
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bio.libretexts.org bio.libretexts.org
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However, in common with many mutualisms, there is more than one aspect to it: in the anemonefish-anemone mutualism, waste ammonia from the fish feeds the symbiotic algae that are found in the anemone's tentacles (Porat & Chadwick-Furman, 2004; Porat & Chadwick-Furman, 2005). Therefore, what appears to be a service-service mutualism in fact has a service-resource component.
I wonder if there are there more examples of multiple types of mutualistic relationships existing between species? and which specific types of mutualistic relationships are more commonly seen together?
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Mutualistic relationships can be thought of as a form of "biological barter" (Ollerton, 2016). For example, in mycorrhizal associations between plant roots and fungi, with the plant providing food resources (ie, carbohydrates) to the fungus in return for other important nutrients (eg, nitrogen and phosphorous). Other examples include rhizobia bacteria that fix nitrogen for leguminous plants (family Fabaceae) in return for energy-containing carbohydrates (Denison & Kiers, 2004).
I found it really interesting that mutualistic relationships can exist between things that aren't animals, like plants and fungi, and I was surprised at the complexity of mycorrhizal connections and the relationship between rhizobia and leguminous plants.
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docdrop.org docdrop.orgv15n32
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Many of us read, but only insmall bits; and not at all the same things. In the trial courts (atleast), surface argument abounds, done as fast as it takes to cut andpaste, grabbing any case that has a good line. This is a sort of pre-tend law, legal theater.*” It ignores the network of cases and otherauthorities that show us the internal structure of the law, the en-trenched predictions that tell us how it is probably going to go.
When I read this I got a wake up call into how I could seriously improve my writing. I think that I have fallen trap to grabbing any case that has a good line. In order to move past that surface level writing in which my network of cases fails to connect and its all just great one-liners: I need to focus on taking the time to collect cases relevant to my research. I also think this mainly points out that good research takes time. Legal research and building a network of cases for a research project takes more than one night right before the deadline.
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Although our brains are builtto operate on associative reasoning,” it is an oxymoron. We associ-ate the warmth of a hot drink with warm people and so like peoplebetter when we hold a warm cup of coffee,” but we must rejectmere association as a basis for decision. We must seek what mightbe termed a justifiable selection of precedent, which means we mustinvoke a pre-existing justification.
One way I’ve noticed associative reasoning playing a role in my law school experience is when I try to connect a case we’ve studied in class to a practice problem or exam question. I often attempt to relate the facts of the case to those presented in the question. While this approach can be helpful, it’s more crucial to focus on the rules established by multiple cases and the key issues they addressed. Sometimes, cases may share similar facts, but if I rely too heavily on those surface similarities and overlook the underlying legal principles, I can end up arriving at the wrong answer. For example, my associative reasoning can't be so surface level that I begin associating any new case that involves a house to be a valid contract, etc.
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millercenter.org millercenter.org
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orces of the Empire of Japan. The United States was at peace with that Nation and, at the solicitatio
The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the pacific. Indeed, one hour after Japanese air squadrons had commenced combing in the American Island of Oahu, The Japanese ambassador to the United States and his colleague delivered to our secretary of state a formal reply to a recent American message.
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er.educause.edu er.educause.edu
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hardly new.
I know we are just recently learning about how these tools are accessible to students, but how long has AI been a thing but we just didn't know how to utilize it?
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However, numerous products and services that promise more equity and inclusion for people with disabilities are currently available or in development.
Every student should be able to have the opportunity to an education, whether they have learning disabilities or not
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LLMs have made possible a variety of new translation, caption, lip reading, and speech recognition tools
This sounds like Duolingo
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"How do I make Excel files more inclusive?
This is a huge thing in education. I think teachers can get good ideas from AI and can help with lesson planning and learn about different ways to keep students engaged
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ZB is designed to help students with disabilities develop and improve their social skills and can even teach them how to code.
I really like this idea. If there are robots like this to be able to help people in situations like this, I strongly support.
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For example, the university recommends GitMind for assistive notetaking, mind mapping, and brainstorming.Footnote8
AI tools like this are very useful in cases like this. Kids being able to engage with classwork when they are neurodivergent is important so they don't feel like they are behind on anything school related. These are the types of tools that can help encourage active engagement
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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In how we’ve been talking about accessible design, the way we’ve been phrasing things has implied a separation between designers who make things, and the disabled people who things are made for. And unfortunately, as researcher Dr. Cynthia Bennett points out, disabled people are often excluded from designing for themselves, or even when they do participate in the design, they aren’t considered to be the “real designers.” You can see Dr. Bennet’s research talk on this in the following Youtube Video:
The division between designers and handicapped people—who are frequently viewed as passive recipients rather than active creators—is a problem in accessible design that is brought to light in this paragraph. The framing of design discussions frequently suggests that non-disabled designers are the creators and handicapped people are just users. According to Dr. Cynthia Bennett, it is problematic when disabled persons are excluded from the design process because it ignores their lived experience and knowledge of their own needs. The opinions of disabled people may not be given the same weight as those of "professional" designers, even when they do contribute. This highlights a problem in many domains where underrepresented groups are viewed as recipients rather than collaborators, which can result in designs that don't completely meet their needs or reflect their perspectives.
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It's important to make sure you are designing the product for people who are going to be using your product thoughtfully. If you design it for yourself, you'll usually end up forgetting important details that will affect how others using your design will perceive.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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Another way of managing disabilities is assistive technology, which is something that helps a disabled person act as though they were not disabled. In other words, it is something that helps a disabled person become more “normal” (according to whatever a society’s assumptions are). For example:
Because it perpetuates the notion that disability is something to be "fixed" rather than accommodated, this emphasis on normalcy can be harmful. The high costs of many assistive devices are also mentioned in the text, which can be a barrier for people who require them and reflect larger problems of unequal access to help. By highlighting how attempts to make people "normal" can occasionally backfire, the mention of abusive practices like gay conversion therapy or ABA therapy for autistic persons broadens the discussion.
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10.2.1. Coping Strategies
After reading this, I realized that coping mechanisms such as masking place the whole weight on people with impairments to adapt to situations that were not meant for them. However, I believe it underscores a wider issue: when systems are inaccessible, disabled people are unfairly expected to find ways to fit in, often at considerable personal cost. And I'm wondering if there's a better way for society to support people with invisible disabilities so they don't feel compelled to hide or adapt alone.
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Another strategy for managing disability is to use Universal Design, which originated in architecture. In universal design, the goal is to make environments and buildings have options so that there is a way for everyone to use it2. For example, a building with stairs might also have ramps and elevators, so people with different mobility needs (e.g., people with wheelchairs, baby strollers, or luggage) can access each area. In the elevators the buttons might be at a height that both short and tall people can reach. The elevator buttons might have labels both drawn (for people who can see them) and in braille (for people who cannot), and the ground floor button may be marked with a star, so that even those who cannot read can at least choose the ground floor.
To my observations, society is still experimenting with universal design as it is harder to notice features that make certain actions or services accessible to all people, especially in the physical sense. However, I have noticed software companies releasing new features that make their products usable for all, for example, Apple's accessibility feature that reads out text and options for the user to interact with without having the need to read the screen.
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For example, kids who are nearsighted and don’t realize their ability to see is different from other kids will often seek out seats at the front of classrooms where they can see better. As for us two authors, we both have ADHD and were drawn to PhD programs where our tendency to hyperfocus on following our curiosity was rewarded (though executive dysfunction with finishing projects created challenges)1.
This is me. I have a few disabilities that I struggle with, and I think this is excellent to remind others of something they might take for granted. It's funny for quite a while I learned to just adapt before I went out and got diagnosed and was able to receive help for some of my disabilities. I believe human beings are like that and can make do when they need to that's what makes us so resilient.
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www.sciencedirect.com www.sciencedirect.com
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anthropocene - era when human actions have become the main driver of environmental change. (Ford et al)
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sakai.westliberty.edu sakai.westliberty.edu
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The confounding effects of bodymass index, age, weight, gastrointestinal complaints, alcoholintake, and dietary parameters were evaluated
there should have been weekly/daily data points on this
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www.supersummary.com www.supersummary.com
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“Room for Error,”
The quote, "Room for Error", means that there is more of an allowance for imperfection and it shows a complexity of life. This quote shows compassion, patience, and adaptability in our lives.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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10.1. Disability
This section encourages us to evaluate disability as a social construct shaped by preconceived beliefs about what abilities are "normal." For example, trichromats are not considered "disabled," despite the fact that they lack the additional color sensitivity that tetrachromats do. It serves as a powerful reminder that disabilities are frequently imposed barriers rather than inherent limitations. This makes me wonder how much more inclusive our environments could be if they accommodated a broader spectrum of talents from the outset.
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Some people (like many with chronic pain) would welcome a cure that got rid of their disability. Others (like many autistic people), are insulted by the suggestion that there is something wrong with them that needs to be “cured,” and think the only reason autism is considered a “disability” at all is because society doesn’t make reasonable accommodations for them the way it does for neurotypical people.
This paragraph calls upon the reasons why we consider some people to be disabled. We do not classify certain people solely on their physical or mental differences but due to the low accommodation or opportunities present for them in society.
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Most humans are trichromats, meaning they can see three base colors (red, green, and blue), along with all combinations of those three colors. Human societies often assume that people will be trichromats. So people who can’t see as many colors are considered to be color blind, a disability. But there are also a small number of people who are tetrachromats and can see four base colors2 and all combinations of those four colors. In comparison to tetrachromats, trichromats (the majority of people), lack the ability to see some colors. But our society doesn’t build things for tetrachromats, so their extra ability to see color doesn’t help them much. And trichromats’ relative reduction in seeing color doesn’t cause them difficulty, so being a trichromat isn’t considered to be a disability.
I really appreciate that this reading gave me that view of this issue. You always look at things from a certain scope and never venture to look at things from a different viewpoint. The fact that tetrachromats exist is something I never knew, and I think there should absolutely be special accommodations made for them as well.
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docdrop.org docdrop.orgview2
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pproximately 1.8 million children are in the United States without legal papers, and an additional 3.1 million children are born in the United States to undocumented alien parents.
This is a good amount of people without legal papers and i can say that even for a fact theyre the most hard working people who push hard for an education but are let down because of the support system of society. I know that they don't fully get the opportunity to finish school and are pushed out to work.
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Therefore, they are likely to grow up in households where cultural, linguistic, and social tradi-tions, while in flux, retain some of the distinct flavors that immigrants bring with them to the new country
To those families who maintain their culture and certain traditions in their households can be a good thing to a certain extent. I think being open to learning different cultures is a good thing except for when people try to bash and change aspects and perceptions. People tend to bash the cultures that they believe are not the correct ones or what they dont expect, but at the end of the day the correct ones start from native americans.
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docdrop.org docdrop.org
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alone in the apartment, caring for her younger brother while her parents worked. As teenage daughters, the girls often were responsible for household chores and caring for younger siblings, which furthered their solitary and constrained feelings.
This is actually true and it is something that still continues. In families they will look for the next girl to be the most nurturing or show care to the rest of the siblings because the parents are at work. It shows different perspectives having them grow up a little faster. It gives and holds back little girls from different experience because they're put into a different stress.
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tudies have revealed family pressures, such as strict gender roles and expectations
On what I've learned and seeing the stress a child takes upon in situations usually starts with families. The built up anger, not being able to sleep, feeling the stress of their parents having them do extra things. From what i've been told from Asian cultures is how much pressure they add to a kid to be able to be "perfect" through education having them meet extra standards and going above and beyond adding them in extra forms of help/ tutors. This is when it comes down too having to meet a standard and over working themselves,
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www.poetryfoundation.org www.poetryfoundation.org
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And climb black branches up a snow-white trunk Toward heaven, till the tree could bear no more, But dipped its top and set me down again.
Throughout the story, Frost uses beautiful imagery as a metaphor to communicate his longing to return to care free adolescence.
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He learned all there was To learn about not launching out too soon And so not carrying the tree away Clear to the ground.
Frost talks about the concept of "ignorance is bliss" and how you should be patient and not grow up too fast. The whole tone of the poem is imaginative and nostalgic. Explores the "coming of age" theme.
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You may see their trunks arching in the woods Years afterwards, trailing their leaves on the ground Like girls on hands and knees that throw their hair Before them over their heads to dry in the sun.
I believe this section of the poem emphasizes the modernism characteristic of having "confidence in the power of the imagination to construct meaning where there is none." We see this here with the girl's hair and above with the boy swinging on the trees. Through imagination, Frost takes something that most people would have over looked, and uses it to symbolize something else with a deeper meaning.
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I like to think some boy’s been swinging them. But swinging doesn’t bend them down to stay As ice-storms do.
Here, Frost compares potential causes of the bending of the trees. He'd like to assume it was because a boy had been swinging on them instead of it being due to an ice storm.
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www.youtube.com www.youtube.com
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Ways to discover music organically: - 1) Check out the producer of the song - 2) Check out artist features (who features on them and who they feature for. - 3) Check out playlists by favorite artist. - 4) Keep up with critics/publications of music - 5) Genre Reddit communities - 6) Rate Your Music -> IMDB for music - 7) AlbumOfTheYear - 8) Physical Record Stores - 9) Discover Music through Friends Warning: Not for Loners!!! - 10) Local Music Venues
Tags
Annotators
URL
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docdrop.org docdrop.org
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Benny lived with his 4-year-old brother and grandmother who became his legal guardian when he was an infant and his mother was charged with neglect
Theres always a story behind how one acts or how they learn. Here benny knows that he has always been neglected and even though he had someone to take care of him, hes going to remember that even his mom left him from the start. It puts a bigger role on him of having to look at things different. He was able to grow up in a house hold where his grandmother was able to get her high school dimploma giving him an advantage.
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people have facility with multi-ple literacies in differing contexts, using a range of meaning-making prac-tices involving written, oral, gestural, digital, a
The advantage given based on being able to be bilingual and not only being able to read or write but being able to speak both languages gives you a push. As a child you learn their capacities of being able to learn them but the point is being open to learn and not forget. It is a struggle when you can not communicate with others because of a language barrier but also seeing the effort that they put in to learn. It opens them up to a broad range of readings.
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we focused on the strengths and resources of the children and their families, rather than their needs and alleged deficits as often described in the dominant discourse
I liked reading that the research was based on their strenghts and resources because in a kid we see all the bad they do and from those small comments it stivks to the kids for a long time. It reminds me to the different reading we had 2 weeks ago based on how comments stick to the kids at a young age of the "woah you're too tall for your age" "you're suppose to be smart"etc. I know they see their strengths and as they demonstrate it and someone acknowledges it they know and feel that they can do good.
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Constructing Literacy Spaces in Low-Income Homes and Communities:
Reading the title opens up many questions and realization of why literacy is not really a factor in certain households of the Latino community. It comes down to sometimes parents tend to not help out to offer books because thye themselves do not know how to read or understand the language. Then it is also that being in a household that have different priorities and its to work to be able to pay rent we know that they would not have time to sit down and help us learn.
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academic.oup.com academic.oup.com
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social dreaming’. The sociologist Ruth Levitas (b. 1949) calls it ‘the desire for a better way of being’, with the utopia as an aspect of the ‘education of desire’.
key element here of desire
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open.library.okstate.edu open.library.okstate.eduCogito6
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the belief that there is a God who is all powerful, and who created me, such as I am, has, for a long time, obtained steady possession of my mind.
Highlighting its relevance in developing his perspective on life and knowledge, Descartes explains his fundamental belief in an all-powerful God who created him. A loving God guides his perspective since he would not fool others. Descartes emphasizes the ageless nature of this religion and how it shapes his intellectual efforts, especially his search of truth and certainty.
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which could not have been formed unless in the likeness of realities; and, therefore, that those general objects, at all events, namely, eyes, a head, hands, and an entire body, are not simply imaginary, but really existent.
This chapter captures Descartes's attempt to link our mental images of the physical world with the actuality of those items. He highlights the difference between imagination and actuality and addresses doubt about existence by claiming that our concepts of bodily forms originate from actual entities. Aiming to provide a basis of knowledge that recognizes the truth of the physical universe while also being skeptical of sensory experience, this argument is important to his philosophical study.
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But I cannot forget that, at other times I have been deceived in sleep by similar illusions; and, attentively considering those cases, I perceive so clearly that there exist no certain marks by which the state of waking can ever be distinguished from sleep, that I feel greatly astonished; and in amazement I almost persuade myself that I am now dreaming.
Descartes considers the nature of reality and perception and the indistinctiveness of dreaming and waking life. His admission of falling for dreams sets off intense doubts about sensory knowledge. The chapter shows his approach of critical thinking and emphasizes the philosophical and emotional difficulties of looking for certainty in an uncertain environment. In essence, it captures the essence of his philosophical investigation on the meaning of life and the dependability of human perception.
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whose brains are so disordered and clouded by dark bilious vapors as to cause them pertinaciously to assert that they are monarchs when they are in the greatest poverty; or clothed [in gold] and purple when destitute of any covering; or that their head is made of clay, their body of glass, or that they are gourds?
Emphasizing how people could be caught in false beliefs resulting from a disordered state of mind, this chapter shows Descartes's investigation of mental clarity against delusion. By means of striking images and contrasts, he challenges the continuation of illusion, therefore highlighting the more general philosophical concerns of identity, perception, and the character of reality. This is a sobering meditation on the need of clear thinking and the perils of letting irrationality or negativity color one's impressions.
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although the senses occasionally mislead us respecting minute objects, and such as are so far removed from us as to be beyond the reach of close observation, there are yet many other of their informations (presentations), of the truth of which it is manifestly impossible to doubt
This chapter, taken as a whole, shows Descartes's critical analysis of sensory experience, stressing its constraints and therefore confirming the presence of trustworthy experiences. It represents his larger philosophical quest for knowledge's basis among the complexity of human perception and for certainty.
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I ought not the less carefully to withhold belief from what is not entirely certain and indubitable, than from what is manifestly false, it will be sufficient to justify the rejection of the whole if I shall find in each some ground for doubt.
Descartes is arguing that, just as we should be wary of accepting false things, so should we be of accepting doubtful things. Should one have any cause to question a belief, we should completely reject it. This method promotes absolutely certain knowledge building.
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docdrop.org docdrop.org
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Whereas the long-held assumption of such practices is that students need specialized educational programs to prepare them for different careers and that those homogeneous groupings promote effi cient teaching and learning, research has consistently
In forms of education i know that the best help is allowing them or talking through students about opportunities that can have especially when it comes down to high schoolers. Alowing students to know and if there is possible connects, it would automatically give them the advantage of wanting to try out something and go for it. Gving a student the reassurance of im here for you or im here to support you will always be a successful outcome.
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Taken together, the inability to receive fi nancial aid and the exclusion from federally funded sources of support place undocumented students on a diffi cult path towards higher education.
Having the opportunity of being able to receive financial aid and this year being the hardest because of the new updates. Many people got unmotivated because they were in the air as to what was going to happen or what were going to be the outcomes. We try our best to work our way to receive grants or scholarships so getting that opportunity away is hard because we know how expensive it is. So for those who do not receive financial aid impacts them to know that they wont be able to afford it.
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Legal and fi nancial con-straints not only erect numerous barriers but also create added layers of need in navigating the successful completion of high schoo
The financial status of one will always take a big toll especially when it comes down to education. You either choose the route to make money or work your way but in the process basically be suffering. This is when it comes down that having support from someone even with the minor help it would give you the advantages or the push of oh okay i got this!.
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“hey, I care about you and I want to help you stay in school”. I was needed by my family and I get that. I’d do anything for them,
In life and i can speak for myself all i need sometimes is that push of guidance. Knowing that someone is there for you and willing to put time aside to help you out. Even when it comes down you just want that reassurance of the Hey im here for you or if theres anything they can do or even the you got this! Listening to this honestly support goes a long way.
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She realized from an early age that her lack of papers— papeles—would keep her from the good jobs she dreamed of as a child
Its sad that her realization was at a young age just like someone elses comments stated and its true, you feel the inequality based on the standards of society the moment youre forced to grow up young. Even today the people who have the privelege to get an education deny that route and the people who want that route can't have it because society doesnt provide or allow them to. Here is with undocumented and her knowing that without papers she won't have that and others is knowing now that can get protected by DACA will help them out a little more.
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For many Americans education is viewed as the key to the American dream. But this ideal is lost on Flor Garcia,
The American Dream is always something that stays in the air that people tend to take differently. The American dream has been implemented forcefully to say education is the way to go but everything comes down to perception of what you think success means to someone. For me success means going to school, graduating, and getting the job i've always strived for or having a degree to rely on. Success for others can be getting a job as long as they're able to support their family. Now i wonder what Flors ideal would be.
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ut here is the thing about “me” questions, while the speaker is happy to answer them, it is likely a tangent from the story the speaker is trying to tell. Although interesting, it most likely takes time away from other material the presenter hopes to discuss.
I think that this piece of advice is among the most effective in the article, because audience members certainly have a tendency to focus on "me" questions. I think that knowing that "me" questions often defer from the speech can help people to reshape questions that they may have asked as is otherwise.
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Actively think about what are the main 3 points that stand out to you and what your next steps might be.
I believe that this is very important to know because its an organized way to be an audience member.
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But here is the #1 audience sin: showing up late to a presentation. If you show up late to a presentation, you miss the context and a chance to know your speaker.
This quote really hits home for me because I used to be someone who was pretty regularly late for calculus. Because I was late, I would always be flustered and so lost when I got to class, and my grade suffered because of it. This year I have made an effort to be early to all my classes, and I feel like I have definitely understood more of what I have been learning.
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jlenio.bergbuilds.domains jlenio.bergbuilds.domains
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“I respectfully remind you sir, that we have been the most patient of all people.”
I like how you mentioned these words of Jackie Robinson. It really emphasizes his quiet but powerful determination, as he states that patience is necessary, especially it times where progress seems to be slow.
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hmoore.bergbuilds.domains hmoore.bergbuilds.domains
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While the implications of these actions were unpleasant and illegal, she gained a new sense of enthusiasm and passion for writing these letters
I appreciate the way you contrasted this idea in words. It was interesting to see how she finally felt valued as a writer, even through such illegal actions.
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eaumiller.bergbuilds.domains eaumiller.bergbuilds.domains
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“I thank you for what you have done so far, but it is not how much has been done, but how much more there is to do”.
I like how you mentioned this quote by Jackie Robinson. It really highlights the determined mindset that Robinson had, showing that he was always focused on progress and future achievements, and not just past milestones.
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docdrop.org docdrop.org
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“I sat behind her and lis-tened to what she was whispering to her neighbors. She had the right answer.” By taking note of the teacher’s actions and tracking student participation, he is also able to show the teacher that she had, in fact, called on several other stu-dents with wrong answers.
Recognizing implicit bias is hard for some teachers. Being aware is half way there.
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ng-based, chosen by the principal and positioned as content experts. Mentors, by contrast, often give support in non-academic, even personal areas of the new-teacher experience.
This is insightful! I think that a coach that is given to a teacher almost negates the whole growing and learning process
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www.americanyawp.com www.americanyawp.com
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Americans had never been more united. They fought and they celebrated together. But they also recognized that they were not considered full British subjects, that they were considered something els
The unity of the American grew through shared sacrifice and resistance to imperial controls, creating a distinct political identity.
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The local militia defeated the rebels in battle, captured and executed many of the enslaved people, and sold others to the sugar plantations of the West Indies.
This reveal a society fighting with the contradictions of freedom and enslavement
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Quaker belief in the equality of souls challenged the racial basis of slavery.
The text highlights how Quaker beliefs in equality and nonviolence began to shape anti-slavery sentiments by the mid-18th century, particularly in Pennsylvania. This period represents a turning point in how some colonists began to question the legitimacy of slavery as an institution.
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Enslavers could not be convicted of murder for killing an enslaved person; conversely, any Black Virginian who struck a white colonist would be severely whipped
Voices that are marginalized in this quote include those of the enslaved individuals themselves, whose perspectives and motivations for rebellion are often overlooked.
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Quakers were the first group to turn against slavery. Quaker beliefs in radical nonviolence and the fundamental equality of all human souls made slavery hard to justify. Most commentators argued that slavery originated in war, where captives were enslaved rather than executed
**Questions in this section: ** 1. How did religious beliefs influence societal attitudes toward slavery? 2. Are there parallels between Quaker activism and modern movements against systemic injustice?
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Stono Rebellion
Answering Historical Questions The audience that would have become interested in reading accounts detailing the Stono Rebellion would have been primarily the colonial masters and the white settlers. The accounts were prescribed to cordon off rebellion and fear in the enslaved people. The rebellion’s importance was to show that the enslaved people would fight to be free and thereby show the moral of slavery.
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knowledge. Skeptical arguments rely on the existence of doubt. Doubt exists when we cannot rule out a possibility. If we have doubt, we are not certain.
I agree that skeptical arguments rely on the existence of doubt but I also do agree that not everything can be examined so we truly do not know if it is real or just skeptical.
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for all we know, we could currently be dreaming while thinking we are awake. Imagine dreaming that you are a butterfly, happily flitting about on flowers.
I always wonder about this because, in some dreams, I genuinely feel like I am part of the dream, but as soon as I wake up, I automatically assume I am awake. But what if the dream is just continuing, and it's like a never-ending loop?
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To make their case, global skeptics point to the lack of the possibility of certainty in our beliefs. Because we cannot know that our beliefs are true, we cannot know in general. Usually, global skepticism attempts to undermine the possibility of forming justified beliefs.
I find global skepticism fascinating to get into because everyone just knows like the why but never like the real reason why or if we are in a reality where everything is real or fake.
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This reminds me of the I do, We do, You do process. The productive group work is an added component that resonates with me such as a small group.
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bbhosted.cuny.edu bbhosted.cuny.edu
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That same year, FBI director J. Edgar Hoover called for“war on the sex criminal,” asserting that “the sex fi end . . . has becomea sinister threat to the safety of American childhood and womanhood.”
Despite this being a sentiment from 1937 this is still a very real battle against women and children. One demonstration of this battle that has stuck with me is the fashion exhibit "What Were You Wearing?" This exhibit consists of outfits that were worn by SA survivors when they were attacked. Many of the exhibitions are children's clothing and some are just diapers. The sex criminal is still a terrifying threat but has only been taken less seriously by men.
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Historians have suggested that white fear of vio-lent slave uprisings contributed to the production of a durable culture offear in the United States.
Does the white fear of violent slave uprisings contribute to inherent subconscious prejudice towards black people?
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However, these stories also quicklylose their power to excite, reinforcing the blasé attitude and stokingthe need for ever more extreme forms of stimulation.
I believe this blase attitude towards major stories has worsened with the age of social media. Many people have forgotten, or worse, were never aware, that Russia and Ukraine are at war, and the same for Israel and Palestine now that the genocide has been ongoing for over a year. Social media has simultaneously made people more nosey and forgetful. Social media users go from one outrageous story to another with no real empathy or care for those involved, only interested in the drama they provide. Overstimulation has dulled people's sense of reality and empathy.
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www.ignitec.com www.ignitec.com
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it’s about generating a vast number of ideas and is great for both designers and non-designers.
As someone who is not very artistic, I'm not sure that this strategy would be that effective for me. I might get too caught up in making it look recognizable or overly explaining what it is, which detracts from the goal. I also think it's difficult to come up with this many ideas that also have some kind of visual element, and it requires a lot more effort and energy. With words, it can be easy to generate lists of dozens of things, but with drawings, creativity might start to drain halfway through the 8 pictures.
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This technique puts ideas into action and context and opens the room for more ideas.
I think storyboarding is a great way to get into the mind of your target audience and build on the empathy phase of the process. It can be easy to come up with an idea and then realize it doesn't actually fit into the situation you had hoped. Storyboarding helps give context as to why some things do/don't work and helps focus ideas.
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3. Brainwriting
Is it often that ideas start to get similar by the end if ideas are working off of each other?
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Be aware of the less confident people in the team
I think this is really important because a lot of times people have really good ideas but they are too scared to speak up. That's why I think writing things out makes it easier for less confident people to share their ideas
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innovationmanagement.se innovationmanagement.se
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It prompts participants to create new ideas by having them combine several categories of key words to create a name for a new idea
Honestly, I don't really understand this strategy. In general, this one seems the most confusing, but I also think the other strategies (opportunity redefinition, triggered brainwalking, and worst idea) do what it does better and in a more clear way. I just don't see a need to use this one over the others.
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This is another technique that can help to save the day when nothing else seems to be working, and can re-ignite the energy levels of groups that are approaching creative burnout.
I think that this can be a great way to keep the energy up when brainstorming. I often feel like my first few ideas have to be the "right" ones, so purposefully being wrong can help take off some pressure and be fun.
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Once you’ve generated a list, challenge the group to turn those horrible ideas into good ones by either considering its opposite, or by finding some aspect within a terrible idea that can be used to inspire a good one
Is this the best way to go about it from the start or could it be more helpful if no one can really think of any good ideas?
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The facilitator tapes several pieces of paper to a wall. Each member of the group gets a marker. Participants write their ideas on a paper and then rotate, adding their thoughts own original and ideas to the page as well as building upon those of their colleagues.
I think that this is very helpful because you can write down anything without having to think hard about it being a perfect idea or what others might think about it!
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kumu.brocku.ca kumu.brocku.ca
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The greater the extent to which they possess this equipment —skills,knowledge, understanding of their own motives, the self-discipline to act on them, sev-eral personal characteristics, and an effective balance between passion and reality (e.g.,setting attainable goals)—the more likely they will be to succeed
the greater the extent that you too possess this equipment, the more likely you will be to succeed (in anything). This doesn't just apply to those in the "entrepreneurial field" -- but that said, acquiring (and then knowing how to use) this equipment is much easier said than done.
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some have gone so far as tosuggest that entrepreneurs are, to a large extent interchangeable: If one person does notrecognize and act on an opportunity, someone else will, and there is little if anythingspecial about the persons who are first on the scene
what are your thoughts on this?
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While creativity and effective opportunity recognition are important cognitive toolsfor entrepreneurs, another is the ability to resist what might be termed “cognitive traps.
the 'pro' and the 'con' side
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ne view of opportunities suggests that they exist “out there” as patternsthat have not yet been recognized by individuals—anyone!—but then, when a personwith the right background experience and training appears, these patterns are identifiedand may form the basis for important entrepreneurial activity. Another view of oppor-tunities is that they are created by entrepreneurs themselves
ground that we've covered before ... should be very familiar...
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pattern recognition—what is known in everyday speech as “connecting the dots.” More formally, it refers toperceiving connections between various conditions, events, or markets that are notcurrently recognized by others
!!
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Identifying potential opportunities does not necessarily involve new ideas, but inmany cases it does. In such instances, opportunity recognition refers to processeswhich lead to the discovery or creation of the means of generating value (financial orsocial) that are not currently being exploited
exploited, as a good thing (as it seems in capitalism and resource extraction models in general...)
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entrepreneurship begins with ideas—ideas for something new,useful, and, hopefully, better than what exists at present
a vision for not just the future (but a better future, an improved tomorrow based on your innovation(s), today)
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pm-nlx-com.ezp.slu.edu pm-nlx-com.ezp.slu.edu
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hat they cut us off from the chaste embraces of that bridegroom who is the fairest in form among the sons of men (Ps 45:2), unless they are dried up by the medicine of daily repentance.
ecclesial imagery
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opentext.uoregon.edu opentext.uoregon.edu
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Aren’t communication and language the same thing?
No, I hate the idea of boxing in any ideas of communication by putting them in our made up term used to identify concepts used within a community. I think communication is a much larger idea and language just try’s to narrow down and define. Communication is a living, breathing idea and the rules are loose- changing all the time.
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docs.dxos.org docs.dxos.orgAbout2
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No servers or central authority, all the data is with the clients.
client only data
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ECHO (The Eventually Consistent Hierarchical Object store)
hierarchical object store
that;s what Peergos is for IndyWeb
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www.edutopia.org www.edutopia.org
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Open-ended creation tools give students a space to demonstrate their understanding. They can capture their voice, record video, and tell the story of their learning.
I believe creating is so powerful and I like to use Book creator to do that,
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Digital tools let students collaborate in new ways, question the world around them, connect their work with the world, create products that demonstrate their understanding, and wonder about new topics they encounter.
Great definition or explanation of why we use digital tools.
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Designing rigorous learning experiences in a tech-rich classroom requires us to take a step back and think about the ways technology can elevate and energize students
I definitely agree that it is not about the shiniest but about what accomplished the learning goal and sometimes it is not technology that does it.
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slate.com slate.com
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Mark Schrad discusses his German typewriter in episode 31 of the Austin Typewriter Ink Podcast<br /> https://www.podomatic.com/podcasts/austintypewriterink/episodes/2021-02-01T21_49_07-08_00
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www.biorxiv.org www.biorxiv.org
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Summary and Discussion
This is some really neat work. This is a wonderful resource for the community! I really appreciated the logic and decision making highlighted throughout the paper leading to an optimal protocol for 4- or 5- color imaging in dicty! Very cool work and beautiful images!!!
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We constructed strains expressing Achilles or GFP(S65T) under the control of a prestalk-specific ecmAO promoter
Why did y'all shift from mNeonGreen comparisons to GFP?
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These result suggests that despite the low temperature (22 °C) of D. discoideum culture, maturation of Achilles was fast and comparable to that demonstrated in mice
Very neat & exciting finding!!!
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22 h was required for a similar percentage of Dox-GFP(S65T)
Is there any data comparing Dox-GFP with a Dox-mNeonGreen FP? If so, are the two probes comparable in their response times?
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Using the same microscopy setup as above, in vegetative cells, PHAkt-Achilles and PHAkt-mNeonGreen fluorescence appeared localized in the pinocytic cups (Fig. 2A),
Was the cytoplasmic background also brighter here (not just the localized signal)? I'm just naively wondering if the achilles tag is causing some stress that is increasing background autofluorescence in the cell (given the onset of uniform cytoplasmic fluorescence in Fig 1).
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In the slug stage, Achilles fluorescence remained bright in the majority of cells and appeared uniform in the cytosol (Fig. 1C and D), whereas very few cells showed mNeonGreen fluorescence (Fig. 1C–E).
Interesting that there is a significant difference in the distribution of mNeonGreen (anterior vs posterior) but not with Achilles. Do you have any ideas why this would be the case? Are there any observable physiological defects caused by either of these FPs?
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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write under the assumption that writing must be as univer-sal as possible.
Like sentence structures and outlines??
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“As a writer, I continue to analyzeand reflect on the power words have over me.”
Analyze, analyze, analyze!!
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writing the self in communications insteadof gradual disembodiment or complete separation.
I don't understand.
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the writer is not building a publicly recog-nized voice with confidence and a level of expertise that buildstrust with an audience.
- build confidence and voice as a writer
- connect with the reading audience
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If there is a connectionearly on in the writing between the subject and writer, then thearguments, observations, and truths presented to the reader can
You gotta snatch up the audience so then they will read the writing or something.
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The writer needs to be present andbreathing on the print or digital page. To make meaning throughlanguage, the writer must be present to the audience and mindfulof beliefs to produce coherent, meaningful, and engaging writingfor the reader.
Yes!! Imagine if William Shakespeare wrote with zero emotion. Then it would twice as boring as it already is.
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It can beinterpreted in various ways that range from removing the personalpoint of view in a document to altogether distancing oneself fromthe subject and interest that was once held for a topic or conceptworthy of writing for an audience. With one’s self removed, thewriter is partly absent from the page and conversation.
100% agree and I just love this sentence.
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LEAVE YOURSELF OUT OF YOUR
The title "Leave Yourself Out of Your Writing" has me confused because I thought that writing was a form of self expression??
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www.oah.org www.oah.org
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What also becomes self-evident is that living and being are distinctly different than writing something down for others to read. With regards to American Indian cultures or Native peoples, the cultural aspects of existence versus writing down something is a critical point to consider in the text one might read. Is the information correct regardless of the author’s identity? How does one know? When teachers teach lessons or require students to read, they select literature that was produced in the same fashion as other texts and are ultimately posing frames around culture(s) that were observed and attitudes witnessed for a reader to deliberate. Delivering information and discussing ideas is not bound by essentialized categories or identities. Creating texts requires a scholar to be versed in working with bodies of literature—other texts.
He specifically mentions teaching here.
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It brings to mind the clichéd statement, “history is written by the victors.” The cliché signifies that human beings have been in competition to control narratives of how to understand the world we live in, and why things have worked out to be the way they are now.
Reflect on this. Why do we need to be aware of this as teachers?
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Knowing that American Indians, like other marginalized populations, struggle to see representations of their respective cultures in writings and lessons, what, then, is a pragmatic way to teach about Native peoples of North America? If someone personally asks me “What’s your ethnicity?,” I respond with I’m a Lakota. If I’m not wishing to engage for very long, I might respond with American Indian or a Native. I grew up with Lakota relatives talking about “being Indian, speaking Indian, acting like an Indian.” In terms of policies and the federal government, I am an American Indian legally, not a Native American. Native American seems to be a more recent turn that does not denote the legal relationship of “American Indian & Alaska Native” (AI/AN). The legal status of being in the category of an AI/AN is that it affords federally recognized tribes a different status than the more self-identified terminology of “Native American.” Ultimately, it comes down to a personal choice articulated by whomever is the receiver of the terminology. So, there isn’t truly a “correct” term beyond the context and space—First Nations or aboriginal are often used in Canada. Sincerity, and attempting to frame the issue for people, is part and parcel to teaching.
What are some complications he points to here?
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Identity is a never-ending journey to strive for a space of ontological satisfaction
What does ontological mean? What is the relationship between history and identity? How does that influence ontological satisfaction?
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pm-nlx-com.ezp.slu.edu pm-nlx-com.ezp.slu.edu
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At this point, pagans are in the habit of making fun of Christians about the penitential discipline which has been established in the Church; and against some heresies the Catholic Church has held firmly to this truth about doing penance.
Note this. It's a long established practiced, and the pagans mock it.
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s. To hear them, because at mass they were said by the celebrant alone. At other times of prayer, at home, of course, they were said by the faithful themselves. †37
Do we know that? Source?
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docs.dxos.org docs.dxos.org
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Agents are personal servers that can be used to boost data availability when the user's devices are offline.
Agents personal servers
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No data silos or intermediaries.
Flip the Web
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Local file Local file
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Why do women have to be considered incomplete or sexually deprived?” she said. “Maybethe woman already has orgasms. She doesn’t have pain, but she wants the surgery to feelmore like a woman.” Unless women are in pain, Dr. Abdulcadir requires they wait threemonths and undergo counseling and psychosexual therapy. After that, she said, less than afifth choose surgery
I know on an intellectual level that the cultural implications of this practice are incredibly complex but emotionally I find it completely shocking that only a fifth of the women offered it choose reconstructive surgery.
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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C. Karmel, Z. Chen, J. F. Hartwig, J. Am. Chem. Soc. 141, 7063–7072 (2019)
The paper describes direct addition of amines to alkenes.
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J. M. Murphy, J. D. Lawrence, K. Kawamura, C. Incarvito, J. F. Hartwig, J. Am. Chem. Soc. 128, 13684–13685 (2006).
The authors present a novel iridium-catalyzed borylation method for aryl C–H bonds, allowing direct functionalization of unactivated arenes.
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H. Chen, S. Schlecht, T. C. Semple, J. F. Hartwig, Science 287, 1995–1997 (2000).
The authors demonstrate a palladium-catalyzed method for the amination of aromatic C–H bonds, enabling direct incorporation of nitrogen.
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J. F. Hartwig, J. Am. Chem. Soc. 138, 2–24 (2016).
The paper discusses mechanistic insights and strategies that have broadened applications for C–H activation in synthetic organic chemistry.
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C. S. Wei, C. A. Jiménez-Hoyos, M. F. Videa, J. F. Hartwig, M. B. Hall, J. Am. Chem. Soc. 132, 3078–3091 (2010).
The authors present a detailed computational and experimental study on the mechanistic pathways of iridium-catalyzed borylation of C–H bonds.
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D. N. Primer, I. Karakaya, J. C. Tellis, G. A. Molander, J. Am. Chem. Soc. 137, 2195–2198 (2015).
The authors introduce a photoredox-catalyzed cross-coupling reaction enabling the formation of C–C bonds without traditional organometallic reagents.
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R.-L. Zhong, S. Sakaki, J. Am. Chem. Soc.141, 9854–9866 (2019).
The authors explore the mechanisms of selective C–H activation catalysis involving transition metals through detailed computational studies.
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C–H bond functionalization
https://phys.org/news/2020-10-approach-chemistry-enables-boron-added.html
Researchers have developed a new method to add boron atoms to organic molecules using light-driven chemistry, eliminating the need for transition metals. This approach is expected to simplify synthesis processes and reduce environmental impact by making boron addition more accessible and eco-friendly.
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in an undirected fashion
https://cen.acs.org/synthesis/c-h-activation/Alkane-borylation-reaction-kicks-metals/98/i42
Researchers have developed a novel alkane borylation reaction that bypasses the need for transition metal catalysts, traditionally essential in such reactions. This approach utilizes photoredox chemistry to enable borylation with milder conditions and reduced environmental impact, making the process greener and more sustainable. The reaction opens new possibilities for functionalizing hydrocarbons in pharmaceutical and material science applications by avoiding the cost and toxicity associated with metal catalysts.
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The installation of functional groups at the positions of unreactive C–H bonds
https://news.berkeley.edu/2020/05/21/scientists-finally-crack-natures-most-common-chemical-bond/ Scientists finally crack nature’s most common chemical bond
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carbon-hydrogen (C–H) bonds in organic molecules
https://phys.org/news/2023-12-catalyst-electronically-ch-functionalization.html
The Chirik Lab at Princeton has developed a cobalt-based catalyst that enables electronically controlled C–H functionalization, allowing for precise borylation in fluoroarenes without the need for directing groups. The catalyst offers potential applications in pharmaceutical and materials synthesis by expanding the toolkit for site-selective modifications.
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product 48
2.5 M butyl lithium was added to a solution of furan at -78 deg Celsius under inert atmosphere. The reaction mixture was stirred at room temperature for 1 h. The reaction mixture was cooled to -78 deg Celsius and 43 was added. Then NBS was added. The reaction was warmed to room temperature and 10 mL of water was added. Extraction with ethyl acetate and followed by vacuum evaporation afforded a residue. This was purified by silica gel column chromatography to give 48 as a colorless oil.
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diol 45
Copper-Catalyzed Oxidation: To a premixed 2.0 M NaOH and 30% hydrogen peroxide and 15 was added in THF at 0 deg Celsius. The mixture was stirred at room temperature for 11 hours. 1.0 M aqueous hydrochloric acid was added and reaction mixture was extracted with ethyl acetate. The organic layer was washed with brine. Volatiles were evaporated with rotary evaporator and the residue was purified by silica gel column chromatography. 45 was obtained as a yellow solid.
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biaryl 37
Suzuki Coupling Reaction: 15, boronic acid, potassium phosphate, Pd(dppf)Cl2 and dioxane were added to a vial in a glove box. Then, the vial was removed from the glove box and water was added. The reaction mixture was heated to 100 deg Celsius for 2.5 hours. Volatiles were rotary evaporated and the residue was purified by silica gel column chromatography to give 37 as a colorless oil.
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C–D bond
Deboronation and Deuterium Exchange: To a reaction vial, 15, [Ir(cod)OMe]2 and THF were added. The vial was sealed, removed out of the dry box and D2O was syringed. The reaction mixture was heated to 80 deg Celsius for ~3 h. The volatiles were removed by rotary evaporator and the residue was purified by column chromatography. 39 was obtained as a colorless oil.
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cyclopropane carboxylate
To a reaction vial, cyclopropane carboxylate, B2Pin2, 6.3 micromol of [Ir(cod)(OMe)]2, 2-mphen and cyclooctane (solvent) were added. The reaction mixture was heated at 100 degrees Celsius for 20 h. The product mixture was purified by silica gel column chromatography. CH2Br2 was added as the internal standard and the product was characetrized by H-NMR spectroscopy
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monoborylation and diborylation
Diisopropylbenzene, B2PIn2, [Ir(cod)(OMe)]2, 2.5 mg of 2-mphen and cyclooctane were added to a reaction vial. The reaction mixture was heated to 100 deg Celsius, cooled and then stirred for 20 h under inert atmosphere. The reaction progress was monitored with GC-MS. Crude product was purified by silica gel column chromatography.
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arylpyrrolidine 52
Metallophotoredox Reaction: In a glove-box, 4,4’-di-tert-butyl-2-2`-bipyridine and NiCl2.DME were added to a reaction vial, followed by addition of THF. The mixture was heated on a heating plate for 10 min. The vial was taken back into the glove-box, and the volatile materials were removed, followed by addition of Ir[dFCF3ppy]2(bpy)PF6, 4-bromobenzonitrile, Cs2CO3, potassium triflluoroborate and dioxane. The vial was capped and stirred under irridation of a 34 W blue LED lamp for 48 h. The crude reaction mixture was extracted with ethyl acetate. The resulting solution was concentrated under reduced pressure, and the residue was purified by column chromatography to give the product 52 as a colorless oil.
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acetals of cyclobutanone and cyclopentanone
0.250 mol of the substrate, 3 equivalents of B2Pin2, 6.3 micromol of [Ir(cod)(OMe)]2, 13 micromol of 2-mphen and 200 microliter of cycloctane were added to a vial. The reaction mixture was heated to 100 degrees Celsius for 20 hours. Product was purified by column chromatography and characterized by proton NMR spectroscopy.
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carbocycles
Carbocycles underwent borylation at the most accessible bond which is the bond with least steric hindrance. The secondary C-H bond was found to undergo borylation.
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The alcohol was first mixed
Heat was applied outside of dry box in this procedure. Then, the reaction vial is taken back into the glove box for further manipulations.
To a vial, an alcohol of interest was added inside a dry box. This was followed by 1.3 equivalents of HBPin and stirred for ~ 10 minutes to convert the alcohol to the borate ester. The vial was fitted with a cap and heated to 100 degrees Celsius outside the dry box. The vial was cooled and then 2.5 mol % of [Ir(cod)(OMe)]2, B2Pin2 and cyclooctane (solvent) were added under inert conditions. Heated to 80 degree Celsius (outside dry box) to activate the catalyst. Cooled to room temperature and charged with remaining B2Pin2 and more cyclooctane under inert conditions. Reaction mixture was stirred for 20 hours. CH2Br2 was added as an internal standard. Product was analyzed by proton NMR spectroscopy.
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docs.dxos.org docs.dxos.org
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information on privacy, the DXOS protocols,
to key concepts
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The data is stored on your device and only shared with others you explicitly invite
only shared by explicit invite
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Due to the CRDTopen in new window-based implementation
no need for server
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Composer is built for customization from the ground up.
built for customization
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docdrop.org docdrop.org
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earning that is developmentally grounded and personalized. Learning experiences build on prior knowledge and experience, and account for learners’ active construction of new knowledge. Learning connects to who students are as well as to what they already know, attending to both cognitive and socioemotional realms, and school tasks are designed to be scaffolded according to students’ needs, intrinsically interesting based on their experiences, and appropriate to their level of development. Learning that is contextualized. Learning experiences recognize that people develop as they use the tools and symbols of their cultural con- texts to make sense of the world and their experiences in it. Learning builds on students’ personal, cultural, and linguistic knowledge, and is embedded in meaningful contexts and applications. Learning is con- nected to students’ experiences and is based on a deep understanding of these contexts for development as well as ongoing communication and connection with parents, caregivers, communities, and the world beyond school.
Students learn best when they are active participants, constructing new knowledge rather than passively receiving information. Why It Matters: Learning becomes more meaningful when students are encouraged to explore, reflect, and build connections to what they already know.
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docdrop.org docdrop.org
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espond to initiatives for curriculum change so that the new curriculum’s intents are fully realized. The research reviewed in this chapter demonstrates that there is a growing body of knowledge about teaching practices that can improve teachers’ instruction. Because re- search is an ongoing enterprise, supervisors and teachers should stay informed about new developments. However, this does not mean that teachers should abandon the way they currently teach and unconditionally adopt research-validated practices. Rather, practices that are supported by research evidence should be viewed as possible alternatives to a teacher’s current practices. We make this recommendation based on our view of clinical supervision as a process of helping teachers reflect on data (clinical observations, research findings, etc.) and use these reflections to experiment with their instruction for the pur- pose of continuous professional development. NOTES 1. Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom? New York: Guilford Press, p. 180. 2. Schmuck, R. A., & Schmuck, P. A. (2001). Group processes in the classroom (8th ed., pp. 292-293). Boston: McGraw-Hill. 3. Rosenshine, B., & Furst, N. (1973). The use of direct obser- vation to study teaching In R. M. W. Travers (Ed.), Handbook of research on teaching (2nd ed., pp. 122-183). Chicago: Rand McNally. 4. Flanders, N. A. (1970). Analyzing teaching behavior. Read- ing, MA: Addison-Wesley. 5. These studies are reviewed in: Gage, N. L. (1978). The scien- tific basis of the art of teaching. New York: Teachers College Press. 6. Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-68. 7. Hunter, M. (1984). Knowing, teaching, and supervising. In P. L. Hosford (Ed.), Using what we know about teaching (pp. 169-192), Alexandria, VA: Association for Supervision and Curriculum Development. 8. Rosenshine, “Synthesis,” p. 60. 9. Ibid., p. 62. 10. Bloom, B. S. (Ed.). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive do- main. New York: Longman. 11. Cole, N. S, (1990). Conceptions of educational achievement. Educational Researcher, 19(3), 2-7.
Self-reflection: Teachers develop the ability to reflect on their own practice and make adjustments independently.
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Clinical Supervision .
Clinical supervision is a powerful tool for promoting effective teaching by focusing on growth through observation and reflection. When implemented with trust and consistency, it helps teachers build the skills needed to enhance student learning and achieve their instructional goals. The collaborative nature of the process encourages ongoing self-improvement and strengthens the partnership between teachers and supervisors.
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docdrop.org docdrop.org
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The role of a classroom supporter is fraught with challenges because it occurs in the teacher’s domain, her classroom. One challenge for coaches in this role is getting a foot in the door.
This is a very big deal. The mentor needs to remember that this is the teacher's space and to be very respectful when being in that space.
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academic.oup.com academic.oup.com
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participation in the series was an important, yet overlooked, stage in the biographies of many key post-Stalinist writers, as they weighed up whether and how to stay within Soviet publishing
argument
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this book argues that this large-scale, unprecedented propaganda initiative reveals the depth and complexity of late Soviet anxieties about how to re-enthuse the population about revolution and socialism itsel
argument
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www.youtube.com www.youtube.com
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composer built on top of an operating system called dxo the distributed operating system
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his brains are almost exhaustive on the topic of climate change research and effects and a bunch of other stuff like
Trexler's brains exhaustive on Climata Change
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redo the brain to look more like pinteres is
pinterestish
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the Plex is actually part of the mag of the brain
Plex magic
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freaked out by the brains Plex format
Plex format
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Chris arrich
Fellowship of the Link
Chris Aldrich
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docdrop.org docdrop.org
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ting Applying Developing _Beginning _Not Using _
Love this scale for measuring student progress. I don't think it's linear either. I think there are times where teachers are in and out of the continuum depending on new content, etc.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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One concern with how recommendation algorithms is that they can create filter bubbles (or “epistemic bubbles” or “echo chambers”), where people get filtered into groups and the recommendation algorithm only gives people content that reinforces and doesn’t challenge their interests or beliefs. These echo chambers allow people in the groups to freely have conversations among themselves without external challenge. The filter bubbles can be good or bad, such as forming bubbles for: Hate groups, where people’s hate and fear of others gets reinforced and never challenged Fan communities, where people’s appreciation of an artist, work of art, or something is assumed, and then reinforced and never challenged Marginalized communities can find safe spaces where they aren’t constantly challenged or harassed (e.g., a safe space)
I feel like I definitely fall into filter bubbles, and I try to listen to other people's points of view. Sometimes I agree with what they say and other times I don't. The part I find annoying is once you open yourself up to hearing the other side you then get bombarded with that propaganda and it immediately pushes me back to the other side. there needs to be a slower filter.
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academic.oup.com academic.oup.com
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When they were eating and rejoicing in the Lord, suddenly
A telling story
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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What people near you have been liking, interacting with, or hovering over (they can find your approximate location, like your city, from your internet IP address, and they may know even more precisely) This perhaps explains why sometimes when you talk about something out loud it gets recommended to you (because someone around you then searched for it). Or maybe they are actually recording what you are saying and recommending based on that.
This right here confuses me and terrifies and somehow comforts me at the same time. This "feature " or whatever it is makes most people uncomfortable and paranoid. I understand that it is a program but I think a lot of people think its a team of people listening in on their life and making them chose things based off of what the listener wants. It's odd and eerie.
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wp.nyu.edu wp.nyu.edu
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She suggests that Black dialect today, just like black dialect 150 years ago, should not be ignored simply because it is a reminder of racial difference in this country. To ignore vernacular language is to ignore reality. For his part, Tricomi argues for more—not less—vernacular transcription. He writes that transcribing the dialects of slaves or ex-slaves, but not whites, is “inequitable” and “problematic” (Tricomi 619).
Argument
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Speakers of nonstandard English thus become foreigners who must be translated by a more proximate, often whiter or more educated, author. Historically, dialect has threatened to distance from academia and power the very people it professes to represent.
Problem??/ end of beginning
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It is distance from white America, she argues, that forms the buttress of Black English’s power. In her eyes, non-native speakers threaten the symbolic value of her language through cultural appropriation.
Problem?
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pepper-mt.oise.utoronto.ca pepper-mt.oise.utoronto.ca
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“noweapons” policy. The principal instructed Paramvir that because of the new board policy, hewould no longer be allowed to bring the kirpan to school
should schools be rolling out zero tolerance policies without full consideration of how they might contradict with their "diversity and inclusion" related policies, too?
Is full, complete tolerance and acceptance even possible in schools, if when in the context of making general safety measures, it could lead to contradicting values amongst differing beliefs, ideaologies and faith practices of students and staff?
Is this even achieveable without any form of discrimination?
Is discrimination inherently bad?
And what about the kinds of restrictions to other practicing faiths, where certain symbols and/or expressions of the faith could be deemed inappropriate for a public school setting with other students of varying faiths and value sets?
There are also other ways that Sikhs can express their faith through this specific symbol, without carrying a concealed weapon in public spaces. (ie. decorative, mini versions of the kirpan, kirpans made of wood or plastic instead of metal, focusing on the VALUES that the symbol represents instead of the weapon itself)
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Paramvir, an orthodox Khalsa Sikh student at their school, was wearing a kirpaneach day
school admin learned about a sikh student wearing religious attire - what's kirpan?
- ceremonial dagger in the sikh religion
- symbol that's very important to their religious faith, that represents their commitment to the faith, but ALSO their commitment to PROTECTING and DEFENDING the weak, and upholding justice
- it's a SYMBOL, not meant to be used in the traditional sense
- only to be used for defense in the case of injustice (but who decides what is just and what is not, and how do you measure when and how those injustices are to be handled in response to them? Does this practice of taking matters of justice and injustice into anyone's hands align with the practices of the school measures in dealing with escalations of injustice? And what about simple matters of religious freedom in schools? Is that enough to protect and defend the entire ownership of the weapon altogether, nevermind it's implications? should this be an opportunity for the school administrator to learn more about the religion to be better informed about how they make their policies, especially if within those policies, freedom of religion is included?
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arxiv.org arxiv.org
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MLE
MLE are not in the bayesian tradition
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ut if the random walk mixes fairly quickly (the mixing time is related to the logarithm of the vocabularysize), then the distribution of Xw,w′ ’s is very close to a multinomial distribution Mul( ̃L, {p(w, w′)}), where ̃L = ∑w,w′ Xw,w′ is the total number of word pairs.
what is this mixing time ?
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upgradedhome.com upgradedhome.com
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This page sold me on clay bricks; they are easier to build with, and provide better strength, and insulation, once construction is completed. These benefits outweigh the increased cost, for me.
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drive.google.com drive.google.com
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Feeding time at the Zoo! The animals are very regular in their habits
What does he mean while Blore Leave by himself？ Was Lambard implying Blore’s death？
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mlpp.pressbooks.pub mlpp.pressbooks.pubCold War5
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The shifting numbers brought ridicule, but it didn’t matter: McCarthy’s lies won him fame and fueled a new “red scare.”
Scare factors played a huge part in the entire war.
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The North Koreans launched a successful surprise attack and Seoul, the capital of South Korea, fell to the communists on June 28. The U.N. passed resolutions demanding that North Korea withdraw to the thirty-eighth parallel and calling on member states to provide the ROK military assistance to repulse the northern attack.
Is this an example of another proxy war?
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“increasingly terrifying weapons of mass destruction” and warned “every individual” of “the ever-present possibility of annihilation.”
This is interesting.
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But it was not entirely clear that all communist movements threatening democratic governments were unwelcome Soviet interventions in otherwise stable nations.
How did the people feel about this????
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He committed the United States to a hard-line, anti-Soviet approach.
Did the communism scare the people as badly as it scared he US and Uk governments?
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docdrop.org docdrop.org
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Creating Challenge In our experience, mentors devote most of their time to providing support, such as that described in the previous section. However, unless support is balanced with challenge, we rob new teachers of the opportunity to grow and learn. If our goal is to nurture independent, effective practitioners, then it is critical that novices take responsibility for their own practice. Growth requires that beginners develop the capacity to apply and adapt expert information within the context of their own classrooms. This development includes making meaning of new information and experiences. This learning enables new teachers to apply, refine and create alternative strategies based on students’ needs, curricular readiness and teacher values. 3 Skillful mentors balance the supportive aspects of the relationship with challenges that promote continual attention to improvement in practice. In a learning-focused relationship, challenge is created by: * Structuring rigorous examination and analysis of practice by applying Planning and Reflecting Templates (see Section Three, Maximizing Time and Attention). * Engaging in goal-setting, and continuing to have goal-driven conversations. * Maintaining a focus on student learning, including assistance in analyzing student performance information and determining cause- effect relationships. e Exploring samples of student work, considering the protégé’s decisions and experiences and discussing both positive and negative results of instructional practice. * Actively engaging protégés in problem-solving and decision- making by forming problem-solving partnerships, brainstorming options and generating solutions. ¢ Assisting in the identification and articulation of criteria for choices and consequences with think alouds and coaching sessions. ¢ Building connections between current theory and classroom practice. * Constructing and conducting action research projects, building norms of experimentation and reflective practice.
I love this section. Allowing teachers to grapple with their thoughts and practice is giving them the freedom to come to their own conclusions and therefore master their craft.
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