- Last 7 days
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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#4775
DOI: 10.1038/s41467-023-43362-4
Resource: (BDSC Cat# 4775,RRID:BDSC_4775)
Curator: @maulamb
SciCrunch record: RRID:BDSC_4775
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#55851
DOI: 10.1038/s41467-023-43362-4
Resource: (BDSC Cat# 55851,RRID:BDSC_55851)
Curator: @maulamb
SciCrunch record: RRID:BDSC_55851
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#3605
DOI: 10.1038/s41467-023-43362-4
Resource: (BDSC Cat# 3605,RRID:BDSC_3605)
Curator: @maulamb
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52.53.155.43 52.53.155.43
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77814
DOI: 10.12688/f1000research.146347.1
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Curator: @abever99
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80580
DOI: 10.12688/f1000research.146347.1
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4589
DOI: 10.12688/f1000research.146347.1
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SciCrunch record: RRID:BDSC_4589
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76612
DOI: 10.12688/f1000research.146347.1
Resource: BDSC_76612
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SciCrunch record: RRID:BDSC_76612
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84234
DOI: 10.12688/f1000research.146347.1
Resource: RRID:BDSC_84234
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SciCrunch record: RRID:BDSC_84234
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85862
DOI: 10.12688/f1000research.146347.1
Resource: RRID:BDSC_85862
Curator: @abever99
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47896
DOI: 10.12688/f1000research.146347.1
Resource: BDSC_47896
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SciCrunch record: RRID:BDSC_47896
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39330
DOI: 10.12688/f1000research.146347.1
Resource: RRID:BDSC_39330
Curator: @abever99
SciCrunch record: RRID:BDSC_39330
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50422
DOI: 10.12688/f1000research.146347.1
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80699
DOI: 10.12688/f1000research.146347.1
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RRID:SCR_001905
DOI: 10.12688/f1000research.146347.1
Resource: R Project for Statistical Computing (RRID:SCR_001905)
Curator: @scibot
SciCrunch record: RRID:SCR_001905
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RRID:SCR_014325
DOI: 10.12688/f1000research.146347.1
Resource: LabView (RRID:SCR_014325)
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RRID:SCR_017276
DOI: 10.12688/f1000research.146347.1
Resource: SCR_017276
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SciCrunch record: RRID:SCR_017276
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:AB_10060357
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (CEDARLANE Cat# CL8942AP, RRID:AB_10060357)
Curator: @scibot
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RRID:AB_839504
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Wako Cat# 019-19741, RRID:AB_839504)
Curator: @scibot
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RRID:AB_477010
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Sigma-Aldrich Cat# G3893, RRID:AB_477010)
Curator: @scibot
SciCrunch record: RRID:AB_477010
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RRID:AB_10060357
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (CEDARLANE Cat# CL8942AP, RRID:AB_10060357)
Curator: @scibot
SciCrunch record: RRID:AB_10060357
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RRID:AB_839504
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Wako Cat# 019-19741, RRID:AB_839504)
Curator: @scibot
SciCrunch record: RRID:AB_839504
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RRID:AB_1586992
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Millipore Cat# AB2253, RRID:AB_1586992)
Curator: @scibot
SciCrunch record: RRID:AB_1586992
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RRID:AB_477010
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Sigma-Aldrich Cat# G3893, RRID:AB_477010)
Curator: @scibot
SciCrunch record: RRID:AB_477010
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RRID:AB_2142366
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Millipore Cat# AB9260, RRID:AB_2142366)
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RRID:AB_10000342
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Swant Cat# CG1, RRID:AB_10000342)
Curator: @scibot
SciCrunch record: RRID:AB_10000342
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RRID:AB_1586992
DOI: 10.1523/ENEURO.0486-23.2024
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RRID:AB_2629420
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (UC Davis/NIH NeuroMab Facility Cat# 73-455, RRID:AB_2629420)
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RRID:AB_2142366
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Millipore Cat# AB9260, RRID:AB_2142366)
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RRID:AB_10000342
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Swant Cat# CG1, RRID:AB_10000342)
Curator: @scibot
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RRID:AB_2189667
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Synaptic Systems Cat# 197 004, RRID:AB_2189667)
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SciCrunch record: RRID:AB_2189667
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RRID:AB_2629420
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (UC Davis/NIH NeuroMab Facility Cat# 73-455, RRID:AB_2629420)
Curator: @scibot
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RRID:AB_2798577
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Cell Signaling Technology Cat# 14695, RRID:AB_2798577)
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RRID:AB_2189667
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Synaptic Systems Cat# 197 004, RRID:AB_2189667)
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RRID:AB_2247211
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Cell Signaling Technology Cat# 2250, RRID:AB_2247211)
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SciCrunch record: RRID:AB_2247211
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RRID:MGI:3055322
DOI: 10.1523/ENEURO.0486-23.2024
Resource: RRID:MGI:3055322
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SciCrunch record: RRID:MGI:3055322
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RRID:AB_2798577
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Cell Signaling Technology Cat# 14695, RRID:AB_2798577)
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SciCrunch record: RRID:AB_2798577
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RRID:AB_2247211
DOI: 10.1523/ENEURO.0486-23.2024
Resource: (Cell Signaling Technology Cat# 2250, RRID:AB_2247211)
Curator: @scibot
SciCrunch record: RRID:AB_2247211
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RRID:MGI:3055322
DOI: 10.1523/ENEURO.0486-23.2024
Resource: RRID:MGI:3055322
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SciCrunch record: RRID:MGI:3055322
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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plasmid_57827
DOI: 10.1038/s42003-024-06261-y
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RRID:SCR_002798
DOI: 10.1038/s42003-024-06261-y
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RRID:SCR_002668
DOI: 10.1038/s42003-024-06261-y
Resource: Volocity 3D Image Analysis Software (RRID:SCR_002668)
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SciCrunch record: RRID:SCR_002668
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:IMSR_JAX:019509
DOI: 10.1073/pnas.2304492120
Resource: (IMSR Cat# JAX_019509,RRID:IMSR_JAX:019509)
Curator: @scibot
SciCrunch record: RRID:IMSR_JAX:019509
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:Addgene_20298
DOI: 10.1073/pnas.2319641121
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SciCrunch record: RRID:Addgene_20298
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RRID:Addgene_27056
DOI: 10.1073/pnas.2319641121
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RRID:Addgene_105677
DOI: 10.1073/pnas.2319641121
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:Addgene_17452
DOI: 10.1073/pnas.2322688121
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RRID:Addgene_79129
DOI: 10.1073/pnas.2322688121
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RRID:Addgene_85421
DOI: 10.1073/pnas.2322688121
Resource: Addgene_85421
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SciCrunch record: RRID:Addgene_85421
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RRID:Addgene_79130
DOI: 10.1073/pnas.2322688121
Resource: RRID:Addgene_79130
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SciCrunch record: RRID:Addgene_79130
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:SCR_022170
DOI: 10.1021/acs.est.4c00580
Resource: University of California at Berkeley QB3 Genomics Core Facility (RRID:SCR_022170)
Curator: @scibot
SciCrunch record: RRID:SCR_022170
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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SCR_001622
DOI: 10.1016/j.cub.2023.09.049
Resource: MATLAB (RRID:SCR_001622)
Curator: @scibot
SciCrunch record: RRID:SCR_001622
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SCR_013672
DOI: 10.1016/j.cub.2023.09.049
Resource: ZEN Digital Imaging for Light Microscopy (RRID:SCR_013672)
Curator: @scibot
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SCR_002368
DOI: 10.1016/j.cub.2023.09.049
Resource: MetaMorph Microscopy Automation and Image Analysis Software (RRID:SCR_002368)
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SCR_002285
DOI: 10.1016/j.cub.2023.09.049
Resource: Fiji (RRID:SCR_002285)
Curator: @scibot
SciCrunch record: RRID:SCR_002285
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:BDSC_55819
DOI: 10.1101/2023.11.19.567707
Resource: (BDSC Cat# 55819,RRID:BDSC_55819)
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RRID:BDSC_82987
DOI: 10.1101/2023.11.19.567707
Resource: RRID:BDSC_82987
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RRID:BDSC_72046
DOI: 10.1101/2023.11.19.567707
Resource: RRID:BDSC_72046
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SciCrunch record: RRID:BDSC_72046
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RRID:BDSC_79039
DOI: 10.1101/2023.11.19.567707
Resource: (BDSC Cat# 79039,RRID:BDSC_79039)
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SciCrunch record: RRID:BDSC_79039
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RRID:BDSC_32203
DOI: 10.1101/2023.11.19.567707
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RRID:BDSC_60318
DOI: 10.1101/2023.11.19.567707
Resource: (BDSC Cat# 60318,RRID:BDSC_60318)
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RRID:BDSC_62118
DOI: 10.1101/2023.11.19.567707
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SciCrunch record: RRID:BDSC_62118
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RRID:BDSC_68530
DOI: 10.1101/2023.11.19.567707
Resource: RRID:BDSC_68530
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RRID:BDSC_68496
DOI: 10.1101/2023.11.19.567707
Resource: RRID:BDSC_68496
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SciCrunch record: RRID:BDSC_68496
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RRID:BDSC_70533
DOI: 10.1101/2023.11.19.567707
Resource: RRID:BDSC_70533
Curator: @scibot
SciCrunch record: RRID:BDSC_70533
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RRID:BDSC_55134
DOI: 10.1101/2023.11.19.567707
Resource: (BDSC Cat# 55134,RRID:BDSC_55134)
Curator: @scibot
SciCrunch record: RRID:BDSC_55134
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RRID:BDSC_79603
DOI: 10.1101/2023.11.19.567707
Resource: (BDSC Cat# 79603,RRID:BDSC_79603)
Curator: @scibot
SciCrunch record: RRID:BDSC_79603
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RRID:AB_2534069
DOI: 10.1101/2023.11.19.567707
Resource: (Thermo Fisher Scientific Cat# A-11001, RRID:AB_2534069)
Curator: @scibot
SciCrunch record: RRID:AB_2534069
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RRID:AB_143157
DOI: 10.1101/2023.11.19.567707
Resource: (Molecular Probes Cat# A-11011, RRID:AB_143157)
Curator: @scibot
SciCrunch record: RRID:AB_143157
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RRID:AB_2534072
DOI: 10.1101/2023.11.19.567707
Resource: (Thermo Fisher Scientific Cat# A-11004, RRID:AB_2534072)
Curator: @scibot
SciCrunch record: RRID:AB_2534072
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RRID:AB_2536097
DOI: 10.1101/2023.11.19.567707
Resource: (Thermo Fisher Scientific Cat# A27034, RRID:AB_2536097)
Curator: @scibot
SciCrunch record: RRID:AB_2536097
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RRID:AB_2314866
DOI: 10.1101/2023.11.19.567707
Resource: (DSHB Cat# nc82, RRID:AB_2314866)
Curator: @scibot
SciCrunch record: RRID:AB_2314866
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RRID:AB_221569
DOI: 10.1101/2023.11.19.567707
Resource: (Molecular Probes Cat# A-11122, RRID:AB_221569)
Curator: @scibot
SciCrunch record: RRID:AB_221569
Tags
- RRID:BDSC_79603
- RRID:AB_2536097
- RRID:BDSC_72046
- RRID:BDSC_79039
- RRID:BDSC_62118
- RRID:BDSC_70533
- RRID:AB_2314866
- RRID:AB_221569
- RRID:BDSC_32203
- RRID:BDSC_60318
- RRID:BDSC_55134
- RRID:BDSC_55819
- RRID:BDSC_68530
- RRID:AB_2534069
- RRID:BDSC_82987
- RRID:AB_143157
- RRID:AB_2534072
- RRID:BDSC_68496
Annotators
URL
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52.53.155.43 52.53.155.43
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AB_2885109
DOI: 10.5281/zenodo.4724169
Resource: (Abcam Cat# ab193380, RRID:AB_2885109)
Curator: @scibot
SciCrunch record: RRID:AB_2885109
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AB_2885098
DOI: 10.5281/zenodo.4724169
Resource: (Abcam Cat# ab169789, RRID:AB_2885098)
Curator: @scibot
SciCrunch record: RRID:AB_2885098
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AB_2893185
DOI: 10.5281/zenodo.4724169
Resource: (Abcam Cat# ab151542, RRID:AB_2893185)
Curator: @scibot
SciCrunch record: RRID:AB_2893185
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AB_881245
DOI: 10.5281/zenodo.4724169
Resource: (Abcam Cat# ab52490, RRID:AB_881245)
Curator: @scibot
SciCrunch record: RRID:AB_881245
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AB_10618789
DOI: 10.5281/zenodo.4724169
Resource: (GeneTex Cat# GTX101708, RRID:AB_10618789)
Curator: @scibot
SciCrunch record: RRID:AB_10618789
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AB_2885046
DOI: 10.5281/zenodo.4724169
Resource: (Novus Cat# NBP2-44580, RRID:AB_2885046)
Curator: @scibot
SciCrunch record: RRID:AB_2885046
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AB_2885047
DOI: 10.5281/zenodo.4724169
Resource: (Novus Cat# NBP2-44579, RRID:AB_2885047)
Curator: @scibot
SciCrunch record: RRID:AB_2885047
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AB_2885048
DOI: 10.5281/zenodo.4724169
Resource: (Novus Cat# NBP2-32876, RRID:AB_2885048)
Curator: @scibot
SciCrunch record: RRID:AB_2885048
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AB_2538601
DOI: 10.5281/zenodo.4724169
Resource: (Thermo Fisher Scientific Cat# MA5-17130, RRID:AB_2538601)
Curator: @scibot
SciCrunch record: RRID:AB_2538601
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AB_2809517
DOI: 10.5281/zenodo.4724169
Resource: (Thermo Fisher Scientific Cat# MA5-32231, RRID:AB_2809517)
Curator: @scibot
SciCrunch record: RRID:AB_2809517
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CVCL_B9VN
DOI: 10.5281/zenodo.4724169
Resource: (RRID:CVCL_B9VN)
Curator: @scibot
SciCrunch record: RRID:CVCL_B9VN
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CVCL_0030
DOI: 10.5281/zenodo.4724169
Resource: (BCRC Cat# 60005, RRID:CVCL_0030)
Curator: @scibot
SciCrunch record: RRID:CVCL_0030
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SCR_017655
DOI: 10.5281/zenodo.4724169
Resource: Cancer Dependency Map Portal (RRID:SCR_017655)
Curator: @scibot
SciCrunch record: RRID:SCR_017655
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52.53.155.43 52.53.155.43
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RRID:SCR_022559
DOI: 10.12688/f1000research.141015.1
Resource: Scopus (RRID:SCR_022559)
Curator: @scibot
SciCrunch record: RRID:SCR_022559
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RRID:SCR_002185
DOI: 10.12688/f1000research.141015.1
Resource: MEDLINE (RRID:SCR_002185)
Curator: @scibot
SciCrunch record: RRID:SCR_002185
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RRID:SCR_022706
DOI: 10.12688/f1000research.141015.1
Resource: Web of Science (RRID:SCR_022706)
Curator: @scibot
SciCrunch record: RRID:SCR_022706
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RRID:SCR_004846
DOI: 10.12688/f1000research.141015.1
Resource: PubMed (RRID:SCR_004846)
Curator: @scibot
SciCrunch record: RRID:SCR_004846
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52.53.155.43 52.53.155.43
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RRID:SCR_002798
DOI: 10.12688/f1000research.143062.1
Resource: GraphPad Prism (RRID:SCR_002798)
Curator: @scibot
SciCrunch record: RRID:SCR_002798
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RRID:SCR_016137
DOI: 10.12688/f1000research.143062.1
Resource: Microsoft Excel (RRID:SCR_016137)
Curator: @scibot
SciCrunch record: RRID:SCR_016137
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RRID:SCR_022939
DOI: 10.12688/f1000research.143062.1
Resource: SCR_022939
Curator: @scibot
SciCrunch record: RRID:SCR_022939
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RRID:SCR_010279
DOI: 10.12688/f1000research.143062.1
Resource: Adobe Illustrator (RRID:SCR_010279)
Curator: @scibot
SciCrunch record: RRID:SCR_010279
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RRID:SCR_024534
DOI: 10.12688/f1000research.143062.1
Resource: SCR_024534
Curator: @scibot
SciCrunch record: RRID:SCR_024534
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RRID:SCR_002285
DOI: 10.12688/f1000research.143062.1
Resource: Fiji (RRID:SCR_002285)
Curator: @scibot
SciCrunch record: RRID:SCR_002285
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RRID:SCR_002865
DOI: 10.12688/f1000research.144706.1
Resource: SPSS (RRID:SCR_002865)
Curator: @scibot
SciCrunch record: RRID:SCR_002865
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RRID:SCR_002865
DOI: 10.12688/f1000research.144706.1
Resource: SPSS (RRID:SCR_002865)
Curator: @scibot
SciCrunch record: RRID:SCR_002865
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craigmod.com craigmod.com
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I’m less inclined to click on a Substack newsletter link. All the essays look identical. The site branding is bland (not necessarily a bad thing), but the per-newsletter branding is beholden to the site (sub-optimal). My mind is starting to re-categorize Substack from “Whoa, maybe a neat new voice to be found??” to “Ugh, another 3,000 unedited words sent too frequently?”
More Substack thoughts for the pile
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craigmod.com craigmod.com
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With most creative work, the trick is to focus on habit formation. Somewhat counterintuitively, don’t aspire to be someone who writes a book — don’t be a sucker waiting for “inspiration” — instead aspire to be someone who writes on schedule. Books naturally flow from rigorous writing habits.
Very wise way of looking at it... I've waited far too long for the "inspiration" Craig speaks of rather than hunkering down and doing something.
The universe responds to action & activity and it's how it can -- either subtly or outrageously -- steer you in unexpected ways to what you were looking for all along.
And often it's the very last place you would have looked.
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academic.oup.com academic.oup.com
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instantiated
If they occur in some particular thing
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Naive Realism
Objects of perception are ordinary, material, mind-independent objects
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distinction between degrees of weak veridicality.
There are no degrees of strong veridicality
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and o’s looking F is due to o’s F-ness, that is, not to any irregular intervention.
Some kind of causal account here?
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Completely successful experiences
Things are exactly as they seem
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of the things seen
i.e. they correspond to the truth of the objects seen actually being in the state of affairs seen - simply veridical means corresponds to the truth, but not of the objects 'seen' per se - there is a lack of directness
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token
At a specific time, in a specific place - you can't speak of it elsewhere
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veridical
correspond to truth
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there is any need to individuate experiences
Individuating means separating out from a kind - e.g. if there is no determinate process for working out how many Xs there are somewhere at some time, X cannot be individuated
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classical sense-datum theory faces the challenge of making sense of the notion of mental space to house sense-data, where mental space is distinct from the space in which our bodies and other external bodies are found
This one is important
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token
What is a token experience
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Semantic objection: No actual uses of “looks” (or “looks F”) and its cognates in ordinary English exclusively track what is presented in experience.
e.g. looks like a lemon will never exclusively track the experience of lemons
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A version of premise (ii) with ‘iff’ would be true only given the assumption that what an experience E presents as being the case is exhausted by E’s presenting certain properties as instantiated.
Things are as E presents them only if F is instantiated -> Things are as E presents them if & only if F is instantiated
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than it is in the original case
What does this mean??
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Amazing Coincidence: Your experience is just as it is now, from your point of view, but you are hallucinating, and the scene before your eyes is nonetheless exactly as presented in your hallucination.
Doesn't specifically refer to airport here
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it is indiscriminable from
Doesn't actually have to be perceiving something
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www.wikiwand.com www.wikiwand.com
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Tie Me Up! Tie Me Down!
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www.youtube.com www.youtube.com
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www.cygnoir.net www.cygnoir.net
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tiny.micro.blog tiny.micro.blog
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https://tiny.micro.blog/
Tags
Annotators
URL
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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Nuremberg trials. December 2023. Page Version ID: 1189568098. URL: https://en.wikipedia.org/w/index.php?title=Nuremberg_trials&oldid=1189568098 (visited on 2023-12-10).
The Nuremberg trials were trials conducted by the Allies against the Nazi Germany. The Nazi Germany invaded many countries in Europe during 1933 and 1945 and not only killed a lot of people, but also conducting inhumane experiments to innocent civilians.
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airecalefaccionprov1.blog.fc2.com airecalefaccionprov1.blog.fc2.com
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Reparar el aire acondicionado de manera Eficiente 2024/05/05 Reparación de Aire Acondicionado Esta guía incluye consejos sobre el mantenimiento y reparaciones de aires acondicionados
De acuerdo con la presente entrada del blog, mantener el aire acondicionado en condiciones adecuadas resulta fundamental para su eficiencia, durabilidad y rendimiento. Inspecciones regulares, limpieza y reemplazo de filtros oportunos y revisiones programadas con personal técnico calificado ayudarán a prolongar la vida útil del equipo, reducir los costos y optimizar su funcionamiento.
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Local file Local file
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President Cleveland acknowledged that it was an illegalact. And one hundred years later, President Clinton apologized for the overthrow, but ofcourse, this did nothing to change island’s status.
I found this ending sentence to be example of actions speak louder than words.
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Indians as “friend to the pioneer.” This image was taken in Port Townsend, Washington.There is no denying that many Native people were friends to the pioneers and helpedthem on countless occasions. Indeed, one could argue that the pioneers’ success waspartly dependent on the goodwill of Native peoples. But this is a partial truth masquer-ading as the whole story.
This story stands out as history that was taught IN SCHOOLS, they hide the true history away from the textbooks.
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. Was there simple erasure? Valorization
What do these words mean?
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Haunting, in contrast, encompasses a spectrum of awareness levels, including theunconsciousness. Gordon defines haunting as “an animated state in which a repressedor unresolved social violence is making itself known, sometimes very directly, sometimesmore obliquely”
I really enjoy looking at Haunting in a scientific way while also comparing it a scary definition.
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social-media-ethics-automation.github.io social-media-ethics-automation.github.io
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Given the huge range of things “cancel culture” can be referring to, we’ll mostly stick to talking here about “public shaming,” and “public criticism.”
Public shaming involves exposing and criticizing someone’s behavior or actions in a social platform or public places such as Twitter, Facebook, and Instagram. Users can quickly amplify messages and mobilize collective action on these platforms.
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covidninos.netlify.app covidninos.netlify.app
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Figura 33: Tasa de Hospitalización por 100 positivos COVID-19 de acuerdo al departamento (24-03-2020 a 16-06-2023)
Leyenda: Mean COVID-19 hospital admission rate per 100 COVID-19 cases
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Gráfico Tasa de hospitalización (serie de tiempo)
Titulo: Monthly COVID-19 hospital admission rate per 100 COVID-19 cases
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Gráfico de hospitalización (serie de tiempo) - Menores de 18 años
Titulo: COVID-19 hospital admissions
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Figura 21: Mortalidad COVID-19 por 100K habitantes de acuerdo al departamento (14-03-2020 a 13-06-2023)
Leyenda: Mean monthly COVID-19 mortality per 100 000 inhabitants
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Gráfico Letalidad (serie de tiempo)
Monthly COVID-19 lethañity per 100 COVID-19 cases
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Figura 2: Incidencia COVID Población menor de edad de acuerdo al grupo de edad y ola (07-03-2020 a 17-06-2023)
Titulo: Monthly COVID-19 incidence per 1 000 inhabitants
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Gráfico Mortalidad (serie de tiempo)
Monthly COVID-19 mortality per 100 000 inhabitants
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Gráfico de muertes (serie de tiempo) - Grupo Etáreo
COVID-19 deaths
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Gráfico de muertes (serie de tiempo) - Menores de 18 años
Titulo: COVID-19 deaths
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Figura 18: Prevalencia COVID-19 de acuerdo al cuartil de pobreza(07-03-2020 a 17-06-2023)
Por favor este se podria hacer como las otras series de tiemop? (area pintada) no se ve tan bien lineal com pensabamos
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Figura 3: Prevalencia COVID-19 de acuerdo al departamento (07-03-2020 a 17-06-2023)
Leyenda: Mean monthly COVID-19 incidence en los sgtes tambien
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[1] "English_United States.1252"
Titulo: COVID-19 cases
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www.shortform.com www.shortform.com
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When you are overwhelmed by negative emotions, try to put them aside until you have the opportunity to express them fully and in an environment that they won’t have a negative impact.
I agree with this statement because without a clear mind, you cannot make well thought-out decisions. You will end up with a rashly made choice, so it is important to make sure you are not filled with undesirable emotions when you choose.
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www.healthline.com www.healthline.com
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Explore By
See page notes
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Captions and Transcripts: While most videos have captions, not all of them provide transcripts. Captions are essential for users with hearing impairments, and transcripts can benefit both hearing and visually impaired users by offering an alternative way to access the content. Healthline demonstrates good practices in using captions, but could expand that practice by making transcripts available for all video content.
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Text Readability: Healthline uses high-contrast color schemes and readable font sizes, making the text easy to read for users with visual impairments. This adheres to accessibility standards that recommend sufficient contrast ratios for text and background colors.
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Keyboard Accessibility: Upon researching the accessibility features on Healthline's pages, I discovered that they utilize keyboard accessibility. The site can be fully navigated using a keyboard, allowing users with motor disabilities to access all interactive elements without requiring a mouse. This is essential for users who rely on keyboard navigation or assistive devices.
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Text Alternatives for Non-Text Content: Images and multimedia content on Healthline include alt text, providing descriptions for users who use screen readers. This ensures that visually impaired users can access all content, aligning with WCAG guidelines
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Clear and Consistent Navigation: Healthline's navigation menu is consistent, clearly labeled, and uses illustrations, making it easy for users to find information. This helps users with cognitive disabilities or those who rely on screen readers and visual aids to navigate the site efficiently.
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nhjournal.com nhjournal.com
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As More State College Systems Dump DEI Programs
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go-gale-com.ezproxy.rice.edu go-gale-com.ezproxy.rice.edu
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we compared the sensitivity of qPCR, HRM and dPCR in detecting the allele A from two pools of bulk beet DNA composed of 90 biennial + 10 annual plants (B1) and 99 biennial + 1 annual plant (B2), respectively
Read about probe design - One probe per allele?
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suu.instructure.com suu.instructure.com
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I teach at a public charter school and our target population are students with autism. We have three general education schools- elementary, middle and high school. We also have a functional skills school for students with severe disabilities. As a teacher at the school with severe disabilities I've encountered a few students with high behavioral needs placed in functional skills because of the difficulty in teaching them in a general education classroom. There is a big resistance to give these students one-on-one support in the appropriate setting because of the cost, even though it is what they need to succeed in their LRE.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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Placing students for reasons unrelated to their individual needs
In our school we've had a few cases where the gen ed and SPED teacher don't feel that they can meet a student's needs and that the student should have an alternate placement, but the district doesn't have the appropriate placement, so the child is kept at our school.
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Failing to implement services and supports with fidelity
Honestly, I don't think that we have the time, space, and personnel at our school to provide the level of services our students need. At certain times of the day, we have 8-12 students with one SPED teacher and no aide. There's no way to provide individualized, specially-designed instruction with those odds. And next year our district is increasing case loads.
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Failing to include all of a student’s educational needs in the PLAAFP
This feels like a daunting challenge. I guess it depends on how specific we're getting, but many of the students I work with are behind in everything, so to enumerate all of their needs would make a long list.
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files.eric.ed.gov files.eric.ed.gov
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were significantly more likely to saythat assignments were the most important factor, and they ranked course organization significantly higherthan students who chose face-to-face classes
assignments most important to online courses
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where we see that those who chose a face-to-face class as thebest were both more likely to say the instructor was the most important factor in that selection and morelikely to rank their relationship with the instructor and the instructor’s attitude as important.
face-to-face - instructor relationship was important factor in value of course
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These data indicate that online classes were significantly less likely than face-to-face classes—35% to 51%—to be categorized as a best class,
students preferred face-to-face classes
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They found that students were most satisfied when provided direct feedback from facultycompared to engaging in either discussion boards or peer review activities (
direct personal feedback is important
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. Moore (2013) found thatTD was the single biggest predictor of student satisfaction in online classes, a finding confirmed by morerecent research as well (Weidlich & Bastiaens, 2018). Low online retention rates are explained, in part, bythe potentially high barrier to contact and relationship-building between faculty and students in onlinecourses.
importance of transactional distance and instructor presence
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. Studies indicate that the most common factors impacting online student retention arestudent motivation and faculty/student interaction or engagement
online retention factor
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These findings support the need for increased faculty professionaldevelopment in online course design and facilitation focused on student experience as well as facultyexpertise.
Need for training of faculty on creating presence
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However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “standin” for instructors in online classes.
student perceptions of instructor importance
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aquila.usm.edu aquila.usm.edu
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While some online instructors feel theyare on call 24/7, this study corroboratesthe literature that the majority of distancelearners do not have the expectation ofan immediate response.
Students do not expect teachers to be "on call 24/ 7"
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contend that if instructors gave studentsa time frame for responses, there would befewer repeat emails.Thus, there appears tobe strong consensus among both researchersand practitioners that promptly responding toemail communication in the distance learningenvironment is essential.
response time
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emails were helpful and prompt, it increasedstudents’ perceptions of positive relationshipswith their instructors, which led to positiveteaching evaluations at the end of the course.Leidman and Piwinsky (2009)
research on timing of feedback
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Whiteand Weight (1999) also contend that wheninstructors respond within 24 hours this showsstudents the instructor is involved in the class
research on how 24 period of response shows faculty involvement
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found that facultyperceived themselves as more accessibleto students than the students did. Studentsreported that because they were paying fortheir instructors’ time, they expected timelyresponses to their emails. Additionally,Foral et al. were surprised to learn that thestudents in the campus courses expected aquicker response from an email than did theonline students
faculty perceive themselves more available than students
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Transactional distance is “...a psychological and communications gap, aspace of potential misunderstanding betweenthe inputs of instructor and those of thelearner” (Moore, 1991, p. 2) created by thephysical distance separating online instructorsfrom their learners
transactional distance
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who found that learners prefer asynchronoustools such as email to communicate with theirinstructors. It also coincides with the findingsof a study by Chang, Hurst, and McLean(2015) who discovered that 97% of thestudents surveyed preferred to receive coursecorrespondence from online instructors viaemail.
2015 email was preferred communication type, I wonder age the students were - were they employed during the day?
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results of the survey indicated that the vast majority of the students (91%) consider 24 hoursan acceptably responsive return rate time, and the same majority (91%) reported they consider24 hours an acceptably responsive time for them to return emails they receive from their onlineinstructors
24 hours acceptable response time for 91%
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www.youtube.com www.youtube.com
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"The great books are the inexhaustible books. The books that can sustain a lifetime of reading."
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"The great books are the books that never have to be written again. They are so good no-one can try to write them again."
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"The great books are the books that everyone wants to have read but no-one wants to read."
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What did not stand out to me before while reading the book, but does now when watching this, is the fact that the greatest books are subjective to each individual... Meaning my list might not be the same for others.
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Very fascinating thought experiment. Out of the 140+ books I have read so far only a few, less than a handful, would fit the list of "growth" books; the greatest, that I would take to the deserted island for 10 years...
- The Bible
- Antonin Sertillanges' The Intellectual Life: Its Spirit, Method, Conditions
- Marcus Aurelius' Meditations
No other book, to my mind, that I have read so far would cut it to my list.
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www.bbc.com www.bbc.com
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World number one Scottie Scheffler has been charged with assaulting a police officer outside Valhalla Golf Club hours before his second round at the US PGA Championship.Scheffler was released just in time to take to the course on Friday for his tee-off time of 10.08am (15:08 BST).The Louisville Metropolitan Department of Corrections, who posted a mugshot of the 27-year-old, said he was booked in at 7.28am local time and released at 8.40am.Speaking as he arrived at the course for his second round, Scheffler said the incident was a "big misunderstanding"
The BBC News page allows users to adjust the font size via the browser's zoom feature without disrupting the page layout. Users can customize the reading experience using the browser's zoom in/out and the page layout remains functional.
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More on this storySchauffele equals record as McIlroy & MacIntyre shine
This BBC News page supports keyboard navigation. Users can move between links, buttons, and other interactive elements using the Tab key and press Enter to select. This is very important for users who cannot use a mouse.
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<div class="ssrcss-1v8jg0a-ErrorMessage eitf6462"><div class="ssrcss-1b7cqa9-StyledInnerContainer eitf6461"><p class="ssrcss-1q0x1qg-Paragraph e1jhz7w10">This video can not be played</p><h2 type="normal" class="ssrcss-1hh51ad-Heading e10rt3ze0">To play this video you need to enable JavaScript in your browser.</h2></div></div>Media caption, Moment golfer Scottie Scheffler is taken away in handcuffsPublished17 May 2024, 13:21 BSTUpdated 3 hours ago
This video provides accurate subtitles to ensure users with hearing impairments can understand the content. This is a good multimedia accessibility practice. Through these comments, we can see BBC News’s efforts in network accessibility, and also provide a good example for other web design.
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<picture><source srcSet="https://ichef.bbci.co.uk/news/240/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 240w, https://ichef.bbci.co.uk/news/320/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 320w, https://ichef.bbci.co.uk/news/480/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 480w, https://ichef.bbci.co.uk/news/624/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 624w, https://ichef.bbci.co.uk/news/800/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 800w, https://ichef.bbci.co.uk/news/976/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg.webp 976w" type="image/webp"/><img alt="Mugshot of Scottie Scheffler" loading="lazy" src="https://ichef.bbci.co.uk/news/640/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg" srcSet="https://ichef.bbci.co.uk/news/240/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 240w, https://ichef.bbci.co.uk/news/320/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 320w, https://ichef.bbci.co.uk/news/480/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 480w, https://ichef.bbci.co.uk/news/624/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 624w, https://ichef.bbci.co.uk/news/800/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 800w, https://ichef.bbci.co.uk/news/976/cpsprodpb/6ca4/live/34f8a610-144e-11ef-bfec-4ba8a2993b62.jpg 976w" width="640" height="360" class="ssrcss-11yxrdo-Image edrdn950"/></picture>Image source, Louisville Metropolitan Department of CorrectionsImage caption, A mugshot of the 27-year-old has been posted by Louisville Metropolitan Department of Corrections
The images in BBC News pages are very important to users of screen readers. For example, pictures in articles and news reports have detailed descriptions to help users with disabilities understand the content of the pictures.
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www.theguardian.com www.theguardian.com
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While mechanization and computer control in online learning environments are increasingly designed into learning and teaching pathways, the application of audio and video feedback will return the focus onto human to human interactions in these digital spaces
Increase of video feedback
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Computer generated or response dependent releases can be allocated for some feedback,
computer generated feedback - I would ask students to tell me how they implemented feedback
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Feedback strategies and sequences such as those suggested to humanize online instructor feedback might move learning from external regulation by the instructor to internal self-regulation by students.
increasing student usage of feedback - humanize it
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Hummel (2006) identifies the need to train instructors in feedback design principles.
instructor training
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reating anchor samples and pre-recorded feedback messages as part of the course design can help speed up the feedback process and relieve the pressure of time.
I wonder if you can share libraries of comments. or if that is counter productive b/c it's someone else's voice.
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Leveraging the power of peers in the feedback process is one humanizing strategy
value of peer reviewing
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Feedback, an essential component of teaching presence in a community of inquiry in online spaces, requires time and commitment.
Importance of feedback
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ntegrating text, voice, moving images and video to provide feedback is the most time consuming yet effective method for communicating feedback (Thompson & Lee, 2012; Crook, Mauchline, Maw, Lawson, Drinkwater, Lundqvist, Orsmond, Gomez & Park, 2012, p. 3). Integrating video media enhances the reflective and metacognition components of student learning. Adobe Voice, Animoto, iMovie or MovieMaker or Touchcast can be used to create,
integrated feedback - most time consuming -- most effective
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to the screen-capture, to add personal contact from instructor to student, will depend on the relationship, timing, and student need. This form of feedback is most effective when provided with the draft version of the student’s own work, thus allowing for improvements and changes to be actionable.
when to show your face with screen cast feedback
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Voice with image productions can enhance the clarity and specificity of the feedback message. Voki, a talking avatar, can provide a less threatening response than one in which the instructor is the talking head. Tellagami uses animation to present the selected summary, explanation, or redirection
AV feedback with avators VOKI, Tellagami
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Tools such as Audacity and Garage Band, or mobile device tools such as iTalk, can record an audio clip, embed a static image, and be presented as an mP3 file when uploaded to the LMS or another hosting site such as Soundcloud or AudioBoom.
audacity garage band Talk Tools for audio feedback
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Audio feedback is perceived to be more effective than written feedback since it enhances feelings of involvement, is linked to retention of content, and is perceived by students to originate from a caring teacher (Ice, Curtis, Phillips & Wells, 2007).
audio feedback over text
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Students will see the value in feedback when they know that instructors monitor and track-back to feedback messages.
how to make students look at feedback.
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Uploading and releasing audio/video files in a batch ensures that all students receive feedback simultaneously, thus decreasing anxiety, questions, or comparisons.
I'm not sure how to do this in canvas.
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Creating media based feedback involves preparing a script, setting up a recording session, checking and revising the message, then uploading and sharing the production.
video feedback
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www.bbc.com www.bbc.com
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Home
Principle 2: Operable (Good Practice)
To the left of this annotation, BBC has provided a search icon, which allows users to search for any specific content they want to view. This shows good practice because BBC provided users with the ability to navigate and find content on their own without needing assistance. BBC also ensured that the icons are all operational and work as their expected to.
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Accessibility Help
Principle 3: Understandable (Good Practice)
This annotation shows good practice of the third principle because BBC has done a great job to provide additional accessibility information on their assistive technology features that may be necessary for an individual in order to understand the content on their page. By providing a link to their accessibility information, users can get the help they need instantly and ultimately improve their experience.
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Scheffler charged with police officer assault before US PGA roundWorld number one Scottie Scheffler is charged with assaulting a police officer hours before his second round at the US PGA Championship.3 hrs agoGolf
Principle 2: Operable (Good Practice)
Though not shown in the annotation, a notable feature of this website is the fact that it can be entirely navigated using only the keyboard. In fact, when using the keyboard, the site automatically outlines the selection (which is what has been annotated) in orange to indicate which section you are on. Additionally, each of the categories that are pinned at the top of the page, can also be hit using just the keyboard.
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web.genewiz.com web.genewiz.com
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Samples must be received by 3 pm ET Wednesday
Which means, samples should be submitted by 3 pm Tuesday to Genewiz dropbox. - Remember that it takes 30 mins to fill the Amplicon EZ form and 15 mins to do the qubit and dilutions too
There could be some delays in shipping, so it is best to have it picked up on Monday if timeline is urgent
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docs.abinit.org docs.abinit.org
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time-reversal symmetry,
Whats that?
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