51 Matching Annotations
  1. Dec 2022
  2. Aug 2022
  3. Jan 2022
  4. Dec 2021
    1. Post-test histology demonstrated photoperiod-dependent reduction and induction of TH-IR neurons

      Histology staining of three dopamine-synthesizing sources in the hypothalamus support the findings in Figure 5E. The amount of TH cells (dopamine-synthesizing cells) in these regions decreases with 6-OHDA and can be partially rescued with short-day photoperiod exposure.

    2. The behavioral results of focal ablation of TH-IR neurons were partially reversed by exposure to the short-day photoperiod, demonstrating behavioral rescue

      Even with 6'OHDA treatment, exposing the animals to short-day photoperiod resulted in some behavioral rescue, reflected by the animals spending more time spent in the open arm in the EPM test and less time spent immobilized in the forced swim test. The difference in behavior is significant comparing results of the short- vs long-day photoperiod exposure. One additional comparison that could be insightful are the results of 6'OHDA on 12L:12D photoperiod exposure; these can be found in Figure 5 B, and do not appear to be significantly different from the long-photoperiod exposure results. Thus, a follow up idea for the researchers is to consider when the effect of increasing the duration of light-exposure in a day begins to saturate.

    3. then exposed animals to the long-day photoperiod, so as to further reduce their number

      Here, dopamine synthesis is being stopped by two things: the neurotoxic agent 6-OHDA and long-day light exposure, a stressor for nocturnal animals. Both treatments should reduce the presence of dopamine-making neurons.

  5. Sep 2021
    1. counts of TH-IR neurons in A13 after 6-OHDA treatment were not affected, demonstrating that dopaminergic nuclei located as close as 200 μm were spared by focal toxin delivery

      These findings validate the specificity of 6-OHDA's delivery. In the dopaminergic cell group A13 just 200 μm away from the treatment site, the effects of 6-OHDA are not observed.

    2. Are presynaptic changes in transmitter identity matched by changes in postsynaptic receptor populations

      Following action potential firing, transmitters will be sent from the presynaptic, or sending, neuron to the postsynaptic, or receiving, neuron; the received transmitter will thereby alter the likelihood of that postsynaptic neuron firing its own action potential. The experimenters had observed that at certain clusters of neurons in the CNS, short photoperiod exposure increased production of the transmitter dopamine, and long photoperiod exposure led to an increased production of somatostatin. Consequently, the experimenters are questioning whether expression of those cognate postsynaptic receptors, i.e., dopamine receptors or somatostatin receptors, follow suit.

    3. Long-day exposure produced the opposite effects

      For rats, nocturnal mammals, increased photoperiod exposure is a stressor. Consequently, in both the EPM and FST, rats exhibit more depressive/anxious behaviors following long photoperiod exposure. In the EPM test, these rats spend less time in the open arm, and in the FST, they give up swimming and become almost immobile much sooner than the control group. For the short-day exposure group, the rats have more open arm activity, and in the FST persevere for longer, indicating reduced anxiety relative to the control group.

    4. if receptor activation is more substantial than the level of presynaptic SST.

      When expression of a receptor is greater than that of its transmitter, the likelihood of those transmitters binding to the receptor will be high. Thus, if levels of SST2/4R are high compared to the presynaptic SST, then presynaptic SST will likely be able to bind to the cognate receptor, and induce its inhibitory effects.

    5. The number of TH-immunoreactive (TH-IR) neurons decreased with long-day exposure and increased with short-day exposure in relation to control

      A decreased amount of TH-IR neurons means that less dopamine is being produced; this was observed when the rats were given long-day exposure (19 hours of light, 5 hours of darkness). Short-day exposure (5 hours of light, 19 hours of darkness) resulted in the number of TH-IR neurons increasing, a sign of greater dopamine production. These results were all relative to the control group, rats that experienced a balanced-day with 12 hours of light and 12 hours of darkness.

    6. Genetic programs establish initial expression patterns of neurotransmitters in different classes of neurons (1–3), and activity-dependent neurotransmitter respecification modifies them during development, either adding or switching transmitters (4–9). It is unknown, however, whether sensory stimuli promote transmitter switching in addition to other neuroplastic changes (10) in the adult brain.

      It is known that the young developing brain is able to add or switch the transmitters that their neurons express. The question guiding this research is whether sensory stimuli can cause the already mature (adult) brain to experience changes in the types of transmitters that are produced by their neurons.

  6. Jan 2021
    1. students practice annotation of digital texts outside of school. For example, students add filters, drawings, emojis, and writing to content they create or interact with in digital spaces such as Snapchat, Instagram, and YouTube.

      I feel like students do not understand that Snapchats, Instagram, Youtube are considered digital annotations because when students are using these technological tools, they are just having fun. In order to teach them that these tech tools are digital annotations, we as teachers need to help them connect the phrase "digital annotation" to these technology tools.

    1. Integrate with your existing tools in a few clicks

      This shows the users that they can easily connect monday.com with any existing online tools they already use to manage and have all their work in one place.

  7. Apr 2020
  8. Feb 2020
    1. Parents who want nothing more than to have their child earn their degree, yet are unwilling to share the tax information required for the student to do the FAFSA.

      I've had multiple students experience this, and it can be frustrating, but I think it's important to address this with empathy for the parents and help the student role play the conversation. One of my students was able to get the information from their parents by remind the parents that college graduation was a shared, family goal, but they wouldn't be able to reach that goal without doing the FAFSA.

    1. In some states college students are eligible to receive benefits through government assistance programs—encourage students to look into the specific qualification criteria in their location.

      Some other college coaches and I recently watched a seminar on how students can apply to SNAP, so putting that information out on a social media post or in a mass text could be helpful for identifying students who might need help without signaling anyone out.

    2. Identify national months/weeks/days dedicated to the awareness of different concerns students might experience, and share an article or link to a resource during that time.

      There's a Facebook page called "Your Freshmen is Off to College" which is technically for parents, but they make a post each month about common transitional issues students face, so I share those to start a conversation with students on Facebook about how to navigate those barriers.

    1. Low-income students often feel isolated from their peers in the transition to college, and may not realize that their peers likely feel equally anxious and uncertain.

      To some point this is true, but I've also had conversations with students who clearly understand the impact finances have on their peers experience in college, especially for the students who are the only ones that have to work out of their friend group. I make sure they know those feelings of having to do more are valid, but I think helping students understand that noticing those dynamics is a skill of it's own and they are building life skills more than their peers.

    2. In the transition to college life, though, maintaining that focus and confidence can be a significant challenge, particularly if a student feels isolated or different from their peers.

      Along with these factors, I also know students experiencing culture shock when going from a diverse high school to a primarily white institution. Culture shock is also important to talk about within the social-emotional learning topic because it can make them feel disconnected or isolated to campus. But this is also when I notice students really developing their self advocacy skills to find or start student organizations that reflect their own experiences.

    3. Goal-Setting: Using the goal-setting process to stay focused on college graduation, and to build action plans that are strategic and efficient. Some students will need your help to develop an action plan from scratch, while you’ll guide others through the process of referring back to existing plans, assessing progress, and making adjustments as necessary to stay on track.

      Most colleges have a degree audit or career classes where they require students to plan out a timeline of college. These are great resources I ask students to take advantage of to help keep track of their goals.

  9. Dec 2019
    1. To Put Yourself Out There and Make Connections

      Openness in connecting to people.

    2. To Trust the System

      Wow. This seems contradictory, but in a good way?

      Trust in the system (of openness) because it will help you expand your horizons.

      Openness in reflecting on roles and recognition, and connecting on recognition.

    3. To Collaborate With My Peers

      This is a very rich section: openness in developing skills, connecting materials, skills, roles, feedback and evaluation to other learners, and including other learners in the experience.

  • Aug 2019
    1. Advising Communities, Academic Advisor, Career Center, Chaplain/Campus Pastor, Classmates, Common/Community Time, Dean, Department Chair, Dorm/Residence Hall/Res Hall, Extracurriculars, Health Services/Wellness Center/Counseling Services, Intramurals/IM’s, Learning Communities, Multicultural Office, Office Hours, Ombudsman, Peer Advisor, President/Chancellor, Professor, Provost, R.A. (Resident Assistant)/C.A (Community Advisor)/House Fellow, Recreation Center/Rec Center, Resident Director, Residential Life/Housing, Student Activities/Organizations, Student Employment Office/Human Resources/Job Center, Student Support Services (SSS)/TRIO Office, Student Union/Center, Study Abroad/Off-Campus Studies, Teaching Assistant (TA)/Lab Assistant (LA)/Preceptor, Transfer, Work Study, Writing Lab/Writing Center

      Networking and making connection to your campus resources can help you and your student open opportunities. This allows your students to be familiarized with what type of resources that are available for them and also have job opportunities for them too as well.

    2. TARGETED OUTREACHFor those students who expressed interest in studying abroad or might be a great candidate for a specific opportunity, reach out to offer to connect them to resources for exploring and preparing for programs, as well as offering wour own support with the process

      I've done many different study aboard programs and it's always a great way to interact with students and tell them your experience and what you learned. By doing this, gives the opportunity for the students to build more interest in exploring and preparing themselves for abroad programs.

    3. Persistence: Having the skills and confidence to stick to a goal even in the face of challenges and setbacks. For many students, this is a strength already! Your role is to reinforce and encourage, and help students navigate setbacks that may have shaken their confidence, as well as help anticipate any future barriers and plan for how they can be avoided or overcome

      This reminds me a lot of the quote from training last week: "the greatest growth doesn't come from the easiest struggle" Students have to persist to grow

  • Mar 2019
    1. A locally unique and never reassigned identifier within the Issuer for the End-User, which is intended to be consumed by the Client

      I wonder why this ID must be "unique and never reassigned...within the Issuer". This effectively makes it a trackable ID if clients work together.

      What would break if this ID is unique within the (Issuer, client) combination.

  • Jan 2019
  • Jun 2018
    1. Abstract

      Hydrology is the main reason for the carbon balance of wetlands by controlling the uptake of CO₂ and CH4. Determining the effect of droughts on CO2, fluxes and CH4 emission was stimulated by hydroperiod with three scenarios. These three scenarios affect the rate of drought from being gradual, intermediate, and rapid transition into drought. It resulted in higher net CO2 losses net ecosystem exchange (NEE) over a 22-week manipulation. Due to drought vegetation dieback, it increased ecosystem respiration (Reco), and it also reduced carbon uptake gross ecosystem exchange (GEE). The NEE did not offset methane production during periods of flooding. Changes in precipitation patterns and drought occurrence altered the carbon storage of freshwater marshes. We can determine that with the change in the climate will modify the storage capacity of freshwater marshes by influencing the water availability.

  • Mar 2018
    1. Shockingly, the language of “disciplinary landscapes” and “infrastructure” and “free-floating signifiers” does not set the average undergraduate’s pulse a-twittering. Indeed, to assign such a piece to a class of undergraduates is to forget our audience entirely.

      It may be wise for a DH scholar to write an article geared towards undergraduates. Similar to the way this article is written, perhaps the use of memes and "slang" could create a more accessible (and interesting) way for undergraduates to understand digital humanities.

    2. “their institution uses the technology it has effectively.”

      This survey conducted in 2016 by Education Weekly explores how instructors' confidence level with educational technology affects technology use in the classroom.

  • Mar 2017
    1. Terry, in his solitary picnic, talked of the difficulty of creating the conditions in which his students will want to connect with others in the CLAVIER network.

      common ground desire to connect. Why reach out?

  • Jan 2017
    1. Cannot connect to the Docker daemon

      For Linux/Unix people, it may very well be that you did not add your username to the 'docker' group and as a consequence you cannot communicate with the docker daemon. I had just experienced this (while running Linux Mint 18.1, but the symptoms ought to be similar for Debian/Ubuntu as well).

      To fix it, I ran:

      sudo usermod -aG docker $(whoami)

      Log out and log back in. This ensures your user is running with the correct permissions.

      This will ensure that you do not need to sudo every time, when you interact with docker.

      There are instructions in the below link for Unix (MacOS) users as well.

      Source: http://stackoverflow.com/a/33596140

  • Sep 2016
    1. “Whenever you have people who can’t find themselves in the question, it’s a bad question,”

      want people to fit in and connect with one of the options.

  • Jan 2016
  • Aug 2015
    1. We found that dispersions of the triblock co-micelles in a decane:toluene (3:5 by volume) solution resulted in the selective dissolution of the central M(PFS60-b-PDMS660) micelle block, leaving short XLM(PI1424-b-PFS63) daughter micelles

      Connects to AP Chemistry Learning Standard 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in dynamic competition, sensitive to initial conditions and external perturbations.

      Found on page 71 of the AP Chemistry Course and Exam Description:


    2. BCPs assemble into a variety of different morphologies that are influenced by polymer molecular weights and block ratios, with further control possible through the manipulation of environmental conditions such as temperature, solvent, and concentration

      Connects to AP Chemistry Learning Standard:2.B

      Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature

      Found on page 27 of the AP Chemistry Course and Exam Description:


    3. solution

      Connects to AP Chemistry Learning Standard:2.A.3: Solutions are homogeneous mixtures in which the physical properties are dependent on the concentration of the solute and the strengths of all interactions among the particles of the solutes and solvent:

      Found on page 25 of the AP Chemistry Course and Exam Description:


  • Jul 2015
    1. Because dynein inhibition alone did not inhibit IAV uncoating completely, we investigated a possible additional role for the actomyosin system



      Whenever an observation is not fully understood, scientists try to analyze the issue from different angles. Here, the authors observed that the inhibition of dynein wasn't sufficient for inhibiting the viral uncoating completely. Therefore, they deduced that other factors were implicated with uncoating and decided to explore this possibility.

    2. we noticed that another histone deacetylase, HDAC6, was also required for infection

      Connect to Learning Standards: http://www.nap.edu/openbook.php?record_id=13165&page=69

      Progression for explanation. In a previous study, the authors observed that HDAC6 was required for viral infection. As a consequence, they continued to study the function of HDAC6 in deep detail.

    3. With the risk of an influenza pandemic growing, it is increasingly important to understand virus-host interactions in detail and to develop new antiviral strategies (1).


      Science can contribute to meeting many of the major challenges that confront society today, such as preventing and treating disease.

    1. The motion of probe particles trackedinside cells has been classified as subdiffusive,diffusive, or superdiffusive. Such classifications,however, obscure the distinction between ther-mally driven and nonequilibrium fluctuationsand are inadequate to identify intracellular ma-terial properties



  • Mar 2015