154 Matching Annotations
  1. Jan 2021
  2. Dec 2020
    1. The Difference Between Telehealth and Telemedicine: Learn How to Use These Terms Fluently

      The intersection of medicine and technology can be a confusing place. This article explains the difference between telehealth and telemedicine. After reading it, you’ll be able to fluently use these terms in your everyday and professional life

  3. Nov 2020
  4. Oct 2020
    1. Sex difference in the computerized neurocognitive battery administered to the PNC. Mean (±SEM) of z‐scores for accuracy (top) and speed (bottom) for females (red bars) and males (blue bars) across the sample on each behavioral domain. ABF, abstraction and mental flexibility; ATT, attention; WM, working memory; VME, verbal memory; FME, face memory; SME, spatial memory; LAN, language reasoning; NVR, nonverbal reasoning; SPA, spatial processing; EID, emotion identification; EDI, emotion differentiation; AGE, age differentiation; MOT, motor speed; SM, sensorimotor speed.

      PNC'ye uygulanan bilgisayarlı nörobilişsel pildeki cinsiyet farkı. Her davranışsal alandaki örnekte kadınlar (kırmızı çubuklar) ve erkekler (mavi çubuklar) için doğruluk (üst) ve hız (alt) için z-puanlarının ortalaması (± SEM). ABF, soyutlama ve zihinsel esneklik; ATT, dikkat; WM, çalışma belleği; VME, sözel bellek; FME, yüz hafızası; KOBİ, uzamsal bellek; LAN, dil mantığı; NVR, sözsüz akıl yürütme; SPA, mekansal işleme; EID, duygu tanımlama; EDI, duygu farklılaşması; YAŞ, yaş farklılaşması; MOT, motor hızı; SM, sensorimotor hızı.

    2. Sex differences in neuropsychological performance. Mean (±SEM) is shown for males (blue) and females (red) on abstraction and mental flexibility (ABF), attention (ATT), verbal memory (VMEM), spatial memory (SMEM), language reasoning (LAN), spatial processing (SPA), sensory function (SEN), and motor speed (MOT).

      Nöropsikolojik performansta cinsiyet farklılıkları. Erkek (mavi) ve kadınlar (kırmızı) için soyutlama ve zihinsel esneklik (ABF), dikkat (ATT), sözlü bellek (VMEM), uzamsal bellek (SMEM), dil muhakemesi (LAN), uzamsal olarak ortalama (± SEM) gösterilir işleme (SPA), duyusal fonksiyon (SEN) ve motor hızı (MOT).

  5. Sep 2020
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  8. Jun 2020
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  10. Apr 2020
  11. Oct 2019
    1. Younger consumers have become information hunters and gatherers, taking pleasure in tracking down character backgrounds and plot points and making connections between different texts within the same franchise

      This is actually a really good point about the apparent new phenomenon with our generation. The previous generation wasn't really interested in the background(s) of the characters, writers etc and how it tied in to other mediums or other shows in terms of similarities with plots etc. Nowadays, with the wide open access to info on the internet, fandoms have blossomed.

  12. Jul 2019
  13. May 2019
    1. get the Negroes to forgive the people the people who have brutalized them for four hundred years,


    2. Martin Luther King can continue to teach the Negroes to be defenseless

      MLKs way in the eyes of Malcom X

    3. black people–we should have the right to defend ourselves

      they should use their rights which are technically the same as whites

    4. movement preaches violence
  14. inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
    1. alid or invalid on a priori ground*y Thus, de-pending on the problem, the laboratory may bean altogether appropriate setting for an investiga-tion and certain real-life environments may behighly inappropriate. Suppose, for example, oneis interested in studying the interaction betweenmother and child when the child is placed in astrange and unfamiliar situation. Clearly the lab-oratory approximates this condition far better thanthe home. Conversely, if the focus of inquiry isthe modal pattern of parent-child activity pre-vailing in the family, observations confined to thelaboratory can be misleading. As I have docu-mented elsewhere in greater detail (Bronfenbren-ner, in press), patterns of parent-child interactionin the laboratory are substantially and systemati-cally different than those in the home. Specifi-cally, so far as young children are concerned, theresults indicate that the strangeness of the labora-tory situation tends to increase anxiety and othernegative feeling states and to decrease manifesta-tions of social competence (Lamb, 1976b; Ross,Kagan, Zelazo, & Kotelchuck, 1975; Lamb, Note3). Possibly in response to this reaction of thechild, parents tend to exhibit more positive inter-i actions toward their children in the laboratory' than in the home (Schlieper, 1975; Shalock, 1956;Belsky, Note 4). In addition, Lamb (1976b;Note 3) reported that the tendency of the infantat home to display more affiliative behaviors (e.g.,looking, smiling, reaching, vocalizing) toward thefather than the mother was reversed in the labora-tory. Moreover, consistent with the arguments ofSroufe (1970) and Tulkin (1972) that the lab-oratory is especially likely to be an anxiety-arous-ing situation for lower-class families, Lamb foundsocioeconomic differences in father-infant inter-action favoring the middle class in the laboratory,'whereas such differences had not been present inI the h o m e.Again, the fact that

      Since my Action Research is based on building relationships with the families from Room 3, I was interested to see the impact of laboratory research vs. home environment research. According to this paragraph, it is hard to get a clear picture of parent-child relationship in either setting due to a number of factors. If I understand it correctly, however the laboratory environment is less optimal to infants, young children and families of lower socio-economic status. Increased anxiety was cited as a contributing factor. I believe that the Hawthorne Effect could contribute to the difference is how parents responded positively to their children in the laboratory versus at home. So far, of the homes I have visited this semester, there is not a significant amount of difference between how the children are interacted with at school, compared to how they are interacted with at home. It will be interesting to see, based on what I've read in this paper, if what I have experienced recently will be evident with all of the families. I also wonder, if age and familiarity are factors? I work with one-year-olds and they have all developed a secure relationship, over time, with me, unlike the people who conducted this research. Any thoughts from others, is greatly appreciated, regarding whether or not you too experience what the article says or what I have experienced.

  15. Apr 2019
  16. Jan 2019
    1. ThisAdornianideaofthreadingtheHegelianneedle

      Repeat with a difference



    1. Coming back to the two ‘FreeSync’ settings in the monitor OSD, they differ in the variable refresh rate range that they support. ‘Standard Engine’ supports 90 – 144Hz (90 – 119Hz via HDMI) whilst ‘Ultimate Engine’ gives a broader variable refresh rate range of 70 – 144Hz (62 – 119Hz via HDMI). We didn’t notice any adverse effects when using ‘Ultimate Engine’, so we’d suggest users simply stick to that option.

      In my tests using Standard Engine, in combo with G-Sync Compatible Driver, I get more screen flickering during menus.

  17. Dec 2018
    1. Diversum est esse et id quod est; ipsum enim esse nondum est, at vero quod est accepta essendi forma est atque consistit.

      Formulation of ontological difference.

  18. Oct 2018
  19. Jul 2018
    1. as a force which connects us to the universe, and as a force which allows our body to make meaning from this connection. What we can understand from such a connection includes the distinction between our self and other selves, or our self and the rest of the world, but also, importantly, our relationship to the world, to other bodies in the world

      embodiment as Identity formation:

  20. Jun 2018
    1. A case in point of the politics of difference within sociomaterial assemblages isoffered by Chasin (1995), who explores identifications across women, servants andmachines in contemporary robotics.
  21. Nov 2017
    1. The number of these pavilions will depend on the number of Professors, and that of the Dormitories & Hotels on the number of students to be lodged & dieted.

      This quote illustrates part of the logistics from the beginning stages of founding the University of Virginia. The group in charge of planning the layout of the University clearly wanted housing to accommodate all professors and students. Counting the number of pavilions and hotels, that means that they expected no more than 10 teachers (since each pavilion had “two to four apartments for the accommodation of a professor and his family) and no more than 108 students (assuming the current single rooms on the Lawn were ‘dormitories’ that could house “two students only,” which may be incorrect) (http://www.virginia.edu/webmap/academicalVillage.html). These low numbers raise curiosity as to what their plan was for future growth, since they thought that this plan was suitable for the “enlargement to any degree to which the institution may extend in future times”. If following this document’s plan exactly (and into the present day), this particular phrase presents limitations on the flexibility and accessibility of housing since the pavilions, dormitories, and hotels cannot hold all of the current professors and students. There are 2,830 full-time faculty members and not all of them live on the Lawn (http://www.virginia.edu/facts). However, the University does offer living options on-Grounds for faculty and staff, so the University still demonstrates its desire to provide for its faculty (https://housing.virginia.edu/faculty-staff). As for students, all first-years are required to live on-Grounds, but they do not live side-by-side with faculty, as laid out in the original plans within this document. There are 15,891 undergraduate students and 6,500 graduate students on-Grounds and housing is not guaranteed for all of them. Housing was definitely built with professors and students at the forefront of the planners’ minds, so at some point over time, the University either decided, or learned, that these ideas for housing cannot keep up with the increasing population of the school.

    1. In order to benchmark national performances and identify Canada’s strengths in SSH, it is possible to use research articles published in journals representing disciplines where this medium of communication is popular, such as economics. For other disciplines, journal-based bibliometric analysis may be used with due caution and databases can be built in order to factor in other knowledge dissemination media. However, one must be wary of conducting comparative analyses of SSH disciplines without taking into account the effects of the knowledge dissemination media of each discipline on the bibliometric tools being used.

      On the issue of cross-disciplinary comparisons even within the humanities.

  22. Oct 2017
    1. (v) BiTE® antibody constructs engage any T cell irrespective of its TCR specificity. Thus, they induce a polyclonal T-cell response against tumor cells only relying on the surface expression of the respective target antigen. (vi) Except for activation of naive T cells, BiTE® antibody constructs do not require any costimulatory signals for efficient T-cell activation and redirected lysis. Cytotoxicity against target cells is mainly mediated by highly potent CD8+ and CD4+ TEM cells, but other T-cell subsets might further add to the large killing capacity observed with BiTE® antibody constructs. (vii) Formation of the BiTE®-induced cytolytic synapse is supposed to be much more efficient than that of the naturally occurring immunologic synapse which relies on the sparse availability of specific pMHC complexes. In contrast, as target antigen expression is expected to be much higher, both number and size of BiTE®-induced cytolytic synapses are assumed to be adjustable by a variable BiTE® concentration. This difference might further explain the exceptional cytotoxic potency associated with BiTE® antibody constructs.

      differences w/ adaptive immune response

    1. Encouraged therefore by the sentiments of the Legislature, manifested in this statute, we present the following tabular statement of the branches of learning which we think should be taught in the University, forming them into groups, each of which are within the powers of a single professor. I Languages Antient Latin V Physics or Natural Philosophy Greek Chemistry Hebrew Mineralogy II Languages Modern French VI Botany Spanish Zoology Italian VII Anatomy German Medicine Anglo-Saxon VIII Government III Mathematics Pure Algebra Political economy Fluxions Law of Nature & Nations Geometry elemental History (being interwoven with Politics & Law[)] Transcendental IX Law Municipal Architecture X Ideology Military General grammar Naval Ethics IV Physics-Mathematics Mechanics Rhetoric Statics Belle Lettres & the fine arts Dynamics Pneumatics Acoustics Optics Astronomy Geography * * Some of the terms used in this table being subject to a difference of acceptation, it is proper to define the meaning and comprehension intended to be given them here.

      It is very interesting to see that many of valuable subjects to learn at the time are still very important today. In modern times the methods of how these subjects are taught are more complex in the sense that multiple professors contribute to the teaching of a particular subject. Also in today's times there may be different courses under a key subject that focus on different aspects. The learning system that was in place at the start of the university seems to be ore structured , while today it is more flexible.

    2. antient

      Within a paragraph focused on language and orthography, I found it interesting that the spelling of certain words, in this case "ancient" were different than modern spellings. The differences are probably attributed to the country's transition from using middle English to modern English. This document's syntax is different than the common syntax used today, but does not create an impossible barrier to understanding the material. The various spellings of words does not affect the understanding either, but both differences highlight the historical nature of this document. Other examples of "mis-spellings" are "atchieve" later on in this paragraph and "atchievements" later on in this document. http://www.dictionary.com/browse/ancient

    3. Three places were proposed, to wit Lexington in the County of Rockbridge, Staunton in the County of Augusta, and the Central college in the County of Albemarle
      I do not want to take focus away from the University of Virginia and its history, but I think it is important to make comparisons between UVA and nearby colleges, which highlight the varying processes (and rates of those processes) toward current societal ideals regarding higher education. Specifically, looking at established universities in the other two proposed cities, Lexington and Staunton, for the University of Virginia provides contrast to the chosen location and its university. 
       Washington and Lee University was moved to Lexington, VA in 1782, under the name "Liberty Hall Academy". This university has a racially complex past, similar to ours, since General Robert E. Lee of the Confederate Army was president in 1865. Women were not admitted into the law school until 1972 (similar to the College at UVA) and the undergraduate school until 1985. On the other hand, Mary Baldwin was founded as "Augusta Female Seminary" in Staunton, VA in 1842 (130 years before UVA would allow women to attend). Although it is a predominantly all-girls college, they have allowed men into graduate and adult programs. I find it intriguing how the potential locations of the University of Virginia were developed to house such different college atmospheres, which have, like UVA, become more inclusive and diverse over time. 

      https://www.wlu.edu/about-wandl/history-and-traditions/a-brief-history http://www.marybaldwin.edu/about-us/history/

  23. Sep 2017
    1. Medicine, when fully taught, is usually subdivided into several professorships, but this cannot well be without the accessory of an hospital, where the student can have the benefit of attending clinical lectures & of assisting at operations of surgery. With this accessory, the seat of our university is not yet prepared, either by its population, or by the numbers of poor, who would leave their own houses, and accept of the charities of an hospital.

      This passage foreshadows that eventually the University will further progress their medicine program but at this time and place do not have the resources to do so because they don't have a hospital in which students can study and gain clinical experience. I think it is very interesting in just 200 years since the beginning of the University how much the medicine program has flourished with the building of the UVA hospital, which is the number one hospital in the state of Virginia. Starting out, the medicine program only taught so many classes and now the medical program is thriving and attracts many different, diverse people from every walk of life. Now, I would like to focus on the second sentence specifically because I find it quite engaging and interesting that the authors of the Rockfish Gap Report thought that a hospital would attract numbers of poor because they would leave their own houses to accept the charities of a hospital. I feel many people, especially older generations, still have this belief that people in poverty take advantage of the charities of a hospital. I for one know that it happens at times because I've seen it happen before firsthand working and shadowing in an emergency room, but honestly it's not that people are taking advantage of the charities of a hospital as they state here, but instead a lot of people in poverty don't have good health, and don't have good healthcare insurance, so their only way to get good health care is by going to an emergency room at a hospital. I for one am a huge advocate for providing good health care for people in poverty because I believe a lot stems from having good healthcare. If you're healthy, you have chance to make your life better by looking for a job and making a living, but if your'e sick, like a lot of people in poverty are it's hard to do that, which is why so many people in poverty flock to places like emergency rooms when they are sick and not healthy. I think that the same thing would have happened had there been a hospital open in the community at the time the University opened. Poor people would have gone to the hospital and accepted the charities of it, but not because they were taking advantage, they would have gone because it's their only means of getting good healthcare. -Emily McClung

    2. At the District schools or colleges boys should be rendered able to read the easier Authors, Latin and Greek. This would be usefull and sufficient for many not intended for an University education. At these too might be taught English grammar, the higher branches of numerical Arithmetic, the geometry of straight lines and of the circle, the elements of navigation and Geography to a sufficient degree

      This quote highlights similarities as well as differences between education and schooling back then vs. now. Back then students had to have extensive schooling prior to coming to university, and they had certain requirements that they had to complete such as proficiency in Latin and Greek, and understanding of Geometry and navigation. Now, there are less physical requirements needed to attend college, but there still is an unspoken expectation that students come to college fully prepared. Colleges still expect students to take challenging courses and master challenging concepts, but the actual requirements are gone. Back then there were many limitations for who could attend college. The section emphasizes that boys were the ones who needed these requirements to attend college. Now, colleges accept a much more diverse group of students, and people are given more opportunities than before

    3. Education, in like manner engrafts a new man on the native stock, & improves what in his nature was vicious & perverse, into qualities of virtue and social worth; and it cannot be but that each generation succeeding to the knowledge acquired by all those who preceded it, adding to it their own acquisitions & discoveries, and handing the mass down for successive & constant accumulation, must advance the knowledge & well-being of mankind: not infinitely, as some have said, but indefinitely, and to a term which no one can fix or foresee. Indeed we need look back only half a century, to times which many now living remember well, and see the wonderful advances in the sciences & arts which have been made within that period.

      I found this particular quotation particularly interesting because of the amount of irony and hypocrisy that it is riddled with. It speaks of the importance of education to create "a new man", however we know that this new man is of only a light skin color and most likely a slave-owner, not to mention the exclusion of women. Moreover, in my engagement Making the Invisible