The first two sentences briefly summarise the scenario; the last sentence of the paragraph highlights the problem -- the topic to be elaborated in the subsequent section.

Brilliant study. Note that the depressed patients had equal thyroid symptoms before taking thyroxine, so experienced no increase. The pre-treatment depressed patients, treated depressed patients, and treated controls all had an equal number of thyroid symptoms. Thus, only the pre-treatment healthy patients lacked hyperthyroid symptoms. This is interesting because the treatment was 500 mcg thyroxine (average 484 mcg), which you'd expect to cause more symptoms.

This could mean either that the depressed patients had as many symptoms alleviated as they had caused by thyroxine, or that depressed patients simply had lower thyroidergic activity. The latter is supported by the fact that free T3 and free T4 rose 2 or 3 times less in treated depressed patients compared to treated controls (full text).

It's also possible that the pre-existence of symptoms masked their appearance (in which case increased severity might be expected). I doubt that this is the case. A few symptoms trended toward improvement.

This is consistent with the open label data. The dose is also similar. Combining this placebo-controlled trial with the three open-label supraphysiological thyroxine studies that I've seen, that is sufficient for me to conclude efficacy. Namely, Pfeiffer et al (350 mcg), Rudas et al (235 mcg) and Bauer et al (482 mcg)

I would like to see if this study mentions nonresponders. Those three other studies found roughly a 50% response rate. Thus, the effect size in responders may be twice as significant.

Another study consistent with the 50% remission figue. The dose is also similar, between Rudas et al (235 mcg) and Bauer et al (482 mcg)

Thyroxine working in about 50% of patients was also found in Bauer et al. This dose was not quite as high as Bauer, but 235 mcg is still above a full replacement dose.

I'd like to see results on minor depression. However, such studies are unlikely.

This is the highest dose of levothyroxine that I've seen administered. Even treatment for thyroid cancer rarely goes beyond 300 mcg (or even 200 mcg, which is more common).

Note that the high dose was because they were increasing the dose based on symptoms. That is to say, as the thyroid gland produced less thyroid hormone, they increased liothyronine dose to compensate.

If this holds true, I'd expect rapid blood volume expansion from thyroid hormone. I'm also interested in whether thyroid hormone stimulates the production of albumin, given its anabolic properties.

Interesting that the diet group worked better. I'd like to see if it's statistically significantly better than the drug group. It's also worth asking whether sodium was the only important dietary change, or if avoiding sodium caused many other dietary improvements.

Fascinating. Neck circumference suggests that sodium intake may indeed be the significant dietary factor. The recommended diet wasn't even very restricted in sodium.

This implies that T4 and T3 are not identical, but I want to check the study further to see if half-life comes into play. The T3 group could theoretically have higher daily thyroidergic exposure, but maintain TSH because they experience a daily dip. Multiple dosing at least partly solves this issue. Controlled release tablets would be ideal.

The study does not provide enough information to determine whether this is meaningful. It appears to be meaningless. If they had used a crossover design, then this might be useful.

No control group? Being awake for 27 hours will do that. They need to use either no light and/or sleeping subjects as controls..So far I've only read the abstract, so it's possible that they address this further down.

That sounds incredibly high to me. 3000 mg is the absolute maximum intake that could ever be considered 'low' sodium. Under 1500 is usually considered ideal. Would, then, a diet aiming for half the sodium be twice as effective?

Step 1. Get comfortable. Get a pen.

Step 2. Four questions before you read and during. Goal to find answer.

2:26 Q1. What's the point? (Vad diskuteras?)

i.e.: What is the issue or question that drives this book? What area is it in? Why is being written?

2:30 Q2 Why did they bother? (Varför diskuteras det?)

i.e. Motivation. What do they want to you think or believe?

2:49 Q3 What are they trying to prove? (Vad försöker de övertyga dig om?)

i.e. Thesis. What they are trying to convince you to believe, what they are trying to get you to share.

2:55 Q4 How are they trying to prove it? (Hur försöker de övertyga dig om det?)

i.e. Evidence, arguments in favor

Step 3. Interrogate the text.

Detective looking for clues, find answer to the four questions

• Read blurb
• Read inside jacket copy or back cover
• First and last paragraph of the book
• First and last paragraph of each chapter
• First and last paragraph of the section working on for current day/week
• Review what you have found: What should you expect to find when you study this further?

Step 4. Fast read.

Overall movement and architecture of work.

Mark with pen. Draw horizontal line at break in text, e.g. when author says that "Now we are finished with this question."

5:15 Step 5. Slow, careful read.

Go through text paragraph by paragraph, annotate with pen, trying to find answers to the four questions.

Annotate:

• Structural clues: introduction, thesis, outline of the argument
• Write numbers in the margins.
• Mark key passages. Write a descriptive word or two next to each paragraph for future reference. If unable write a question mark and go on.
• Question marks in margin when confused and point out what confuses you (e.g. by circling och underlining words).

7:14 Step 6. Write a short summary.

10 minutes after finished reading. Do not postpone.

In book or on sticky note.

There are two additional types of meals that will be needed to clarify this issue. That is, one with a high-fat high-fiber meal, and another with a low-fiber high-carbohydrate meal. Nonetheless, one could argue that, in practice, carbohydrates correlate with fiber.

In other words, it was isocaloric between the two groups, in that similar subjects were fed similar calories.

We’re excited to announce that The Francis Crick Institute have partnered with our portfolio companies Symplectic and Figshare to enable richer profiles for their researchers and to make it easier for them to publish their papers and data Open Access.

Hello! This article is about the relationship between firearm prevalence (the IV) and the rates of fatal police shootings (the DV). The authors hypothesize that the greater the prevalence of firearms, the grater the rates of fatal police shooting.

This article follows the classical structure of social science research -- abstract, introduction, literature review/theory, research design, findings, and conclusions.

The study suggests that people are willing to self-police to protect their communities and others.

the act of learning

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.

This struck me as very interesting, as it frames the article as a rejection of accepted criticism of many respected voices in the field. Instead, the author conducts a potential use study of the space for future users, from the perspective of walkability. It is written not for other scholars of the field but for a general audience, New Yorkers in particular.

Concluding appeal and explanation of the author's call to action. Considering the lack of walkability and limited potential use, they suggest a new design that will maximize access. This also has the benefit of altering the public's sense of that the space is exclusive.

Framework for criticism

This is an excellent example of creation without context, particularly use by target populations. Walkability was so poor that it negatively affected the area.

Examples of why this space is not user-friendly and basically unwalkable. Those designing the space did not consider practicalities like access.

His argument is user-orientated, criticizing experts in the field who work separately to build components of a shared urban ecosystem. Each architect was chosen for their fame, not their ability to work as part of a team, and spare little consideration about those who will live, work, and move through the space. Most importantly, the question of fostering community is addressed.

Similar to scholars at the top of their field, these architects place little consideration towards the mass consumption of their work and its context.

Cites two examples of spaces in the city that fail to maximize walkability and reduces user satisfaction/use. Users require mixed-use spaces that promote diverse populations, keeping them from becoming too exclusive and barren during the off hours.

In this peer-reviewed study, two tenth-grade classes were analyzed as they used either a virtual or a real laboratory to accomplish learning tasks. The question raised was whether a real or a virtual laboratory was more conducive to constructivist learning. The study concluded that a real lab is better than a virtual one to trigger constructivist learning. This is of importance to me because I teach adults about software in both virtual and real laboratories, and when I develop content, I try to use the constructivist theory as much as possible as I find it works best for my audience, in addition to making novel content more relatable. Please note: I could not put the annotation on the text because the paper opened in a popup page that does not work with Hypothes.is. 7/10

Design-based research (DBR) tries to connect learning theory and practice. It puts theories to the test and is an important part of siting through which parts of theories work well, contradict each other, or contradict themselves. This page provides several of the characteristics of design-based studies, as well as the needs and issues important to studying learning. 7/10

H1 antihistamines enhance the opioid high in humans. Hospitals sometimes administer antihistamines in combination with opioids. It's not hard to find people online who are using this combination recreationally.

Please share your most important points from this chapter for our collaborative study notes.

Actors (human or otherwise) function together in systems (networks), and those systems must be observed and described rather than "explained": https://en.wikipedia.org/wiki/Actor%E2%80%93network_theory

The notion that a system should be examined prior to bringing in theories and frameworks is also one held by the qualitative research approach called grounded theory (a theory grounded in observed data).

This is a study begun in the 1970s of African American, interracial, and other minority group children who had been adopted by White families in Minnesota. The 1976 results indicated large IQ boosts (about 12 points) for adopted African American children at age 6, compared to the average IQ for African Americans in general. However, the 1992 report shows that the advantage had faded to about 6 points when the children were aged 17 years. Generally, intelligence experts see this landmark study as supporting both "nature" and "nurture."

Bookmarked as a reminder to get these papers which could be helpful for the participatory design study.

1. negotiated meaning
2. task-based
3. new model. negotiated routines: trigger, indicator, response, and reaction-response SCMC negotiated interaction in lexical acquisition

The results of the paired-groups experimental study proves "are interpreted as being supportive for the interactionist perspective on SLA, especially the importance of attention". The study focuses on the acquisition of lexical meaning through negotiated interaction on NNS-NNS synchronous CMC. Check into Long's Interaction Hypothesis.

The benefits of CMA in language learning: interactionist perspective.

feature of technology with the pedagogy under SLA theory.

Chapelle CA (2006) focus on the theory of interactionist SLA theory

"Researchers have found that cognitive interactionist and sociocultural SLA theories offer a means of interpreting prior research on CALL and suggest a point of departure for designing future studies of CALL activities that are based on human–computer interaction and computer-mediated communication."

Chapelle. C. A 2007. theories expand from interactionist to cognitive interactionist and sociocultural theory cognitive interactionist: Human-computer interaction. sociocultural: CMC (Computer-Mediated Communication)

The Interaction Approach and CMC (Bryan Smith): The Interaction Approach(IA) in second language acquisition studies suggests that there is a link between interaction and learning. This approach focuses on three major components of interaction — exposure (input), production (output), and feedback. Many CALL researchers have adopted this theoretical perspective in exploring the relationship between CMC and instructed second language acquisition, exploiting many of the argued affordances offered by this medium in relation to the key tenets of the IA. This paper will provide a conceptual overview of the IA and explore specifically how CALL researchers have sought to study SLA from this theoretical perspective. We will discuss several methodological hurdles facing researchers engaged in this type of research and will offer some suggested strategies for conducting sound SLA/CALL research from an IA.

the interaction approach overlaps with psycholinguistic approach under the cognitive theory

can such a large study be done?

different brain impairments = different levels of anger?

good solution, but there's sOOO many factors to consider

Akan lebih baik bila dirinci kembali tahapannya, agar terbuka peluang lebih besar bagi pembaca untuk berkontribusi memperkaya artikel ini. Saat ini isu reproducibility merebak luas secara internasional.

Part of an enormous discourse on diets; this one attempting to discredit Campbell's book The China Study

This could be an important experiment to use as a case study.

This is how you study for an exam guys!!!!!!!!!!!!!!!

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This study shows that teens use drugs for three reasons: BOREDOM: meaning people use drugs because they are bored. EXPERIMENTATION: people use drugs to experiment about it. INSIGHT: it makes teens understand more.

I think this is important because when teens are bored some teens use drugs. I agree and this connects to me because marijuana does make me want to experiment more and actually make me understand or have a argument in things i do. although when boredom strikes it helps motivates more.

This is likely true for any study system. Then comes my question, how do I balance that flexibility with having some sort of overarching direction and plan? I need to be open to be guided by the Spirit (especially since I don't even have a mission president LOL).

Supplemental materials?

1. Through persuasion and the belief that Cortez was the God Quetzalcoatl the Spaniards entered in peacefully and captured Montezuma.
2. The Sistema de Castas organized individuals into racial groups based on their supposed "purity of blood".
3. This racial hierarchy was created as a prerequisites for social and political advancement. Iberian-born Spaniards occupied the highest levels of administration. Their descendants, New World born Spaniards occupied the next rung. Those mixed with Spanish and Indian heritage followed.

1. How does internal tension in the Native American empires of the Americas aid Spanish attempts to create their empire?

2. The Spanish wanted to take over the natives land because of the wealth and happiness it could bring to them. Central and South America was rumored to have fortunes around the land.

3. In the biological exchange between Europeans and Native Americans, what diseases, plants, and animals were exchanged? The diseases that Europeans brought over to the Americas were measles, smallpox and influenza. Domesticated animals, squash, beans, corn and tobacco were among the many things traded between the Native Americans and the Europeans.

4. What are the ways that European powers claim their right to claim land in the Americas?

5. The pope authorized the Europeans to claim the land, claimed they discovered the land, and claiming they improved the land from the people they took it over from.

The racial system that was established in the new world was a racial hierarchy. The system worked based on the purity of ones blood. Then it was used as a status for political and social advancement.

1. Why do you think that King Affonso let the Portuguese enslave his subjects at first?
2. I believe that King Alfonso thought it was a good idea to enslave his subjects at first because it could help boost his wealth and the country's wealth without paying the people who actually did the work. He did not want lower-class people in his country because he wanted all the things he wanted in order to live a luxurious life.
3. In the letter below, why does the king now request regulations?
4. The King was finally hearing from all of his people that many of the people in Portugal were being taken away for slavery. He set guidelines because he realized many of the people were being enslaved for no reason at all.

1. What was the "Black Legend" and how did other European powers use it to justify their attempts to compete with Spain for empire in the Americas?

2. The Spanish were doing terrible things in the America by bring the population from 60,000 to 17,000 in the time they were here in America. Other European countries talked down on them for what they were doing to the New World. Spain called it a "black legend" because they thought they were rumors that other European countries were throwing out. The other European countries thought they could help the Americans out by bringing their own way of living over and help them get away from the Spanish cruelty.

3. In what ways did the French presence in North America differ from the Spanish?

4. The French came to the Americas and treated the natives with respect. They did not kill, enslave or try to conquer the natives who had lived there before. Unlike the Spanish, the French formed an alliance with the Indians and shared Christianity with the Natives rather than killing them because they wanted the land.
5. What role did slavery play in Dutch attempts to establish Empire? -The slaves built everything in Amsterdam for the Dutch. Without the slaves the Dutch would have nothing of their own because they would not have built everything that they have. The empire would have crashed if the trade routes were not kept up to speed. If it was not for the slaves, the Dutch would have been having a totally different outlook of where they were.

How does this creation story differ from the others you have read this week?

In this creation story many people were killed and the others it was peaceful because when humans came to earth they were welcomed by animals or other people offering help until they found somewhere to go.

1. Native Americans interacted with numerous people from all areas. This lead to the exchange of different resources, religions, labor ways, and ideas. These exchanges often sealed social and political relationships. It allowed the people who gave to earn prestige and placed an obligation to those they gave to. That was how the relationship was sealed. One person did a favor and the other must reciprocate.
2. All European nations began experiencing massive population growth after the black plague, which increased the economy and the demand for consumer goods. These demands lead to advances like ship building so sea merchants were able to compete with their fellow merchants. Growing economies lead to bigger kingdoms and powerful monarchs. These kingdom's could pull together the resources needed for large voyages. European nations were also interested in trading with the wealthiest countries allowing them to seek out the best trading routes.
3. There was an increasing need for slaves and it had existed all the way back to the Roman Empire. The Portuguese became major purchasers and sellers of the slave trade allowing them to have influence on the way slave trading was done and the practice of it.

Although are all birds as good as flying as the others and horses at running? There has to be some variance, and not from lack of repetition. In the same line of reasoning, even if all men were born to "activity and sagacity of understanding," some must have more innate gifts with it. The rest of this paragraph seems to credit persistence with progress, but nature does play at least some sort of role. After all, we can't all be basketball players, no matter how hard we try.

It may just be my perception, but it seems to me that the study of learning is most often left to the pupil to figure out, these days.

Is this stating that traditional teachers that hesitate to boast their knowledge without regard to the truth (possibly meaning the same thing as plato's "experience") inadvertently seem less educated than those who choose a life of careless indolence (sophists?)?