6,757 Matching Annotations
  1. Nov 2020
    1. Reviewer #3:

      The study by Jackson et al. characterizes the progression of the degeneration of axons and dendrites, including metrics on density and dynamics of dendritic spines and terminaux boutons (TBs), in the rTg4510 transgenic mouse model. The authors describe a decrease in the density of both structures, spines and TBs, as well as degeneration of neurites. Repression of the expression of the mutated version of tau was able to partially mitigate some of the negative effects observed in the non-repressed condition. When degeneration of the neuronal process was observed, the loss of a dendritic branch was preceded by a sharp increase in the loss of dendritic spines, while axonal loss was preceded by a long-lasting and progressive loss of TBs. While the findings are interesting, there are several concerns that dampened the enthusiasm on the study:

      1) The data obtained with the rTg4510 mouse model must be very carefully interpreted given that the disruption of the endogenous gene Fgf14 that occurs in this mouse model contributes significantly to the neurodegenerative phenotype (Gamache et al., 2019). While the authors acknowledge the possibility that genetic factors other than tau hyperphosphorylation may contribute to the rTg4510 pathology, the results must be put into the perspective of the mouse model rather than into the perspective of the tauopathy exclusively. In this sense, it would be recommended that the caveats of the mouse model be included in the introduction.

      2) The authors do not either mention the sex of the animals used in the study or how many mice from each sex were included in each experimental group. This is an important matter because it has been described that the rTg4510 mouse model presents with sex differences in the degree of accumulation of tau (Yue et al., 2009; Song et al., 2015).

      3) A big concern is the identity of the neurons labeled. The strategy to label cells is very unspecific and no details are given on their identity. Different subtypes of pyramidal neurons with different densities of dendritic spines and axon boutons may be mixed up in different proportions in each group and batch. In fact, the resilience of different neuron subtypes to the pathology may be different too. If the authors cannot pinpoint the identity of the neuron imaged, an elaboration on this issue must be included in the manuscript. In addition, the manuscript must include representative images of the cortex of both genotypes showing the labeling pattern obtained with their approach. It is recommended to the authors to add more information about the vector.

      4) How did the authors estimate the point of divergence between genotypes? The authors mentioned the 30-35 wk and 50 wk as points of divergence - which should be interpreted as the first time points where the differences between groups are significantly different - in lines 180-183. While the Wald test and the Akaike information criterion indicate that genotype is the factor with the most influence on the model estimates, it does not compute statistical differences between phenotypes at a given time point. Regarding the GAMMs, some fits suggest that data at earlier points may be very different between groups (i.e., Fig 2E, 5C, 6C). Is the decrease in density of TBs over time in WT mice significant? How do the authors interpret those fits?

      5) Looking at the data in Figures 1E and 2E, one would expect more negative growth values in figs 5E and 6E, indicating a larger decrease in density. They are flat. Are these analyses well powered? Are the data in Figures 5E and 6E not representative?

    1. Reviewer #3:

      This paper describes a novel technique for measuring several distinct subcortical components, using naturalistic speech instead of the more typical clicks and tone-pips. The benefits of using extended speech (e.g., stories) include simultaneous measurement of middle- and late-latency components automatically.

      The technique is of great interest with many potential use cases. The manipulation of the acoustics is reasonable (replacing voiced speech with click trains of the same pitch), does not degrade intelligibility, and reduces sound quality only in minor ways. The manipulation is also described clearly for others to implement.

      The authors also investigate several variations and generalizations of the technique, and their tradeoffs, inducing responses from specific tonotopic bands and ear-specific responses.

      The reliability of the ABR wave I and V responses is remarkable (especially given the previous results of the senior author using unprocessed speech); wave III is less so. Being able to simultaneously record P0, Na, Pa, Nb, P1, N1, and P2 simultaneously shows promise for future clinical applications (and basic science). The practical importance of using a lower fundamental frequency (i.e., typical of male speakers), is clearly established.

      The technique has some overlap with the Chirp spEECh of Miller et al., but with enough tangible additional benefits that it should be considered novel.

      The writing is very clear.

      Major Concerns:

      "wave III was clearly identifiable in 16 of the 22 subjects": Figure 1 indicates that the word "clearly" may be somewhat generous. It would be worthwhile to discuss wave III and its identifiability in more detail (perhaps its identifiability/non-universality could be compared with that of another less prominent peak in traditionally obtained ABRs?).

    1. Reviewer #3:

      In this study, Higgs et al. apply a systematic and hierarchical approach to testing the enrichment of imprinted gene expression in (mostly) adult tissues, culminating in a survey at the single-cell and neuronal sub-type level, which the authors achieve by exploitation of now extensive single-cell gene expression datasets. Arguably, there are no great surprises in this analysis: it reinforces previous studies showing/suggesting an enrichment for imprinted genes in the brain, with functions in feeding, parental behaviour, etc. But, it is conducted in a rigorous manner and makes highly informed inferences about the expression domains and neuronal subtypes identified. This level of detail is beyond any previous survey, therefore, the study will provide an excellent resource (although the fine details of the specific neuronal sub-populations in which imprinted gene expression is enriched are likely to be of interest to specialists only). Having, at all levels of their analysis, access to two or more single-cell datasets provides an important level of confidence in the analysis and findings, although there are some discrepancies between the enrichments found in comparing any two datasets. Moreover, the findings will give more prominence to neuronal domains that have received less emphasis in functional studies, for example, the enrichment of imprinted genes within the suprachiasmatic nucleus implicating roles in circadian processes.

      Imprinted expression covers a range of allelic biases and we are still some way from really understanding what an allelic skew means in comparison to absolute monoallelic expression: biased expression in all cells in a tissue or a mosaic of mono- and biallelically expressing cells. So finding an imprinted gene expressed in a given cell type without knowing whether its expression is actually imprinted in that cell type is a problem. And certainly a significant proportion of more recently discovered brain-expressed imprinted genes seem to fall into a category or paternal bias rather than full monoallelic expression. The authors do acknowledge this caveat in their discussion (lines 491-499). Is it possible to stratify the analysis according to degree of allelic bias? Ultimately, scRNA-seq using hybrid tissues will be important to resolve such issues. In this context, the authors will need to discuss findings in the very recently published paper from Laukoter et al. (Neuron, 2020), although that study focussed on cortical neurons in which Higgs and colleagues do not find imprinted gene enrichments.

      Another issue that could cloud the analysis, and particularly inference of how PEGs and MEGs could be involved in separate functions, is the issue of complex transcription units. The authors allude to Grb10 in which there are maternally and paternally expressed isoforms largely arising from separate promoters, which also applies to Gnas. There are also cases in which there are imprinted and non-imprinted isoforms. A problem with short-read RNA-seq libraries will be that much of the expression data for a given transcription unit cannot discriminate such differentially imprinted isoforms, as most of the reads mapping to the locus will map to shared exons. This caveat probably also needs to be mentioned in the text.

      The authors give some prominence to Peg3 as an example of the role of imprinted genes in maternal behaviours (e.g., line 508) as reported in the original knock-out (Li et al. 1999). However, this particular Peg3-knock-out associated phenotype has been questioned by a more recent Peg3 knock-out in which it was not observed (Denizot et al. 2016 PMID: 27187722), suggesting that the initial phenotype could be a consequence of the nature of the targeting insertion rather than Peg3 ablation.

      While a general picture that emerges is of imprinted genes acting in concert to influence shared functions (e.g., feeding), the authors also point out cases in which a single imprinted gene contributes to a neuronal function (Ube3a in the case of hippocampal-related learning and memory; line 511-512) but for which they did not find enrichment of imprinted genes in the relevant neuronal population. This poses some problems, but it could indicate that that particular function of the gene is not the function for which imprinting was selected if the gene is active in other domains, but is rather 'tolerated'. Of course, many imprinted genes will have multiple physiological functions, so the convergence on specific functions probably provides the best (but by no means perfect) basis for discerning the evolutionary imperatives.

  2. Oct 2020
    1. La radio educativa busca poder recrear el proceso de aprendizaje, y generar diálogo entre los participantes de los programas para que interactúen entre sí y con la audiencia. Esta herramienta podría ser un apoyo para la planificación, preparación y desarrollo de las sesiones de los programas; los participantes colaborarían en la creación del guion, del cómo se abordarán las temáticas, y en general, del contenido del programa. De igual manera, se podría llegar a implementar durante las emisiones para interactuar de una manera más directa con los oyentes.

      La creación de páginas web colectivas permitiría a los participantes de los programas compartir antes o después, según convenga, el contenido de cada programa, generar discusión entre los creadores y los oyentes, e infinidad de interacciones, o “actividades” dadas para apoyar o reforzar el contenido compartido.

    1. For many amorphous and crystalline semiconductors,an exponential dependence of absorption coefficientα<104cm−1may take Urbach’s empirical formula [28]:av=a0exphv/EU,wherea0is a constant andEU(Urbachenergy) is an energy characterizing the degree of disorderintroduced from defects and grain boundaries; also, it is inter-preted as the width of the tail of localized states associated withthe amorphous states in forbidden band. Figure 12 representsthe logarithm of absorption coefficient as function of thephoton energy at different deposition times 20, 30, 40, and50 min. The value ofEUis calculated from the inverse slopeof the linear part of curves and also listed in Table 3

      Para muchos semiconductores amorfos y cristalinos, una dependencia exponencial del coeficiente de absorción puede tomar la formula empírica de Urbach [28]:

      donde es una constante y (la energía de Urbach) es una energía caracterizada por el grado de desorden introducido de defectos y los limites de grano; también es interpretado como el amplio de la cos estados localizados de la cola asociados con los estados amorfos en la banda prohibida. La figura 12 representa el logaritmo del coeficiente absorción como una función del fotón de energía a diferentes tiempos de deposición (20,30,40 y 50 min). El valor de la energía de Urbach es calculado desde la pendiente inversa de la parte linear de las las curvas y también enlistado en la Tabla 3.

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    1. Whatever a leader does,the ordinary people also do.He sets the standardfor the world to follow.

      It show the actions and commitment of leaders for their follower. because whatever a leader says, his/her speech must be as rule for his/her followers.

  3. Sep 2020
  4. Jul 2020
  5. Jun 2020
    1. le fonctionnement des institutions, services et établissements qui ont la charge des enfants et assurent leur protection soit conforme aux normes fixées par les autorités compétentes, particulièrement dans le domaine de la sécurité et de la santé et en ce qui concerne le nombre et la compétence de leur personnel ainsi que l’existence d’un contrôle approprié.
    1. The only delegate who pounced on the three-fifths “compromise” was Massachusetts abo-litionist and future vice president Elbridge Gerry. “ Blacks are prop-erty, and are used [in the South] . . . as horses and cattle are [in the North],” Gerry stammered out. So “why should their representation be increased to the southward on account of t he number of slaves, [rather] t han [on the basis of] horses or oxen to the north?”
  6. May 2020
  7. Apr 2020
    1. more than three-quarters support the stimulus plans that have already passed and “77% of the public thinks it will be necessary for the president and Congress to pass another bill to provide more economic assistance for the country.” That includes 66 percent of Republicans. We are all Keynesians now.
    1. So, on April 9, 2020 the US central government (the president and Congress) and the US central bank (the Fed) announced a massive money and credit creation program that included all the classic MP3 techniques, including helicopter money (direct payments from the government to citizens). It was essentially the same announcement that Roosevelt made on March 5, 1933. 
    1. Les consommateurs, ce sont tous ceux qui prennent au pied de la lettre ce que proposent les sites de rencontres. C’est à dire des catalogues où les humains qui y sont inscrits se résument à des fiches produits : quelques photos et une liste de caractéristiques. Et puisqu’on est sur un site de rencontres on va consommer la rencontre exactement comme on consomme un paquet de nouilles.

      Le prisme du consumérisme est extrêmement réducteur, les sites de rencontres ouvrent leur porte à une population large et varié qu'il est abjecte de qualifier de consommateurs sans discernement. Les motivations des uns et des autres pour l'intérêt des sites de rencontres ne se réduit pas à la simple publicité d'accroche.

    2. Tout le monde ment plus ou moins sur les sites de rencontre. Et ceux qui ne mentent pas finissent toujours par le faire avec de nombreux degrés de mensonges.

      Peut-on dire que cette généralité s'applique à l'ensemble des utilisateurs ?

    3. Au fil du temps, les sites se sont démocratisés, et tous mes amis qui pratiquaient s’amusaient à faire des mails avec ces pépites. J’ai donc compris que tout le monde était sur les sites de rencontres et que tout le monde se foutait de leur gueule avec une sorte d’attirance-dégoût.

      L'arrivée des sites de rencontres sur le web a provoqué une nouvelle tendance de rencontre version 2.0 : moderne, ils ont remporté un succès immédiat, loin des classiques agences matrimoniales, ils ont facilité le contact et la connaissance entre deux personnes à distance.

    1. Pour certains auteurs, ils seraient en fait les outils privilégiés des journalistes débutants et progressivement délaissés au fur et à mesure de l’avancement de leur carrière lorsque ces professionnels de l’information s’attellent à des tâches plus nobles comme l’écriture d’articles originaux

      Justification de cette pratique pour les néophytes

    2. Des journaux composés d’emprunts, de répliques, de copies ? Voilà qui ruine l’idéal démocratique du pluralisme de l’information

      Généralisation sur un journalisme de masse mis en évidence

  8. Mar 2020
    1. Trouvez du soutien dans cette démarche qui va à contre-courant de la tendance générale de surconsommation et de surconnection. Non, vous n’êtes pas seul. Oui, il existe d’autres manières de vivre. Vous pouvez prendre part à des activités de groupe vous permettant de vous recentrer sur vos sens et votre ressenti. Par exemple, apprendre à jouer d’un instrument de musique, à sculpter le bois, à jardiner – même si vous habitez en ville, etc.

      L’enchaînement des idées a un effet persuasif au service de l'auteure. Fluide, "non, vous n'êtes pas seul. Oui, il existe d'autres manière de vivre." encourage le lecteur tout en défendant le point de vue de l'auteure.

    2. Bougez. Le temps passé devant un écran est généralement du temps passé immobile. Faites le choix d’aller à l’encontre de cette tendance statique et offrez à votre corps et votre esprit les bienfaits antidépresseurs de l’activité physique.

      Faits largement connu par une majorité au service de son point de vue et surtout du conseils. Raisonnement épistémique abductif

    3. FOMO (fear of missing out), « digital detox », ou « slow technology » sont des expressions que vous avez déjà peut-être entendues. La société post-industrielle est en train de réagencer ses fondations autour du digital. On l’utilise partout, tout le temps, pour travailler, contacter ses proches, faire les courses, gérer son compte bancaire, préparer les prochaines vacances ou s’occuper des devoirs des enfants. La cyberaddiction, un mal de plus en plus courant. Ce qui était initialement conçu comme un outil est en train de devenir une obsession.

      L'auteur introduit le terme digital signifiant en Francais Numérique. D'après l'Onisep, "le numérique englobe l’informatique, mais son périmètre est plus large car il recouvre aussi les télécommunications (téléphone, radio, télévision, ordinateur) et Internet.". On peut se questionner sur le titre de sa partie "Internet est addictif". C'est le digital ou Internet qui serait addictif ?

  9. Feb 2020
    1. The Four-Component Instructional Model (4C/ID) immediately grabbed my attention when looking at the various models we had available. The process involves (a) learning tasks, (b) part-task practice, (c) support information, and (d) procedural information. It seems simple enough but design guidelines laid out in the tables within Merriênboer (2019) provide very thorough suggestions and a constructivist approach. The end product for a curricula or course designed in this approach is one with fidelity to professional activity.

    2. Table 1: Design Principles for Learning Tasks

      one of the things I like about this model is that it is asking you from the get go to think of profession-related activities that can be designed or simulated for students to understand and relate the material.

    3. Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993

      Find the activities in a college class that require routines and rote learning, or cognitive schemas that require practice and "strengthen them"

    4. Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.

      so break down a lecture theory session from a step by step session. Or a document that has theory information should have a clear divide when you get into the step by step process?

    5. sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)

      The idea of providing this supplemental information as a way to check against their current cognitive models by referring to theory or let theory guide their attempt at a learning task. It doesn't dictate a rigid structure.

    6. This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners

      I like that this model includes the idea of feedback and how to trigger thinking and reflection on their own behavior, cognitive models, etc.

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    1. * Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills

      this sounds a lot more involved unless you are working off a basic set of assumptions for mental operations and complex skills. Further understanding of psychological research and learning theories would be needed.

    1. (a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice

      4 components

      Learning Tasks:

      • aim at integration of (non-recurrent and recurrent) skills.
      • provide authentic, whole-task experiences based on real-life tasks
      • Are organized in simple-to-complex task classes and have diminishing support in each task class (scaffolding).
      • Show high variability of practice.
  10. Jan 2020
  11. Dec 2019
  12. Nov 2019
  13. Oct 2019
  14. Sep 2019
  15. Aug 2019
  16. Jul 2019
    1. Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.
      • Constructivism - roots in the philosophical and psychological viewpoints of this century, specially Piaget, Bruner and Goodman. Learning occurs when the mind filters inputs from the world to produce its unique reality. The mind is believed to be the source of all meaning, direct experiences with the environment are considered critical. It crosses both categories by emphasizing the interaction between learner and the real world.

      • Social constructivism would emphasize critical experiences between the learner and other learners and mentors.

      • Connectivism is the integration of principles explored by chaos, network, complexity and self-organization theory. A lot of the content is now offloaded to the machine that was previously residing within the learner.

    1. The pope cannot remit any guilt, except by declaring that it has been remitted by God and by assenting to God’s remission; though, to be sure, he may grant remission in cases reserved to his judgment. If his right to grant remission in such cases were despised, the guilt would remain entirely unforgiven

      The pope cannot take away a person sin unless the canons say otherwise

    1. During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

      Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.

    1. It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.

      It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.

    1. Art 3 — There can be no slaves on this territory; servitude has been forever abolished. All men are born, live and die there free and French. Art 4 — All men can work at all forms of employment, whatever their color.Art 5 — No other distinctions exist than those of virtues and talents, nor any other superiority than that granted by the law in the exercise of a public charge. The law is the same for all, whether it punishes or protects. Title III. On Religion

      slavery was abolished in Haiti