31 Matching Annotations
  1. Feb 2024
    1. Asynchronous communication also allows for thoughtful considered responses to others’ ideas over time, unlike face-to-face communication

      The nature of asynchronous communication and interaction opens the door to true reflective thinking over time. While this type of reflection does occur in face to face courses, it does so in a different way. In the online setting, the students and instructors can easily review posts, resources, and types of interactions to then present a fully-considered opinion or reflection. Conversely in a face to face class, the students usually do not have access to all of those factors instantly the way it happens in an online course.

      Again, this is not to say one is better than the other. It's to acknowledge the advantages and disadvantages of each setting.

      In the face to face environment, students who are more extroverted can still engage in a manner that brings them joy and satisfaction. At the same time, students who tend to be more introverted can experience that same sense of joy and satisfaction as well.

      I see the reflection aspect of the online course as being connected to the learning strategy of spaced repetition. While it can and does happen in face to face classes, it occurs in a different way in the online setting -- but the important part is that it can still occur.

  2. Jul 2023
  3. May 2023
  4. Jan 2023
    1. 个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
  5. May 2022
  6. Mar 2022
  7. Dec 2021
  8. Jul 2021
  9. May 2021
    1. nAb titres

      Choe et al showed that rates of antibody positivity was still high after 8 months, however, neutralizing activity was only detected in 53.4% of asymptomatic or mildly symptomatic participants after 8 months of infection,

      Crawford et al: Neutralizing antibody titres (and total antibodies) declined an average of about 4-fold from 1 to 4 months after symptom onset.

      Choe PG, Kim KH, Kang CK, et al. Antibody Responses 8 Months after Asymptomatic or Mild SARS-CoV-2 Infection. Emerg Infect Dis. 2021;27(3):928-931. doi:10.3201/eid2703.204543

      Katharine H D Crawford, Adam S Dingens, Rachel Eguia, Caitlin R Wolf, Naomi Wilcox, Jennifer K Logue, Kiel Shuey, Amanda M Casto, Brooke Fiala, Samuel Wrenn, Deleah Pettie, Neil P King, Alexander L Greninger, Helen Y Chu, Jesse D Bloom, Dynamics of Neutralizing Antibody Titers in the Months After Severe Acute Respiratory Syndrome Coronavirus 2 Infection, The Journal of Infectious Diseases, Volume 223, Issue 2, 15 January 2021, Pages 197–205, https://doi.org/10.1093/infdis/jiaa618

    2. seronegative

      Bilich et al showed that IgG and IgA antibody responses declined during the six-month follow-up, raising concerns that humoral immunity against SARS-CoV-2 may not provide longterm protection. Anti-S1 antibody responses decrease over time, whereas anti-nucleocapsid antibody titres persist, this is important in the context of vaccine development focusing on the induction of immune responses to the RBD of the spike protein.

      Bilich T, Nelde A, Heitmann JS, Maringer Y, Roerden M, Bauer J, et al. T cell and antibody kinetics delineate SARS-CoV-2 peptides mediating long-term immune responses in COVID-19 convalescent individuals. Science Translational Medicine. 2021:eabf7517.

    3. for IgM

      Zhou et al showed that serum IgM and IgG, especially in patients with moderate‐to‐high levels, declined significantly between week 4 to 10 after illness onset. Paper suggests that a decline in IgM may be an indicator of virus clearance. Although IgG levels declined to low levels within 11 weeks, they remained detectable.

      Figueiredo‐Campos et al quantified IgM, IgG and IgA and showed that although titres reduced, IgG antibodies remained robust with confirmed neutralisation activity for up to 6 months

      Zhou W, Xu X, Chang Z, Wang H, Zhong X, Tong X, Liu T, Li Y. The dynamic changes of serum IgM and IgG against SARS-CoV-2 in patients with COVID-19. J Med Virol. 2021 Feb;93(2):924-933. doi: 10.1002/jmv.26353. Epub 2020 Sep 28. PMID: 32706425; PMCID: PMC7404900.

      Figueiredo‐Campos, P., Blankenhaus, B., Mota, C., Gomes, A., Serrano, M., Ariotti, S., Costa, C., Nunes‐Cabaço, H., Mendes, A.M., Gaspar, P., Pereira‐Santos, M.C., Rodrigues, F., Condeço, J., Escoval, M.A., Santos, M., Ramirez, M., Melo‐Cristino, J., Simas, J.P., Vasconcelos, E., Afonso, Â. and Veldhoen, M. (2020), Seroprevalence of anti‐SARS‐CoV‐2 antibodies in COVID‐19 patients and healthy volunteers up to 6 months post disease onset. Eur. J. Immunol., 50: 2025-2040. https://doi.org/10.1002/eji.202048970

  10. Mar 2021
  11. Jan 2021
    1. We used the systems thinking iceberg as a tool for understanding more deeply how race and racism affect our programming, goals and approaches, and for thinking strategically about where to intervene for the highest leverage impact. Systems thinking guides us to shifting mental models as the highest leverage way to change a system. That’s why work connecting unconscious bias and structural interventions by john a. powell and others is so important. And, it’s why it’s so important to make sure we have the people who are most affected by our work at the table when we design and evaluate it. Their voices and perspectives are essential to make sure we’re challenging both mental models and practices that hold inequities in place.

      In addition to the racism solutions, this is also a useful framing for those designing better social media interactions within the IndieWeb.

  12. Oct 2020
    1. t’s not clear why the sequence of the vaccines only mattered in girls, partly because there has been very little research into how male and female immune systems are different. “Somehow immunology has been blind to sex,” says Aaby. “If you read research about mortality in low income countries, there is no such thing as boys and girls – there are children. So we perceive that they have to be the same, and they are definitely not the same.”

      Take away: "Immune training" or bystander effects from other vaccinations may help to fight off Covid-19 or other infections, in spite of not being specific to that pathogen. Some of these effects are sex-specific.

      Claim: "Somehow immunology has been blind to sex"

      The evidence: This is not entirely true- there is actually a LOT of research into sex differences in the immune response, and it is well-known that women can generally mount stronger Th1-type immune responses against viral infections than men. This is thought to be partially linked to estrogen cycling, and partly due to the fact that women have 2 active copies of genes associated with immunity because those are encoded on the X chromosomes. Men only have 1 copy, and thus they don't generally mount as strong an inflammatory response. However, women are also more prone to autoimmune diseases as a consequence of having stronger inflammatory responses than men, which is seen in diseases such as multiple sclerosis, rheumatoid arthritis, and lupus.

      Sources: (https://www.nature.com/articles/nri.2016.90).

  13. Sep 2020
  14. Aug 2020
    1. Harper, Craig A., and Darren Rhodes. ‘Ideological Responses to the Breaking of COVID-19 Social Distancing Recommendations’, 19 August 2020. https://doi.org/10.31234/osf.io/dkqj6.

    2. Harper, Craig A., and Darren Rhodes. ‘Ideological Responses to the Breaking of COVID-19 Social Distancing Recommendations’, 19 August 2020. https://doi.org/10.31234/osf.io/dkqj6.

    3. Harper, Craig A., and Darren Rhodes. ‘Ideological Responses to the Breaking of COVID-19 Social Distancing Recommendations’, 19 August 2020. https://doi.org/10.31234/osf.io/dkqj6.

  15. Jun 2020
  16. May 2020
    1. these words bring up all kinds of questions

      some thoughts when skimming through stream-of-consciousness journals like these

      if I want to absorb the information and "learn" faster, then reading faster or summarising the text is not the solution, because a text is already a compressed lossy encoded form of the initial thought. to decode it further and transfer it into my head would risk too much missing bits of information.

  17. Mar 2020
    1. I give some display guidelines for them to follow so the presentation looks good and work can be seen easily by all participants. Students who are not finished might use the time to keep working to finish. It is sometimes found that students without work on display are not as interested and they are more apt to offer negative comments. 

      provide display guidelines on how to present the art work.

    2. Successful Art Class Critique


  18. Aug 2019
    1. How do you feel about writing in books?

      We welcome you to share your own answers to this question! (Opens in new window.)

      Below are participant responses to the survey questions.

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  19. Feb 2019
    1. If you would like to comment on this story or anything else you have seen on BBC Culture, head over to our Facebook page or message us on Twitter.

      So sad to see that they've abrogated their responsibility for comments on their site to Twitter and Facebook

  20. Jan 2019
    1. Chris was incredibly gentle in his correction. It makes me think about how I respond to my students’ work. Am I as gentle with their work as Chris was to mine?

      What a relief to hear this. The hardest part about writing my response was in possibly coming off too hard or painfully pedantic and not wanting to turn Cathie off in her explorations.

  21. Aug 2018