Would it be more convincing if labs corroborated other lab's findings? Like Lab A found that XYZ impacts LMQ and Lab B, following Lab A's findings, was able to replicate the finding within some margin.
From my own practice of doing a beer fast/having a beer before and after a run, I recommend doing this with non-alcoholic beer, which can have up to 0.5% alcohol by volume.
For those interested in time series analysis I just finished a small project with the help of Introduction to Time Series Forecasting with Python by Jason Brownlee.
The relevant section is 24.4 Rolling Forecast ARIMA Model.
Why would you claim using totes bags and paper straws would help with malnutrition and water table depletion?
Plastic bags and plastic straws are frowned upon because of how permanent they are and one of the most single use items we use that we live reasonably without.
I feel like you want people to make even bigger changes than what they're being led too. I'm happy with consistent, small victories.
It could be that it was perhaps a delicacy to eat cat feces: perhaps it was due to a cat's carnivorous diet, and it could be that one day a cat feces eating guy or gal got a good buzz and made the discovery that that cat had been eating a certain berry. Chasing the buzz they figured out coffee.
I get this natural high when I find a breakthrough in a problem. My brain gets amped up and I literally can't focus and finish because of the buzzing sensation. I know it's my cue to get up from my desk and take a walk, usually a 10 to 20 minute walk until my brain settles down.
So having had this happen so much I've come up with an analogy. I love riding my bike and where I live it's really hilly. The best part about hills in this case is that fits the stopping when the going gets good: I change gears when I first climb a hill, making it easier to climb; once I'm close to the top the consistent effort I put into hill climbing pays off. This is where I get to stop pedalling.
Likewise, when working once the answer is there before you, stop, take a break and let your brain coast as it rewards itself with sweet dopamine for doing a good job.
To continue with the analogy, finishing a hard problem is like letting the potential gravitational energy do the work for you. It gives you chance to recuperate and focus on the next hill in front of you.
I think what he's saying is that the approach is wrong. The highly industrialized school system is the way it is because of scale. His perspective is the initial point (paraphrasing: tests should be the same as taking a blood test).
To add to that point, take a urine test: people have been hacking it for years. The purpose of the urine test is to see what residual byproducts from certain drugs are in my system. I can hack it by using someone else's urine or imbibe on drugs that have a short lifetime in my bloodstream. Otherwise, to pass the test I have to not consume drugs.
His complaint is that people who pass the tests really shouldn't have. It's like a principal assuring parents that a strict urine exam is given to all teachers only to find out all the teachers who work for you are drug addicts (drug addicts who can hack the pee test).
His reference to private schools teaching students how to hack tests resonates with me as social workers teaching drug users how to hack their pee tests. I take that to mean that if teachers are doing their best but resort to teaching how to hack tests then their needs to be more work done outside of the teacher-student system.
[This is where disparities due to parent's wealth and income come in:] Students who have access to tutors can get the help they in a way having a teacher can't. A teacher can be a tutor, but cannot be a tutor for everyone (an issue with scale).
I'm a non degree student at an ivy league and I took a course this semester because I wanted to learn the basic fundamentals of electrical engineering. Because I'm learning because I want to, I put in effort into things I find interesting and difficult without the pressure of deadlines and grades. I love grades because it gives me the feedback I need (otherwise I would "learn" from youtube videos and pdfs) to assess how well I know the subject.
I can take breaks from truly hard problems until I have enough clarity of mind to approach the problem with a new perspective. I can't do that with a deadline.
I don't care if the answers "are out there" meaning the professor has returned graded tests and posted the answers; I do the work because I want to learn. That paradox of students wanting to review graded homeworks and students who want to learn by doing the homework is resolved practically by those that are more vocal about their wants.
I'm happy to take my time, doing my best (with the understanding that my best takes time) and observing my grade afterwards. Sometimes my learning takes me down paths that harder and more rewarding with the consequence that I take longer than others: I am a slow learner.
do you have any articles that summarized the research or that you thought supported your learning style the best. I'm curious and I would like to know more about what you did versus mainstream grading/gamification please.
Languages like J make this distinction: `=` is equals in the mathematical sense [1], while `=.` and `=:` are the assignment operators (the former being local and the latter global) [2].
Although the assignment operator and the equals operator are similar there is a preference to have the equals sign retain its original meaning.
>Unlike retrograde amnesia (which is popularly referred to simply as "amnesia", the state where someone forgets events before brain damage), dissociative amnesia is not due to the direct physiological effects of a substance (e.g., a drug of abuse, a medication, DSM-IV Codes 291.1 & 292.83) or a neurological or other general medical condition (e.g., amnestic disorder due to a head trauma, DSM-IV Codes 294.0).[7] It is a complex neuropsychological process.
The portion you quoted is part of the criteria that excludes an episode from being labeled a Fugue state.
I love writing with Uniball Roller 0.5 mm micro tip rollerball pens
Extremely consistent pen with crisp lines