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Educating Children To Grasp And Avoid Bullycide It is knowledgeable primarily by psychology, bearing a relationship to that self-discipline analogous to the relationship between drugs and biology. Educational psychology, in turn, informs a wide range of specialties inside educational research, together with tutorial design, academic know-how, curriculum growth, organizational learning, special schooling and classroom administration. Educational psychology each draws from and contributes to cognitive science and the training sciences. In universities, departments of educational psychology are normally housed within colleges of training, presumably accounting for the shortage of illustration of academic psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006). Other Words For Education It has been argued that high rates of training are essential for countries to have the ability to achieve high ranges of economic progress. Empirical analyses are inclined to help the theoretical prediction that poor countries ought to develop sooner than wealthy countries as a result of they can adopt cutting-edge applied sciences already tried and examined by wealthy countries. However, technology transfer requires knowledgeable managers and engineers who are in a position to function new machines or production practices borrowed from the leader to be able to close the hole through imitation. Therefore, a country’s capability to learn from the chief is a function of its stock of “human capital”. Recent study of the determinants of aggregate financial progress have confused the significance of basic financial establishments and the role of cognitive expertise. Some theories suggest that all individuals benefit from a variety of learning modalities, whereas others suggest that individuals could have preferred studying types, studying extra easily by way of visible or kinesthetic experiences. Some have argued that education was essential for an engaged citizenry; some felt its objective was to promote obedience and indoctrinate youth to dominant cultural concepts; nonetheless others believed that the pursuit of data was in itself a virtuous or even religious goal. Today, conversations around the objective of schooling are inclined to focus on baby development and the economy–that’s, how schooling might help kids grow into wholesome, competent adults who are in a position to help themselves financially and contribute to society. Some consultants warn, nevertheless, that excessive give attention to the financial and pragmatic advantages of training deprives the method of pleasure. Humans–particularly kids–are natural learners, they argue, and learning could also be most valuable when it’s pursued for its own sake. Education refers back to the self-discipline that is concerned with methods of instructing and learning in schools or college-like environments, versus numerous nonformal and casual means of socialization. How Can We Enhance Education? A consequence of the latter theory is that efficient educating ought to current a variety of educating methods which cowl all three learning modalities so that totally different students have equal alternatives to be taught in a method that’s effective for them. Guy Claxton has questioned the extent that learning kinds similar to Visual, Auditory and Kinesthetic are useful, notably as they can have a tendency to label children and … Read MoreRead More

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Factors related to health and social well-being are associated with higher rates of suicide mortality in the Americas, according to a study conducted in 33 countries. Between 2000 and 2019, national suicide mortality rates were linked with eight contextual factors — alcohol use, education inequality, healthcare expenditure, homicide rate, intravenous drug use, number of employed doctors, population density, and unemployment rate. Dr Shannon Lange “In the region of the Americas, the suicide mortality rate has been increasing, whereas in all other World Health Organization regions, it has been decreasing,” lead author Shannon Lange, PhD, an independent scientist at the Institute for Mental Health Policy Research at Canada’s Centre for Addiction and Mental Health and assistant professor of psychiatry at the University of Toronto, told Medscape Medical News. “It is important to understand not only why this is the case but also what we could do to reverse this trend,” she said. “By identifying those contextual factors associated with the suicide mortality rates in the Americas, we are essentially identifying potential areas to target in prevention efforts.” The study was published February 23 in The Lancet Regional Health – Americas. Notable Sex Differences The investigators obtained annual sex-specific, age-standardized suicide mortality estimates from the World Health Organization’s Global Health Estimates database. They analyzed sex-specific suicide mortality rates between 2000 and 2019 for 33 countries in North, Central, and South America, including the United States, Brazil, Mexico, Colombia, and Argentina. The research team estimated the effects of various contextual factors on the suicide mortality rate across countries over time. All potentially relevant contextual factors, which were obtained from the Global Burden of Disease Study 2019 covariates and the World Bank, were selected in a stepwise manner. All covariates were year- and country-specific, and some were also sex-specific and age-standardized. Overall, the suicide mortality rate in the vast majority of countries was notably higher among men than among women. Although the suicide mortality rate among men trended upward between 2000 and 2019, the average annual percentage change wasn’t statistically significant. However, the suicide mortality rate among women increased significantly by an average of 1.25% annually. Significant differences appeared in the factors associated with suicide rates among men and among women. For instance, for every one-unit increase in education inequality, the suicide mortality rate among women increased by 10.98 per 100,000 population. Among men, the suicide mortality rate increased by 2.12 per 100,000 population for every one-unit increase in the prevalence of intravenous drug use. Smaller increases in suicide mortality rate among men were associated with increases in the death rate due to homicide and risk-weighted prevalence of alcohol use. For both sexes, the suicide mortality rate increased as unemployment increased. In addition, the suicide mortality rate among women decreased by 0.09 per 100,000 population for every one-unit increase in the number of employed medical doctors per 10,000 population. Among men, the suicide mortality rate decreased by 0.002 per 100,000 population for every one-unit increase in health expenditure per capita. For both sexes, the suicide rate decreased when the proportion of the country with a moderate population density increased. Although some of the contextual factors overlapped in this study, the ones that significantly affected the suicide mortality rates among men and women were largely different, write the investigators. This observation mirrors previous findings about individual-level risk factors for suicide. The data suggest that sex should be considered when testing suicide risk reduction interventions and developing national suicide prevention strategies, write the researchers. “Suicide prevention goes beyond the healthcare system,” said Lange. “Suicide prevention strategies need to cut across all societal sectors, and only when we do this will we be truly successful in preventing suicide.” Additional studies are needed for in-depth investigation of each contextual factor and sex-specific mechanisms, as well as variations by age group, the study authors wrIte. Commenting on the findings for Medscape, Simon Sherry, PhD, a registered psychologist and professor of psychology and neuroscience at Dalhousie University in Halifax, Nova Scotia, said, “This is groundbreaking research. A more nuanced understanding of contextual factors associated with regional variability in suicide is needed.” Dr Simon Sherry Sherry, who wasn’t involved with this study, has researched factors associated with suicide, such as alcohol use and personality characteristics, such as perfectionism. “Context counts. Contextual factors like unemployment rate, education inequality, health expenditure, and population density matter when it comes to suicide,” he said. “Suicide rates are shaped by much more than just mental disorders.” Dr E. David Klonsky “One of the field’s challenges is to develop evidence-based, actionable models of suicide that achieve a tricky balance: they must articulate principles that generalize widely while fully accommodating and embracing individual and cultural variation,” E. David Klonsky, PhD, a professor of psychology at the University of British Columbia in Vancouver, told Medscape. Klonsky, who wasn’t involved with this study, has researched the motivations and warning signs associated with suicide. He noted that the three-step theory of suicide suggests that pain and hopelessness cause suicidal desire, that suicidal desire is strong when pain exceeds connectedness, and strong suicidal desire becomes potentially lethal when someone has a plan or method to attempt it. In general, he said, the principles are meant to apply broadly, yet the stories of pain, hopelessness, and connectedness are different for different people, including by sex. “It is interesting and important to consider how, in the current study, for males, these stories are connected to alcohol and drug use, whereas for females, these stories are connected to education inequality,” Klonsky said. “For both males and females, these stories are connected to unemployment and even population density.” Future research should also incorporate minority sexual and gender backgrounds and identities, he noted. For instance, the suicide rate is extremely high among transgender people. “We can imagine the stories of pain, hopelessness, and disconnection experienced by these individuals, given societal intolerance, stigma, and prejudice,” he said. “But we need to do more than imagine. We need to understand and prevent. The present study is an important puzzle piece, and we have a lot more work to do to complete the picture.” The study received no external funding. Lange received funding from the Pan American Health Organization to carry out the research. Sherry and Klonsky reported no relevant financial relationships. Lancet Reg Health Am. Published February 23, 2023. Full text Carolyn Crist is a health and medical journalist who reports on the latest studies for Medscape, MDedge, and WebMD. For more news, follow Medscape on Facebook, Twitter, Instagram, and YouTube. Source: Read Full Article

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- All Topics - Training & Events - Buyer's Guide Manufacturing is in the midst of a technological transformation that is revolutionizing the industry. The large-scale digitization of manufacturing, often referred to as Industry 4.0, is enabling companies to leverage data like never before to improve their systems and business decisions, which in turn is contributing to more efficient and cost-effective operations. Originally started as an initiative by the German government in 2006 that is increasingly being adopted around the globe, Industry 4.0 is intended to dramatically improve corporate productivity by capturing, consolidating and analyzing data across the entire manufacturing process. By linking together critical data and cutting-edge technologies, manufacturers are becoming smart-factory operators with the capability to access and process data in real time. Many manufacturers today are already successfully making the transition to Industry 4.0. Companies such as Siemens, BASF and Daimler-Chrysler are manufacturing products that are increasingly packed with sensors and connected to the internet, enabling them to deliver improved services and products to customers. Yet for all the benefits of Industry 4.0, many companies face a significant obstacle to fully realizing the advantages of digitized manufacturing: It can be extremely difficult for organizations to integrate their people with such a highly data-driven and automated process. Though technological innovations are at the core of what makes Industry 4.0 so revolutionary, people remain a critical component of any company's business success. Organizations that have adopted or are considering implementing Industry 4.0 should always consider the human factor in their operations. Having access to reams of data is great, but data alone doesn't yield valuable information. It takes people to analyze and interpret the data for insights that can lead to informed and beneficial decisions. Humans must apply to data an understanding of the business opportunities and challenges faced by an organization — the current operating environment relative to safe practices, customer demands and company financial situation, for example — in order to generate informed decisions. While Industry 4.0 seeks to connect an organization's machines, fleets, computer networks and sensors to leverage data, companies must also ensure their people are connected to support good decision-making. Taking care to remember the vital human contribution to Industry 4.0 will enable companies to capitalize on newly available data to generate business value by preventing losses, reducing costs and increasing revenue. While an organization's people are essential to the success of Industry 4.0, companies also need to keep in mind that humans aren't perfect. Unlike computers, people don't simply process data. Advanced neuroscience and recent developments in affective psychology give us more insight into decision-making processes, proving that people are frequently guided by emotions and subconscious processes, which contributes to taking mental shortcuts in order to make fast decisions. This is of particular concern within the context of risk management. Most workers are unable to account for or recall the great majority of daily decisions they make. That is because not only do cognitive processes get overloaded, but humans often relegate certain tasks to the subconscious, and actions – not always reliable ones – follow. With roughly 80 percent of daily decisions made subconsciously, it is important that organizations have systems in place to enable workers to make rational decisions with clarity and a high level of conscious reasoning. Finally, no matter how much beneficial data is made available to companies through Industry 4.0, it can never effectively improve an organization's operating systems if the underlying process for managing people is broken. Using data to develop an improved way of doing things to achieve business value will not be realized unless it is sustainable over time. Organizations will need to adopt an integrated approach to their business processes if improved operations are to be effectively and efficiently implemented on a consistent basis in Industry 4.0. Developing technical solutions using new data available through Industry 4.0 is important, but it alone is insufficient to achieve the desired business outcome. The optimal approach will combine development of a technical process with other critical elements, such as managing processes, capabilities development and behavioral solutions, as illustrated below. Following are the key elements of an integrated approach in the context of operational risk management: Managing processes defines the vision, sets the strategy and tactics, translates this into key performance indicators at all levels of the organization, monitors performance, and sets up the organizational structure to support the processes. A sound technical model defines hazards and losses, assesses the associated risks, and provides standards and procedures for the new system. A capabilities engine seeks to educate and provide employees not just with the technical knowledge but also with the ideal values, attitudes and beliefs that will engage and motivate them. It requires clearly communicating expectations and accountability, and encouraging teamwork and collaboration. Mindsets and behaviors ensure a company's commitment to reducing risk is driven and reinforced by active participation of corporate leadership through coaching, motivation and ownership of results. Leaders must understand how individual employees behave, think and feel, and how this drives their decisions. This leadership style is cascaded from executive leadership to the critical level of first-line leaders. Tapping into the entire organization's motivation and problem-solving capabilities results in an approach supported throughout the company. This integrated approach allows companies to protect their people, their assets and ultimately their bottom line. It promotes a continuous cycle of innovation, improved implementation and operational discipline. To successfully execute your Industry 4.0 strategy, review your processes and align your organizational structure to support these processes, assess the critical capabilities of your organization and connect those capabilities to your talent development process, monitor both the cultural maturity and readiness to change of your organization, and benchmark your progress against industry best practices. Industry 4.0 has tremendous opportunity to enable manufacturers to improve their productivity and profitability, but in its emphasis on data and technology, it is easy to ignore the importance of people to its success. Organizations must build the capability of their people to accept, adopt and take advantage of the influx of data if they are to fully benefit from Industry 4.0 and improve their safety, efficiency and environmental impact. Davide Vassallo is the global managing director of DuPont Sustainable Solutions, a leading provider of world-class operations consulting services that help organizations transform and optimize their processes, technologies and capabilities. Mieke Jacobs is the global practice leader of operational risk management with DuPont Sustainable Solutions.

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Nov.10, 2010-A recent survey by the American Psychological Association found that Americans list lack of money, the pressures of gift giving, lack of time and credit card debt as top causes of holiday stress. One in five Americans are worried that holiday stress could affect their physical health and 36 percent say they either eat or drink alcohol to cope with holiday stress. To help combat the stress of the upcoming holiday season, the University of Utah’s Department of Educational Psychology will offer a seminar on using positive psychology to deal with holiday stress. The seminar will take place Thursday, Nov. 18 from noon to 1 p.m. at the Marriott Library’s first floor kaleidoscope room, 1170 (enter from the west entrance). The seminar is free and open to the public but capacity is limited and guests are encouraged to arrive early. Trish Henrie, adjunct assistant professor in the U’s Department of Educational Psychology, will lead the seminar, which she explains will focus on gaining a new perspective about the holidays and stress. “It will help participants focus on the four things that help people be and remain happy even during the holidays: good relationships, meaning in life, gratitude and goals,” she says. Henrie explains that positive psychological principles propose that happiness comes from focusing on strengths instead of weaknesses, building the best things in life instead of repairing the worst and paying attention to the things that contribute to human health instead of healing wounds and focusing on sickness. “By using these principles, stress can be lessened and well being increased,” she says. J.G. Farr, seminar organizer and associate instructor of educational psychology, explains that, “Techniques from the science of positive psychology can help you cope with difficult people (from store clerks to relatives), learn how to forgive your parents or siblings and feel happy for what you have this holiday season. “Rather than using unhealthy coping skills of overeating, drinking too much, or getting into arguments with your extended family, Dr. Henrie can show you how to calm down this holiday season, using positive psychology.” Henrie teaches three online courses in positive psychology and is the president and founder of InteraSolutions, a psychological assessment company. She also has a private practice where she specializes in pain management and addictive thinking. A published author and researcher, Henrie presents at conferences and conventions across the country. In addition to the seminar, the U’s department of educational psychology is now offering a certificate program in positive psychology. Farr, online coordinator for the new certificate program, explains that positive psychology is a new approach in psychology emphasizing short-term positive strategies to build on an individual’s strengths rather than focus on his/her weaknesses. The positive psychology program teaches a number of specific skills for individuals, relationships, and professionals. Specific skills for individuals include practicing realistic optimism, changing addictive thinking, changing behavior, and quality of life self-coaching. Skills for relationships include intimate relationship assessment and development, forgiveness, anger reduction and reconstruction after divorce. Skills for professionals include assertiveness training, use of flow and visualization to create optimum work performance, use of meditation for stress reduction and skills to cope with difficult people. More information on positive psychology and the certificate program may be found at

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Scientific research gives us new cold, hard facts on how human brains interact with advertising…and digital marketers may be in for a surprise. One thing the digital revolution has taught us is that digital advertising is not the magic bullet many companies expected it to be. Sure, it’s good for grabbing immediate attention. Yet in truth — as advertisers who abandoned print for digital over the last several years have discovered the hard way — it falls far short in being a pathway to action. This isn’t just speculation; it’s cold, hard neuroscience, part of a study undertaken by the USPS in partnership with Temple University’s Center for Neural Decision Making. The purpose of that stud, per the report, was “to conduct a neuromarketing study focused on the differing response to physical and digital media in the consumer buying process, including intent to purchase.” That may sound like a lot of researcher jargon, but basically the Post Office wanted to understand where direct mail and printed advertising fits into the marketing mix now that brands have more choices for advertising and consumers have more platforms than ever on which to engage. Research of this kind uses eye tracking, body core biometrics and MRI technology to measure visual attention, emotional engagement and deep brain activity, offering a much deeper analysis that we could ever glean from a survey or similar forms of user-feedback research. The study investigated the participants’ responses at three points in the buying cycle: - Exposure, which measured the body’s response to the ad; - Memory, or how quickly and accurately the brain remembered the ad; and - Action, the value and desire for the advertised item, which is a predictor for purchase. The results? Scientific proof that “participants processed digital ad content quicker. However, participants spent more time with physical ads.” “When viewing physical ads, participants had a stronger emotional response and remembered them better. Physical ads, though slower to get one’s attention at first exposure, leave a longer lasting impact for easy recall when making a purchase decision. Most importantly, physical ads triggered activity in the area of the brain (ventral striatum) that is responsible for value and desirability for featured products, which can signal a greater intent to purchase.” (pg. 1) Some key findings include: - Participants spent more time viewing physical ads than digital, but put more focused attention on key elements of the digital ads. “Thus, if a busy consumer only has 10-20 seconds to view advertisements, a company is more likely to get its message across quicker through digital, rather than physical, ads,” the report notes (pg. 7). - While digital ads got the quicker response, the physical ads made a longer lasting impact. “A week after the initial viewing, the emotional response and concrete memory of the physical ads allowed participants to more quickly and confidently remember the physical ads than digital ads. This may be crucial when making actual purchases (pg. 7). - The physical ads produced a great subconscious value and desire of the advertised items than digital, a key consideration at the purchase stage (pg. 9). What This Means to Advertisers Marketing and advertising decision-makers need to understand what media is most likely to influence the customer to purchase. Through this study we now know that “digital ads may provide a cost effective option for companies that are trying to get consumers’ attention to quickly understand a marketing message. However, companies that want to generate a more accurate memory of an ad, for better recall during a purchase, would be served best by physical ads.” Does this mean advertisers should abandon digital entirely? Of course not; digital still has its strengths, as the study notes. What it does help us understand is how to wisely choose the proper channel with the correct message for each particular position on the journey to purchase. And that is incredibly valuable information to have. Want more? Read and download the complete report; it’s fascinating stuff.

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Chapter 1: What is Facilitation? There are many different interpretations of the term “facilitation” and perspectives on the role(s) of a facilitator. The Oxford English Dictionary defines the verb facilitate as: Make (an action or process) easy or easier. The Institute of Cultural Affairs – UK, describes the role of a facilitator as using a set of skills “…in working with a group, enabling and supporting them to achieve their objectives in a way that involves and respects all contributions, builds ownership and releases the potential of the group and its members.” What is facilitation in an educational context? As educational philosophies developed and a growing number of adults began to participate in higher education (not only youth or young adults), beliefs and pedagogical practices changed to accommodate the richer experience and knowledge that learners brought to the classroom. Adult learning theory had a profound impact on the way courses were designed and delivered, and the developing ideas around social constructivist learning and humanist teaching approaches influenced many instructors to move from acting as the “sage on the stage” and instead, to begin supporting or scaffolding the learning that was meaningful for each student (e.g., acting as the “guide on the side”). A concurrent shift in teaching practice occurred as educators recognized that traditional approaches were not successful in developing the 21st-century skills that learners needed (e.g., critical thinking and the ability to communicate effectively, innovate, and solve problems through negotiation and collaboration). Research consistently suggested that collaborative learning and personalized learning strategies were successful in supporting the deeper learning needed. Many teachers began to modify their practices to include facilitative teaching rather than direct teaching. While teaching methods will still vary depending on the subject, level of learning or intended outcomes, the focus is generally on helping learners understand course content through questioning and suggestions while providing rich cases, complex problems, and opportunities to apply new knowledge in different contexts. Facilitating learning online A model or framework of online learning referred to as the Community of Inquiry was one of the first to identify the increasing role of the learner and the importance of having teachers facilitate social and cognitive interactions. Research collected over more than 18 years demonstrated the importance of facilitation of learning through listening, connecting ideas, and involving learners in “…meaningful and educationally worthwhile learning” (Chapter 3: Facilitation – Teaching in Blended Learning Environments – Vaughan, et al, 2013, p.47).

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Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that address more of their needs. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid. In a Department of Education survey released in October 2023 of more than 1,300 public schools, 60% said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids. “It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.” Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. Federal regulations encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited. The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said. The wording of the question on the federal School Pulse Panel survey administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past. A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics. The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to $75 million in 2021-22 from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too. Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that academic benefits from full-fledged community schools can take several years to materialize. It’s a big investment without an instant payoff. Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024. Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs. If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital. This story about wraparound services was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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UCI Brain Camp Student Selected to Present Research at International Conference Many High School sophomores are eager to get their driver’s license so they can begin navigating the roads around them. Not Siddhant Karmali. This rising sophomore at Stanford Online High School is more eager to understand how our brains navigate 2D and 3D environments. “Spatial memory is an essential field of study since studying it shows how neurons in certain areas of the brain work together to form maps of the environment and how they aid us in traversing these maps, especially in a virtual world,” said Siddhant Karmali. “This could be used to aid drivers, especially new ones, in driving more safely on roads by providing them with a two- and three- dimensional template of a road, which could then simulate traffic conditions. This model would allow drivers to navigate the ‘maze’ of traffic on a road safely and effectively.” Siddhant participated in the Center for the Neurobiology of Learning and Memory’s inaugural 2019 Brain Camp where he was inspired to take his research to an international audience. He was accepted to present his research at the 5th Annual International Conference on Industrial Engineering and Operations Management in Detroit, Michigan in August 2020. “Siddhant is extremely ambitious and disciplined,” said Hamsi Radhakrishnan, a UCI graduate student and co-chair of the CNLM Ambassador Program's K-12 programs committee. Hamsi was Siddhant's mentor at the 2019 Brain Camp. “What's even more impressive is that he continued working on the project even after Brain Camp was over and maintained contact with me to make sure he was conducting his science in a thorough and comprehensive way.” UCI Brain Camp is a summer neuroscience immersion program for middle and high school students. The two-week, full-day program features lectures and seminars, workshops, laboratory tours and a wide variety of hands-on laboratory activities and experiments. During the second week of Brain Camp, students form groups of 3-4 to work with a graduate student mentor to design and carry out an experiment using the concepts they learned the first week. Siddhant’s group explored whether an individual’s performance in a Minecraft Maze (a maze Siddhant built from scratch) was correlated with their performance on the Rey-Osterrieth Complex Figure Test (Rey-O) task, a standard test of spatial cognition. However, after two days of designing the Minecraft Maze, Siddhant’s computer crashed and he lost all his work. Despite his disappointment, he showed grit and perseverance by staying up all night and rebuilding it from scratch, so it was ready by the time the experiment started the next morning. Siddhant's group also wanted to whether the memory of a maze would transfer between a two-dimensional (using a printed picture of the maze in birds-eye-view) and a three-dimensional environment. While they didn't observe a statistically significant improvement in performance in the three-dimensional maze after having done the two-dimensional maze first, they discovered that a participant's performance on the Rey-O task was positively correlated with their improvement in performance on the three-dimensional maze. “UCI Brain Camp was designed to inspire a life-long love of science and discovery,” said Manuella Yassa, UCI Brain Camp founder and CNLM Director of Outreach and Education. “I am thrilled that Siddhant has continued to work with his UCI Brain Camp mentor and will be presenting his research at a conference to a broad audience.” UCI Brain Camp was cancelled this summer due to COVID-19. Instead, High School students were invited to apply to participate in a free Virtual Journal Club in the Neuroscience of Learning and Memory with mentorship from the CNLM Ambassadors as well as undergraduate students from the UCI Neuroscholars Program and Nu Rho Psi. The program received applications from more than 200 students which Yassa views is an indication of the need for virtual programs that enable students to continue to pursue their interests in neuroscience. “One of the benefits of offering a virtual program is that we have participation from students from all over the country,” said Yassa. “The students are engaged and have enjoyed the program so far. We hope to continue with more virtual programs in the Fall.” To find out more about K-12 education at UCI CNLM, visit explorethebrain.org

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Summary: Automated robotic technology allows researchers to identify new pathways activated when the brain rewires circuits in response to experience. Source: Carnegie Mellon University We’ve all heard the saying that individuals learn at their own pace. Researchers at Carnegie Mellon University have developed an automated, robotic training device that allows mice to learn at their leisure. The technology stands to further neuroscience research by allowing researchers to train animals under more natural conditions and identify mechanisms of circuit rewiring that occur during learning. A research team led by Carnegie Mellon neuroscientist Alison Barth has used the automated technology to identify new, previously unidentified pathways activated when the brain rewires its circuits in response to experience. Their findings are published online in Neuron. Barth’s lab focuses on understanding the process by which cortical circuits receive sensory information and adapt to it in order to learn. Understanding the algorithm that underlies the changes in the brain’s learning circuitry will have important implications for creating engineered systems that use deep learning and artificial intelligence. “Neural circuits in the cerebral cortex have had 3.5 billion years to evolve to become perfectly adapted to learning things,” said Barth, a professor of biological sciences and member of the Carnegie Mellon Neuroscience Institute. “There is valuable information about what happens in the brain that can be used to inform computations that need to change based on experience.” To better study how the brain changes during sensory learning, the researchers constructed an army of automated robotic devices, in an effort that was spearheaded by Sarah Bernhard, an undergraduate student in Carnegie Mellon’s Department of Biological Sciences. These devices allowed mice to voluntarily approach a water port in their home cage where they would receive a gentle puff of air to their whiskers followed by a drop of water. If they approached the port and didn’t feel a puff of air, they wouldn’t get a drop of water. Eventually, they learned that a puff of air meant water and they would start to drink when they felt it. “It was almost like we gave the mice homework. Some took 50 tries to learn, others took 400. Some learned early in the evening, others learned late at night. But they all learned and learned quickly,” said Barth. “One thing that is critical to learning is that you have to be ready to learn. This device let mice learn when they wanted and at their own pace.” They found that when they used the device, the mice learned quickly and independently, with no intervention from the researchers. As a result, they could capture a larger data set that more accurately reflects the individual diversity in learning. In the Neuron study, Barth and colleagues used the robotic device to determine what sensory learning pathways were conserved across the population, regardless of how long learning took. They found some surprising results. The pathways that changed the most in response to the sensory stimulus, indicating learning, were not the ones they expected. It was commonly thought that in sensory learning information came from the skin, traveling rapidly to the neocortex through the thalamus. However, the research team found that this pathway remained relatively unchanged during sensory learning. Instead, they were surprised to find that the cortical synapses, responding to a high-order and more integrative part of the thalamus, were much more plastic. “Our results suggest that the brain maintains the pathway that represents the fast sensory input, things that you want to know for certain in any given situation. The pathway that is responsible for processing more context-rich information is the one that is flexible,” Barth said. “The brain keeps the original file but edits a copy of it.” The results provide insight into the algorithm that the neocortex uses to rewire itself during learning. Barth plans to use this training paradigm to understand how and when different types of tasks and rewards can change the brain. Nicholas Audette was the lead author on the study, and Ajit Ray and Luke Stewart of Carnegie Mellon’s Department of Biological Sciences also contributed. Audette and Barth are also members of the joint Carnegie Mellon and University of Pittsburgh Center for the Neural Basis of Cognition. Funding: The research was funded by the Carnegie Mellon University Hillman Presidential Fellowship, the IISC-CMU BrainHub Postdoctoral Fellowship and the National Institutes of Health (NS088958). About this neuroscience research article Source: Carnegie Mellon University Media Contacts: Jocelyn Duffy – Carnegie Mellon University Image Source: The image is in the public domain. Rapid Plasticity of Higher-Order Thalamocortical Inputs during Sensory Learning Highlights • Mice learn a multi-whisker sensory association during automated home-cage training • Training, but not sensory stimulation alone, causes rapid synaptic plasticity in S1 • Synaptic plasticity observed only in higher-order thalamocortical pathways • POm thalamic inputs are strengthened sequentially, first on L5 and then on L2 Pyr Summary Neocortical circuits are sensitive to experience, showing both anatomical and electrophysiological changes in response to altered sensory input. We examined input- and cell-type-specific changes in thalamo- and intracortical pathways during learning using an automated, home-cage sensory association training (SAT) paradigm coupling multi-whisker stimulation to a water reward. We found that the posterior medial nucleus (POm) but not the ventral posterior medial (VPM) nucleus of the thalamus drives increased cortical activity after 24 h of SAT, when behavioral evidence of learning first emerges. Synaptic strengthening within the POm thalamocortical pathway was first observed at thalamic inputs to L5 and was not generated by sensory stimulation alone. Synaptic changes in L2 were delayed relative to L5, requiring 48 h of SAT to drive synaptic plasticity at thalamic and intracortical inputs onto L2 Pyr neurons. These data identify the POm thalamocortical circuit as a site of rapid synaptic plasticity during learning and suggest a temporal sequence to learning-evoked synaptic changes in the sensory cortex.

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Theories of Human Development Dr. Malcolm W. Watson is George and Frances Levin Professor of Psychology at Brandeis University, where he has been teaching for over 25 years. He earned his B.A. in psychology from the University of Utah and pursued his graduate education in developmental psychology at the University of Denver, where he earned his PhD. Professor Watson was the recipient of the first Michael Laban Walzer Award for Excellence in Teaching at Brandeis. He also taught at Boston College and was a member of the John D. and Catherine T. MacArthur Foundation Network for the study of transitions in early child development. Dr. Watson is an active researcher. His research has been funded by the National Institute of Mental Health and the National Institute of Child Health and Human Development. His areas of interest include the development of symbolic play in children, the development of drawing and art in children, children's understanding of family roles and family conflicts, and the causes of aggression and violence in children and adolescents. He has published numerous articles in journals and edited several books. 01: Introduction—The Value of Theories This lecture introduces the major objectives of the course. It allows students to assess where they stand on major issues regarding human development. The lecture then discusses the value of scientific theories for understanding development, and the criteria for judging whether a theory is valuable. 02: The Early History of Child Study Prior to and during the Industrial Revolution in Europe and America, people often showed a lack of humane concern for children. This translated into an absence of systematic study of child development. Concern for, and evaluation of, children resulted in part from the influence of a few physicians and religious leaders. 03: Two Worldviews—Locke vs. Rousseau Two major philosophers, both concerned with humane child rearing and education, changed the prevailing perception of children. John Locke espoused the "mechanistic" worldview: children are neutral ("blank slates") and function like machines. Jean-Jacques Rousseau proposed the "organismic" worldview: children are good, and function like organisms. 04: Later History—Becoming Scientific This lecture traces the application of scientific method and theory to the study of human development. The first scientists to study children functioned like naturalists, simply observing and describing children's development. 05: Freud's Psychodynamic Theory Freud's psychodynamic theory caused a revolution in thinking about human development. We discuss his history, theory, and his reliance on such concepts as psychic energy. 06: How We Gain Contact with Reality—The Ego Our discussion of Freud's theory continues by focusing on the nonadaptive nature of the unconscious id, the development of the ego and its accompanying secondary process thinking, and the subsequent development of the superego. 07: Freud's Psycho-Sexual Stages This final lecture on Freud discusses his concept of erogenous zones, the five psychosexual stages—oral, anal, phallic, latent, and genital—and the fixations that may occur during each, and the Oedipus complex and its resolution. 08: Erikson's Psycho-Social Theory We first discuss neo-Freudian revisions in Freud's theory. We then discuss Erikson's history, including his experience with his own identity crisis, and describe how his stages of development are based on the need to develop mastery and personal identity through a series of crises in one's life cycle. 09: Erikson's Early Stages The first four stages of Erikson's theory provide the foundation of development for the child: developing trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, and industry versus inferiority. 10: Identity and Intimacy Erikson was the first to propose two pivotal stages of development after childhood. During adolescence, Stage 5 is a crisis of developing identity versus role confusion. Stage 6, in young adulthood, is a crisis of developing intimacy versus isolation. The lecture concludes with differences between women and men in developing identity and intimacy. 11: Erikson's Later Stages—Adult Development Erikson's last two stages occur in adulthood and old age. Stage 7 is a crisis of developing generativity versus stagnation, and Stage 8 is a crisis of developing ego integrity versus despair. The last stage connects all the issues with which a person has already dealt. 12: Bowlby and Ainsworth's Attachment Theory This lecture introduces attachment theory by describing the personal histories and research of its creators. We continue with a "secure base," for which the theory was famous, and an attachment system for the adaptation of the species. 13: How Nature Ensures That Attachment Will Occur Bowlby rejected Freudian psychodynamic theory as inadequate to explain attachment. He turned instead to ethology theory, and its concept of innate releasing mechanisms. We discuss the allure of babyish features and their role in attachment, and attachment in the first year of life. 14: Development of Secure and Insecure Attachments This lecture describes the normal development of a secure attachment, and Ainsworth's "strange situation" task—the most popular assessment for secure attachment. We examine insecure attachments: what they are, how they may predict several psychopathological problems in development, and causes. 15: Early Attachments and Adult Relationships Our discussion concludes with relations between early attachment and later relationships. Bowlby developed the "internal working model" of a child's attachment, which provides constant security, and influences subsequent attachments. Early attachments influence adult romantic relationships. 16: Bandura's Social Learning Theory A fourth major theory, Albert Bandura's social learning theory, added a cognitive focus to learning theory. It showed how the influence of what one expects to happen is more important than what does happen. This focus led to the concept of "vicarious reinforcement." 17: Bandura's Self-Efficacy Theory Bandura extended the cognitive focus of his theory by arguing that a person's development of self-efficacy (or belief that one can have an effect on one's environment) determines the tasks one attempts and the skills one develops. 18: Piaget's Cognitive-Developmental Theory This lecture introduces the most important theorist in the field of child development, Jean Piaget. It describes Piaget's history and his attempt to combine naturalist biology and philosophy to create a field called genetic epistemology (how we come to know what we know). 19: Piaget's Early Stages Piaget's sequence of four major stages describes how we progress from infant to adult intelligence. Symbol use emerges by the end of infancy, the sensory-motor period. Preschoolers master symbolic skills in the pre-operational period. 20: Concrete Operations The discussion of Piaget's theory continues by focusing on what preschoolers can and can't do, and how the five-to-seven year shift is a pivotal transition to Piaget's third stage, the concrete-operational period. 21: Piaget's Last Stage This lecture begins with a description of Piaget's Stage 4, the formal-operational period. This is a time of "idealistic" thinking. We consider examples of formal-operational logic, abstraction, and hypothetical thinking. 22: Vygotsky's Cognitive-Mediation Theory Lev Vygotsky was practically unknown to Western thinkers until recently, but his theoretical influence on development and education is constantly increasing. As a Russian theorist he believed that Marxism could provide a foundation for a better theory of psychological development. 23: Vygotsky's Zone of Proximal Development Vygotsky argued that a person's level of development is not a specific point but a range or zone. This "zone of proximal development" shifts over time. We examine examples of "scaffolding," an important notion in education. 24: Conclusion—Our Nature and Development This concluding lecture uses the allegory of blind men describing an elephant to illustrate how different theories might give a partial or even false understanding of human nature and development. We discuss ways to integrate the major theories, using the example of gender role development. We end with a reprise: Where does the student now stand regarding major issues of human development?

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There is no excerpt because this is a protected post. Search results Childhood Trauma and the Brain 26 results for your search phrase: ‘Childhood Trauma and the Brain’ How the brain adapts to adversity In this video, How the Brain Adapts to Adversity, Professor Eamon McCrory shares what scientists have learned from studying the brain about the impact of abuse and neglect in an accessible way for professionals and carers working with children. How to promote resilience and recovery What can we do to help promote resilience and recovery in children following experiences of abuse and neglect? The answer to this question is not easy — there is no quick fix. However, both scientists and clinicians agree on several important principles that can guide those working with children. This videos reflects on these key principle. Early childhood and the developing brain Our genes and our early experiences together determine the structure of our brain. But what experiences are the most important? This article explains how early relationships powerfully shape a child’s brain development, creating the foundation for later life. Includes brief introductions to epigenetics, sensitive periods of development, and brain development. Childhood Trauma: What happens when relationships go wrong? Childhood trauma can lead to long-lasting changes in the brain. How does this happen? This article explains how brain systems involved in detecting threat, processing reward, and personal (autobiographical) memories adapt to experiences of abuse and neglect. What is neuroscience and what do we know about brain development? What are the challenges and limitations of current research? In this video, several leading neuroscientists explore these questions. From the Field: Neuroscience experiments To improve our understanding of children, neuroscientists look at the brain in tightly controlled experiments. Here are brief summaries of several key experiments that revealed some of the hidden links between early childhood experiences and brain development. For those of you who have an interest in learning more about this field, here is a list of articles that address different questions in the field. Most are review articles that summarise particular areas of research. Importance of staying connected to a child’s experiences Katherine Mautner, Play Therapist at the Anna Freud Centre , explains how foster carers can work towards establishing feelings of trust and safety with the children in their care. The key role trust plays in learning Professor Peter Fonagy, Chief Executive at the Anna Freud Centre, discusses why children who have experienced abuse and neglect struggle in educational environments. How a child’s body tells the story Tessa Baradon, Child Psychotherapist at the Anna Freud Centre, explains how children’s bodies can carry their experiences of childhood trauma. What should professionals do when we disagree on how to help a child? Dr. Dickon Bevington, Medical Director, Anna Freud National Centre for Children and Families, shares four things for professionals to think about when things start going wrong among professionals working with a young person. How to help children who experience reward differently Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, gives some practical examples of how teachers can help children who may experience reward differently. Childhood Trauma and the Brain for Teachers Brenda McHugh, Co-Director of the Pears Family School at the Anna Freud Centre, shares how teachers can apply their understanding of the brain’s threat system with the Argument Pizza Method. What to do when waiting for a diagnosis Brenda McHugh, Co-Director, Pears Family School, discusses how science gives teachers new descriptions of behaviour that can improve their understanding of a child or young person.

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Tue Sep 17 2024 Day / Time Various Times & Days Functional Skills are applied qualifications which enable students to demonstrate real-life skills in mathematics. Students demonstrate the skills through real-life assessments set in every day contexts. They are recognised as gateway qualifications, used in many existing apprenticeships and by students who may not yet have achieved a GCSE grade C/4 or above; they are widely used in adult education. Speaking, Listening and Communication – Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar and make effective presentations. Reading – Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions. Writing – Write a range of texts, including extended written documents communication information, ideas and opinions, effectively and persuasively. The assessment will cover all level 2 speaking, listening and communication skills standard. Speaking, listening and communication will be internally assessed and you will be tasked with two activities designed to showcase your skills. Reading and writing skills will be externally assessed through a paper based or online exam. Our highly skilled team will provide you with the training and support you need. You will have access to our facilities, library, resources and learning materials. We will provide you with advice, guidance and support you throughout your learning journey. You should already have achieved level 1 functional English. If not, you will be asked to sit an initial assessment so that we can identify the level you are currently working at and if this course is suitable for you. Over the first six weeks of the course, your teacher will help identify any areas for development. These courses are free to learners who do not yet hold a GCSE A*-C/9-4 grade in this subject. Whatever support you need, we’re here for you and will make sure you get the most out of your time at college. We have expert teams in place to look after every single one of our students. Our specialist teams can help with:

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By Joan Moss, Catherine D. Bruce, Bev Caswell, Tara Flynn, and Zachary Hawes Our journey began when we conducted an extensive literature review at the outset of the project (Bruce, Flynn, & Moss, 2012) and learned about the crucial importance of spatial reasoning. This theme was consistent across many research disciplines, including biology, cognitive sciences, psychology, developmental sciences, education, as well as educational neuroscience—an emerging transdisciplinary field which sits at the intersection of these other disciplines and aims for a collaborative approach in which educational theory and practice are informed by new findings in the cognitive sciences, and vice versa (Fisher, 2009). We also learned—and have experienced in our careers as mathematics educators and researchers—that spatial reasoning is a curiously unacknowledged and neglected area of the curriculum. During our involvement with the M4YC project, we have become more and more convinced of reasons why we should pay attention to spatial reasoning in early years mathematics. Below we offer our Top Five reasons why, as educators, we should care about spatial thinking when we plan, observe, and assess mathematics in our classrooms.

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The Neuroscience of Trust in Individuals, Teams & Organisations One day live-online workshop Delivered by Professor Patricia Riddell and Ian McDermott Trust is fundamental to building effective relationships between individuals, creating teams that work well together and for building the reputation of an organisation. It is also the basis for our confidence, or trust, in ourselves. Just a quick reflection on how our working and personal lives are different when we can place trust in others compared to when trust is missing, can help us to understand the importance of this in our day-to-day existence. But what is trust? Where does it come from and how is it maintained? What happens when our trust is broken? And is this different when we are talking about trust in individuals, teams and organisations? These are some of the questions that we will address in this workshop. A practical on-line workshop This on-line workshop has been designed to help participants better understand the importance of trust to our lives, and what happens in the brain when trust is built, maintained and broken. We will then consider how we can learn to build and maintain trust whether this is in individual relationships, teams or organisations. Our aim is to give you practical takeaways. That’s why we’ll be focusing on four key questions: - What changes in the brain when we trust vs. when trust is broken? - How is trust built and maintained within individual relationships? - How do leaders help to build trust within teams? - How do leaders create trust in an organisation and/or its products? The Four Key Areas What changes in the brain when we are under pressure? What changes in the brain when we trust vs. when trust is broken? Here we’ll explore the neuroscience of trust; how we recognise breaches of trust; and the ways that trust contributes to higher cognitive processes. How is trust built and maintained in individual relationships? Then we’re ready to look at what we can do to help build and maintain trust effectively with individuals. This is important both in professional relationships such as leader: employee, coach: coachee, salesperson: customer and in many other areas of our work life. It is also important for our relationships with family and friends. How do leaders help to build trust in teams? Teams work more effectively together when there is trust between the members of the team and when the team trust the leader to back them up. We will consider what is different about trust when we are in groups compared with trusting individuals and how this might affect how leaders build trust between members of a team. How do leaders build trust in an organisation and its products? Now we can turn our attention to the problem of creating trust in an organisation. How do we persuade customers to trust our products or services and what is different about trust in this context? Learn Practical Skills The workshop will provide lots of opportunities to practise new skills and to work with other like-minded individuals. You will leave with tools that can be used to improve your own leadership under pressure and which you can use to help other leaders to do this too.

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An Oregon group has created the first CRISPR-modified human embryos in the United States. Using “many tens” of embryos from in vitro fertilization, Shoukhrat Mitalipov and his colleagues altered each embryo’s DNA at the single-cell stage, reports MIT Technology Review, which broke the story on 26 July. The results are unpublished, but the investigators reportedly avoided worrisome pitfalls previously associated with the gene-editing technique. The precise disease-associated sequence they targeted is not yet known, and the embryos developed only for a few days. But MIT Technology Review calls the findings “a milestone on what may prove to be an inevitable journey” toward fully developed genetically modified humans. The potential link between prenatal antidepressant use and autism risk has long been a nagging conundrum, especially because maternal depression may muddy the association. A study published 19 July in the British Medical Journal tackles the issue using three methods to triangulate the risk. The results? The mother’s depression may not fully explain the link, so antidepressants could play a role. In an accompanying editorial, Diana Schendel of Aarhus University in Denmark says that the results “should be viewed through the kaleidoscope of possible causes of autism.” Schendel also notes that antidepressants raise the risk of having a child with autism but not intellectual disability more than that of having a child with both conditions. And she calls the findings “reassuring” because they show that almost all women — 95 percent — taking antidepressants during pregnancy do not have a child with autism. A potential connection between the gut and brain has intrigued autism researchers for years. New findings suggest an association between gut microbiota and cognition in toddlerhood. The results, published 27 June in Biological Psychiatry, have potential implications for developmental conditions, such as autism, that can involve language or cognitive delays. Autism and Williams syndrome share some features but tend to diverge when it comes to sociability — children with Williams syndrome are unusually social. Now researchers have found a genetic overlap between people with Williams syndrome and dogs, which also are known for their friendliness. The DNA sequence shows a lot of individual variation in both people with Williams syndrome and trusting canines, Science reported on 19 July. If you recognize ‘midi-chlorian’ as a made-up life form that exists only in “Star Wars” movies, congratulations. You’re more alert than the four ‘predatory’ journals that accepted a Star Wars-themed hoax paper claiming that “midichlorial disorders often erupt as brain diseases, such as autism.” Neuroskeptic, the nom de web of the blogger who perpetrated the sting, described it in a 22 July post. Three of the four journals even published the hoax paper, although Neuroskeptic declined to pay them the fee they’d requested. All three journals have since removed the published version from their sites. In addition to the autism quote above, other gems include “midichloria perform functions such as Force sensitivity” and “midichloria DNA (mtDNRey),” a reference to Rey, the lead female character in “Star Wars: The Force Awakens.” The first-ever Africa Regional International Meeting for Autism Research is set to take place as part of an international congress in South Africa. The Nurturing Our Future meeting will cover three broad themes: autism and associated conditions, families and children, and the mental health and well-being of adolescents. Invited speakers for the 7-9 September meeting, which Spectrum plans to cover, include Roy Richard Grinker and Geraldine Dawson. Do you have an article among the 100 most-cited neuroscience papers published since 1945? To find out, you’ll have to check the list published 21 July in Frontiers in Human Neuroscience. The list includes 78 papers, covering five areas of interest to autism researchers: neurological conditions, brain connectivity, brain mapping, the prefrontal cortex and studies of methodology. The most-cited researcher on the list was Oxford University’s Stephen M. Smith, with his name on six of the articles. Citation counts ranges from 2,138 to 7,326, with an average of about 3,000 per paper. Oddly enough, journal impact factor seemed to have no association with citation count, although Science was host to the most articles on the list, at 13. The study researchers say that no one on the list has won a Nobel prize, but Stanley Prusiner is one of the 533 investigators on the most-cited papers. He received the Nobel Prize in Physiology or Medicine in 1997 for his discovery of prions. A psychiatry association has given its members permission to set aside the ‘Goldwater rule,’ which prevents clinicians from discussing the psychiatric features of public figures they’ve never met. The American Psychoanalytic Association cited the “different” behavior of Donald Trump in apprising its members of the change, reported STAT on 25 July. Harvard Medical School psychiatrist Leonard Glass publicly resigned from the American Psychiatric Association over its retention of the rule, STAT also reported. He called the rule “an unacceptable infringement” on his duty to talk about issues where a psychiatrist’s perspective “could be very relevant and enlightening.” Autism and the immune system may be linked, at least in a subset of people. Growing evidence suggests a role for immunity in other brain-related conditions that can look like Tourette syndrome, autism or obsessive-compulsive disorder. A Discover article, published online 25 July, digs into the shifting clinical picture of these conditions, collectively known as pediatric acute-onset neuropsychiatric syndrome, or PANS. The Koegel Autism Center at the University of California, Santa Barbara has a new director and big plans, the center announced in a 19 July statement. Clinical psychologist Ty Vernon took over as director in early July, joined by Anna Krasno, who is the center’s new clinical director. Plans include an expanded focus on adults with autism and their needs. Are you making a career move? Do you have a new paper coming out? Did you see a study or news story that you want to share? Send your news tips to [email protected].

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Do you ever wonder why something just “feels” right? Where the expression “love at first sight” comes from? Why one headline grabs your attention while another leaves you flat? What the difference is between presentations that engage your attention and those that make you snore? How about the reason why we love listening to stories yet tune out when presented with just facts? The answers to all these questions can be found in our brains. Advances in neuroscience are enabling us to better understand psychology, sociology, emotional health, environmental design, consumer behavior, attraction and many other fields of study previously dominated by the study of rodent behavior or surveys. For those of us who like to know “WHY”, the intersection of neurology with human factors is an area of immense fascination. When applied to branding, digital design and content, this research shows us why humans are innately attracted to some things (nature, space, views, color, images, design layouts, fonts, etc.), and tune-out others. We are also learning more about the human decision-making mechanism, enabling professional services firms to create highly effective marketing campaigns and project pursuit strategies. My interest in the link between brain function and decision-making is the result of watching firms I’ve worked for apply this concept to urban planning, residential master planning, architecture and sustainable (or resilient) design. Early in my career I worked with an exceptionally smart and innovative woman, Susan Painter, PhD, FCPA, at AC Martin Partners in Downtown Los Angeles. She worked with the firm’s planning and design team to develop a prototype student housing model that proved to successfully increase student retention rates at a university. How? With a background in Psychology, she used her knowledge of brain development to determine how to address the issue of retaining Freshman through graduation. At the time, approximately 50% of freshmen starting at a 4-year University withdrew before their junior year. She deduced that this was because students were moving into apartments where they were isolated, preventing them from engaging with others. Drawing upon her knowledge of brain development, she theorized that this was happening because young students’ brains are not yet mature enough to support an entirely independent life-style. Susan’s research resulted in the design of a 400-bed “freshman-engagement” housing complex by AC Martin at CSU Northridge. The cluster housing concept provided young students with multiple levels of engagement – family, neighborhood and community – providing them with the supportive relationships an 18-year old needs to survive the rigors of leaving home and entering college. After the project was completed and students had moved in, a post-occupancy study compared 83 freshman in the new student-engagement housing with 122 freshman in campus apartments. A post-occupation adaption-to-college assessment study was completed. The data showed that first year students living in the cluster style housing had higher academic, personal/emotional, and overall adjustment scores. (The case study is available here if you are interested in more details.) Several years later my career brought me to Danielian Associates, a firm that specializes in master planning, community design and single and multi-family housing. At the 2014 International Builders’ Show I attended sessions where I learned that women make 85% of a household’s purchasing decisions and that most homebuyers determine whether or not they like a home within 60 seconds of experiencing it. It occurred to me that the same neuroscience-based research that resulted in the successful cluster-student housing concept, and applied widely in educational and healthcare design, also applies to residential design. I embarked upon extensive research on how spaces affect us emotionally and physically. I’m currently working on a series of articles titled “Sold in 60 Seconds” which focuses on the characteristics of spaces that make people instantly feel at home. Content that Engages Having become part of an emerging group of content marketing specialists, my on-going quest is to work with small-to-midsize firms to initiate, internalize and/or improve the quality of their content in order to convey big ideas in byte size, brand-focused pieces. Storytelling is a key piece of this puzzle. It is a form of communication that the human brain is hard-wired to absorb. Firms throughout the country that have adopted this client engagement marketing model, using stories to drive their visual and written communication, have proven that content-based marketing increases growth and profitability in today’s highly competitive, commoditized, professional services market. Deborah Briers, CPSM, MBA, is the Chief Content Creator and Storyteller at DB Creative Communications. Over the past 20 years Debbie has seen how professional services sales have evolved from repeat business and referrals into today’s complicated procurement processes and delivery methods.

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The Abnormal Psychology is the scientific study of abnormal behavior in order to describe, predict, explain , and change abnormal patterns of functioning, studies the nature of psychopathology, its causes and treatments. Of course, the definition of what constitutes “abnormal” has varied over time and across cultures, people also vary in what they consider to be “normal” or “abnormal” or simply idiosyncratic behavior. In general, it can be described as an area of psychology that studies people who are consistently unable to adapt and function effectively in a variety of conditions. The four main factors that contribute to how well an individual can adapt include their genetic makeup, physical condition, learning and reasoning, and socialization. History of abnormal psychology Many early societies attributed the abnormal behavior to the influence of evil spirits, skulls have been found as long ago as in the Stone Age (half a million years ago) with areas removed by a surgical method that involved making circular holes with tools. stone, the purpose of such surgery was to release evil spirits, which are supposed to cause mental problems in the patient. During the Greek and Roman period, some symptoms of mental disorders were classified in terms of melancholy, dementia , hysteria, and hallucinations, generally assumed to be the result of some physical problem within the individual. Hippocrates, considered the father of medicine, referred to brain pathologies as “humors” caused by yellow bile, black bile, blood, or phlegm. Plato and Aristotle also believed that delusions were generated within the individual, not by the influence of external forces. The Renaissance period was a time when science flourished, the German physician, Johann Weyer was the first physician specializing in mental illness and is considered the founder of modern psychopathology. At the beginning of the 20th century, two opposing perspectives emerged: somatogenic and psychogenic, the first held that the abnormal behavior had physical origins and the second held that the causes of the same were psychological. Biological science found causes of diseases such as syphilis, the study of hypnotism launched the perspective of psychological (psychogenic) origin, Franz Mesmer introduced the treatment of hysteria with hypnotherapy , but this method called “mesmerism” was not well considered by the doctors of his time. Hypnosis was not seriously studied until the late 1800s in Vienna which attracted Sigmund Freud who later founded psychoanalysis . Causes of abnormal psychology Investigated through family studies, primarily of monozygotic (identical) and dizygotic (fraternal) twins, often in the context of adoption. Monozygotic twins should be more likely than dizygotic twins to have the same disorder because they share 100% of their genetic material, while dizygotic twins only share 50%. For many disorders, this is exactly what the research shows but since monozygotic twins share 100% of their genetic material, they can be expected to have the same disorders 100% of the time, but in fact they have the same disorders only the 50% of the time. Biological causal factors - Neurotransmitter [imbalances of neurotransmitters such as norepinephrine, dopamine, serotonin, and hormonal imbalances in the brain. - Genetic vulnerabilities. - Constitutional responsibilities, physical handicaps and temperament. - Brain dysfunction and neuronal plasticity. - Physical deprivation or interruption, deprivation of basic physiological needs. - Effects of urban / rural housing, gender and minority status on mood - Generalizations about cultural beliefs and practices may not capture the diversity that exists within and between cultural groups, so we must be extremely careful not to stereotype individuals from any cultural group. - Family systems - Negatively expressed emotion playing a role in schizophrenic relapse and anorexia nervosa. Stress- dependent disease “triggers.” Perspectives in abnormal psychology There are a number of different perspectives used in abnormal psychology, while some psychologists or psychiatrists may focus on a single point of view, many mental health professionals use elements from multiple areas to better understand and treat psychological disorders. These perspectives include: This approach to abnormal psychology focuses on observable behaviors, the focus is on reinforcing positive behaviors and not reinforcing maladaptive behaviors, it is directed only at the behavior itself, not the underlying causes. When it comes to abnormal behavior, a behavior therapist can use strategies such as classical conditioning and operant conditioning to help eliminate unwanted behaviors and teach new behaviors. Behaviorists believe that our actions are largely determined by the experiences we have in life, rather than by the underlying pathology of unconscious forces. Therefore, abnormality is considered to be the development of behavior patterns that are considered maladaptive (that is, harmful) for the individual. Classical conditioning has been said to explain the development of phobias , the feared object (eg spider or rat) being associated with a fear or anxiety at some point in the past. The subsequently conditioned stimulus evokes a powerful fear response characterized by avoidance of the feared object and the emotion of fear each time the object is encountered. Our society can also provide deviant maladaptive models that children identify with and imitate (re: social learning theory). Read more about behaviorism. (Required item) It focuses on how internal thoughts, perceptions and reasoning contribute to psychological disorders, cognitive treatments generally focus on helping the individual change their thoughts or reactions, it can also be used in conjunction with behavioral methods in a technique known as cognitive behavioral therapy. The cognitive approach assumes that a person’s thoughts are responsible for their behavior, the model deals with how information is processed in the brain and the impact of this on behavior. The basic assumptions are: - The maladaptive behavior is caused by faulty and irrational cognitions. - It is the way you think about a problem, rather than the problem itself, that causes mental disorders. - Individuals can overcome mental disorders by learning to use more appropriate cognitions. The individual is an active processor of information, how a person perceives, anticipates and evaluates events rather than the events themselves, which will have an impact on behavior. It is generally believed to be an automatic process, in other words we don’t really think about it. In people with psychological problems, these thought processes tend to be negative and the cognitions (i.e. attributions, cognitive errors) made will be inaccurate: These cognitions cause distortions in the way we see things. Read more about cognitivism. (Item required). Medical / Biological It focuses on the biological causes of mental illness, with an emphasis on understanding the underlying cause of disorders, which can include genetic inheritance, related physical illnesses, infections, and chemical imbalances. Medical treatments are often pharmacological in nature, although medication is often used in conjunction with some form of psychotherapy . The approach argues that mental disorders are related to the physical structure and functioning of the brain. For example, differences in brain structure (frontal and prefrontal cortex abnormalities, enlarged ventricles) have been identified in people with schizophrenia . Complete content of medical approach. (Item required). This perspective has its roots in the theories of Sigmund Freud, who suggests that many abnormal behaviors stem from unconscious thoughts, desires and memories, although these feelings are outside of consciousness, they are still believed to influence conscious actions. Therapists who take this approach believe that by analyzing memories , behaviors, thoughts, and even dreams, people can discover and manage some of the feelings that have led to maladaptive behaviors and distress. Major assumptions include Freud’s belief that abnormality stemmed from psychological causes rather than physical causes, that unresolved conflicts between identification, ego, and superego may contribute to abnormality, for example: Weak Ego: Well-adjusted people have a strong ego that can cope with the demands of both the self and the superego by allowing each to express themselves at appropriate times. However, if the ego is weakened, then the ego or superego, whichever is stronger, can dominate the personality . Unmarked Identification Impulses: If left unchecked, identification impulses can express themselves in self-destructive and immoral behavior, this can lead to disorders such as conduct disorders in childhood and psychopathic behavior in adulthood. Too powerful superego : A superego that is too powerful, and therefore too harsh and inflexible in its moral values, will restrict identification to such an extent that the person will be deprived of even socially acceptable pleasures. According to Freud, this would create a neurosis, which could be expressed in the symptoms of anxiety disorders, such as phobias and obsessions. Complete information on psychodynamics. (Item required). Classification of abnormal psychology The standard reference book for abnormal psychology and psychiatry in North America is the Diagnostic and Statistical Manual of the American Psychiatric Association, it lists a set of disorders and provides detailed descriptions of what constitutes a disorder such as Major Depressive Disorder or Disorder. anxiety It also provides general descriptions of how often the disorder occurs in the general population, whether it is more common in men or women, and other similar data. The diagnostic process uses five dimensions called ‘axes’ to determine the symptoms and general functioning of the individual. These axes are as follows Axis I – Particular clinical syndromes. Axis III – General medical conditions. Axis IV – Psychosocial / environmental problems. Axis V – Global evaluation of the functioning. The leading international cancer system for the classification of mental disorders can be found in the most recent version of the International Classification of Diseases. The ICD-10 has been used by the Member States of the World Health Organization since 1994. Chapter Five covers about 300 “Mental and Behavioral Disorders.” Chapter five of the ICD-10 has been influenced by the APA DSM-IV and there is strong agreement between the two. Who maintains free access to the ICD-10 online? Below are the main categories of disorders: I. F00-F09 Organic, including symptomatic mental disorders. II. F10-F19 Mental and behavioral disorders due to the use of psychoactive substances. III. F20-F29 Schizophrenia, schizotypal and delusional disorders. IV. F30-F39 mood disorders (affective). V. F40-F48 Neurotic, stress-related and somatoform disorders. SAW. F50-F59 Behavioral syndromes associated with physiological disturbances and physical factors. VII. F60-F69 Personality and behavior disorders in adults. VIII. F70-F79 Mental retardation. IX. F80-F89 Disorders of psychological development. X. F90-F98 Behavioral and emotional disorders generally beginning in childhood and adolescence. XI. F99 unspecified mental disorder Hello, how are you? My name is Georgia Tarrant, and I am a clinical psychologist. In everyday life, professional obligations seem to predominate over our personal life. It's as if work takes up more and more of the time we'd love to devote to our love life, our family, or even a moment of leisure.

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By Amy Sterling Four years ago a citizen science game called Eyewire hatched from Seung Lab, then at MIT and now at Princeton. Its goal was to pair up gamers with a challenge that has been bottlenecking neuroscience for decades: mapping the brain. Over the years the project grew. Hundreds of thousands of people helped, enabling new discoveries and stunning visualizations of neurons. Science Heroes at Work Credit: Zoe Gilette After years of work, Mystic, the first Eyewire expansion pack, will go live on June 30 and be open to any qualifying Eyewire player. Mystic teleports players across brain dimensions; specifically, from the mouse retina world of Eyewire to the hindbrain of a larval zebrafish, that we’re going to call zfish for short. We’re mapping a region similar to the brainstem in humans. It’s an important junction in motor control containing cells called “integrator neurons” that transform signals related to movement. Zfish are small animals, widely studied for two reasons. First, when zfish are in their young larva state, they are transparent, allowing researchers to see neurons through living tissue. Second, there is a large “mutant database” allowing researchers to study what is different when certain genes or cells are altered. Since Eyewire’s launch in late 2012, gamers have been reconstructing neurons from a mouse retina at nanoscale precision by solving puzzles. The pieces to those 3D puzzles were generated by AI (artificial intelligence) using methods to volumetrically segment a serial stack of images. Eyewire has lived at the intersection of human and artificial intelligence since the beginning, so it’s fitting that the next chapter comes alongside an advancement in AI. In Mystic, the human-machine collaboration expands, allowing players to directly throttle a threshold of an AI named Msty, whose name derives from “Mean Spanning Tree,” a method of determining whether neighboring 3D supervoxels belong together. By throttling up and down, players adjust how quickly — and recklessly — the software automatically maps branches, allowing for intricate cooperation between humans and machines to solve big problems. The Mystic dataset is 3.3 times higher resolution than Eyewire — each pixel is 5 nm— and unlike Eyewire, these new images reveal intracellular structures like mitochondria and vesicles. Also unlike Eyewire, the Mystic volume contains functional data gathered by Emre Aksay and team from Cornell University. Using two-photon calcium imaging, they were able to reveal the firing patterns of live integrator neurons. Next, Mystic scientific lead Ashwin Vishwanathan used an electron microscope to image in high resolution the same volume of brain that was previously functionally imaged in lower res. After aligning the dataset and training AI on it, the next step is synapse-resolution reconstruction achieved with the help of citizen scientists around the world. “There are two goals of this study,” says Vishwanathan. “One is to chart all the synaptic partners of cells that are responsible for encoding the eye-position, and two is to classify and identify potential new cell types.” Many of the neurons in this part of the brain are uncharted. And there is much to explore. We estimate that there are 1,000 yet-to-be completed neurons in Mystic, a full 1% of a zfish’s nervous system. The Mystic expansion marks the first time a new dataset has become playable within Eyewire. Image by Hyunah Choi, Karyll Catubig, and Alex Norton Despite advances in AI, reconstructing these cells is still far too complicated for a human or a machine to do alone. The pairing of human insight with speedy machine performance is illustrative of the broader machine learning ecosystem: machines augmenting the insight of their human counterparts. While hundreds of thousands of science project participants is far from insignificant, large-scale games these days often have millions of active users each month. I think more gamers would want to help citizen science projects if only they knew about them. In the hopes of spreading the love for science over the years at Eyewire we’ve drawn inspiration from narratives in games that tap into the human brain’s predisposition for story. We’ve expanded beyond brain visualizations and into game visualizations, bringing to life the Heroes of Neuroscience. This motley crew of supergamers, inspired by the players themselves, goes on adventures in the game, accompanied by story and art. In many cases, they encounter fantastical creatures from worlds unknown. Adding narrative to citizen science is a growing trend. Wildly successful new projects like Sea Hero Quest and EVE Online’s Project Discovery weave tales of adventure and purpose into motivation for users to play their games. The human brain processes narrative differently than facts, and some researchers hypothesize that we evolved neural mechanisms specifically for story. Unfortunately, both within citizen science and beyond, scientists don’t often present their results in the form of an enrapturing journey for knowledge. Perhaps we could all learn from the quests of games to reach more people. In the case of Mystic, the story of the Heroes of Neuroscience gains a new chapter, published at story.eyewire.org. Inspired by the science, the heroes diligently work to further AI and other cutting edge technologies in order to advance humankind’s understanding of the brain. Daniela Gamba for Eyewire Though fanciful, the Heroes aren’t just imaginary. The players are the heroes of this broader scientific story. Take Gary Heil for example. This Eyewire player has gone above and beyond the call of gaming. Gary created the Scoutslog, an in-game tool crucial for advanced gameplay. For years he has used the Eyewire API to script helpful add-ons in the game, even creating a special zone for Mystics. Other players help us beta test or provide helpful feedback on potential new features. And all people who play push science forward. Public participation in science has traditionally been bounded by learning about discoveries after they’ve happened. Thanks to the web, much of that is changing, though it can still be a challenge to get a seat at the table where breakthrough discoveries are made. Citizen science is still early in its quest to break the barriers of science, and it will be years and perhaps decades before we see just how big of an impact it will make. One thing, at least, remains certain now. Science is and has always been an exciting story. We at Eyewire are honored and excited to invite anyone with an internet connection, anywhere in the world to help us write the next chapter by playing Mystic. Amy Sterling is the Executive Director of EyeWire, a game to map the brain played by a quarter million people worldwide. Sterling has advised The White House OSTP and US Congress on crowdsourcing and she is a leading catalyst of neuroscience visualization, from interactive web to virtual reality. Want more citizen science? Check out SciStarter's Project Finder! With 1100+ citizen science projects spanning every field of research, task and age group, there's something for everyone!

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INTERNATIONAL LITERACY DAY When is International Literacy Day in 2024? International Literacy Day in 2024 is on the Sunday, 8th of Sep (9/08/2024). International Literacy Day is on the 252th day of 2024. There are 114 days left in the year. International Literacy Day Facts - Date: Sep 08, 2024 - Also Called: International Literacy Day is one of the first 'days' declared by the UN, going as far back as 1965. September 8th is the day that seeks to focus public opinion on the major global problem of illiteracy. This is vitally important in least-developed and developing countries where large percentages of the population do not even have basic reading and writing skills. Literacy is seen as a human right, and a means of personal and social development - it makes an essential contribution to wide variety of goals like maintaining peace and promoting democracy, eradicating poverty, achieving gender equality and ensuring sustainable development. The United Nations Educational, Scientific and Cultural Organization, UNESCO, is the main organization behind the concept of International Literacy Day, and every year it reminds the international community of the status of literacy and adult learning globally. According to statistics as of 2011, some 793 million adults still lack minimum literacy skills, nearly two-thirds of whom are women, which means that about one in six adults is still not literate. 67.4 million children are out-of-school and many more attend irregularly or drop out. UNESCO provides support to member states of the United Nations to promote literacy in varied ways, from technical expertise, strategic policy-making, capacity-building programs, research, monitoring and evaluation as well as advocacy. International Literacy Day is one small cog in this literacy machine, drawing attention to the plight of millions who are unable to rise out of the depths of extreme poverty, to claim their lives and full potential. On this day every year UNESCO awards international literacy prizes to the most innovative and inspiring literacy programs. The prizes reward exceptional work in the fight against illiteracy, including supporting literacy in multilingual contexts and supporting literacy in rural areas. There is a declared theme for each year and themes in the past have included "The Power of Women's Literacy", "Literacy and Health" and for 2011 "Literacy for Peace". Some supporters of International Literacy Day include the Global Development Research Center, Montblanc, the National Institute for Literacy, and Rotary International. At the national and local level, International Literacy Day is celebrated in schools, community centers, NGOs and more, from efforts aimed at impacting one person at a time, such as in a classroom, to highly publicized national events and advocacy by prominent authors. Philanthropic organizations take this opportunity to organize events to uplift children and improve their educational prospects, such as through competitions offering scholarships as prizes. Even in modern developed countries, International Literacy Day is used as a tool to encourage marginalized communities to equip themselves with the skills to create a better life. Education has long been recognized as imperative for individual, social and national development, and International Literacy Day serves to remind us that wherever we are, however much we know, there is always more to learn.

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- What is what does technology do to your brain; - Step by Step: How Technology Impacts Our Brains - What Does Technology Do to Your Brain? A Comprehensive FAQ - Top 5 Facts You Need to Know About How Technology Impacts Your Brain - The Science Behind What Technology Does to Our Brains - Understanding Digital Addiction: How Technology Affects the Brain’s Reward System - Mindfulness in a Tech-Obsessed World: Balancing Screen Time and Brain Health. - Table with useful data: - Information from an expert What is what does technology do to your brain; What does technology do to your brain; is a topic that explores the effects of prolonged use of electronic devices on the human brain. - Research shows that excessive screen time can negatively impact cognitive abilities such as memory, attention, and decision-making skills. - The blue light emitted by electronic screens disrupts sleep patterns leading to poor quality sleep which has been associated with depression and anxiety. Step by Step: How Technology Impacts Our Brains Technology has become an integral part of our everyday life. From smartphones to laptops, we are constantly surrounded by technology. While there is no denying the convenience that technology brings, it’s impact on our brain often goes unnoticed. Let’s dive deeper into how technology impacts our brains and what we can do to stay healthy in the digital age. Step 1: Understanding Technology Addiction Have you ever found yourself scrolling mindlessly through social media or binge-watching a show instead of working? It’s easy to get caught up in these distractions as they trigger the same pleasure centers of your brain as drugs do! Studies have shown that excessive use of social media platforms can lead to addiction-like behavior. The constant desire for online validation creates an unhealthy need for immediate gratification. This dependence on instant feedback and gratification from likes and comments fuels the dopamine release in your brain which makes you crave more attention from others – leading to long term problems like depression & anxiety. Step 2: Brain Drain – Overloading Cognitive Load The human mind has limited cognitive load capacity; every time we flip between browsers carrying out multiple tasks simultaneously places significant stress upon mental resources reducing otherwise available sharpness and effectiveness! Multitasking reduces cognitive ability extra strain on our neural pathways resulting in reduced productivity compared with single-task-oriented workloads. Everything seen, heard, or interacted with online gets stored within short-term memory space when accessed concurrently takes up vast amounts of crucial decision-making power – hence reduce concentration levels over extended timescale hinders performance routine operations overall quality work etcetera… Step 3: Sleep Deprivation- Tech World Blues In today’s digital world turning off is NOT an option! We now live and operate amidst continuous data streams consistently demanding attention whether at home work commuting or dining…reaching for screen-based devices becomes habit-forming making it challenging to disengage deprives us much-needed relaxation sleep that enabling resetting refreshing cycles throughout nightly rest periods. The bright glare released by screens is infamous for reducing melatonin aka the sleep hormone that synchronizes our circadian cycle disrupting our natural schedules! Step 4: Memory Loss – Saving it digitally Technology has transformed even minor actions like taking down your shopping list, exchanging phone numbers and other contacts or scheduling events/assignments etcetera forever! Now instead of relying on memory cues to store such crucial information as experience a complete shift towards saving important data in digital formats whether through calendars notes txt files reminders… While this may offer convenience ease access never underestimate importance sustenance ability traditional behavioural practices- we tend forget within seconds of scrolling past them critical details now saved electronically!. Technology continues to change our lives with every development; its impact continuously altering how we interact & behave regularly. Our brains are constantly adapting (or not) leading consequently differentiated versions ourselves irrespective age gender location occupation hobbies anything else… While technology overall brings us benefits, but left unchecked can bring undesirable outcomes medical professionals encourage you to seek out mechanisms finding equilibrium maintain control over personal design using when necessary. Limiting screen time practicing attentive contemplation regular exercise self-fostering positive health mentality leads better individual wellbeing whilst staying tech-savvy integrates daily life without wasteful encumbrances decreasing autonomy lifestyle positively impacted rather than being led subconscious influences digital devices lead technological advancement effectively OUR way thanks human innovational edge propelled forward infused creativity innovation skills enriched biological hardware keeping up outputs high-quality standards both efficiency expression abilities – always use consciously intentionally ultimately personal satisfaction improved happiness productivity.! What Does Technology Do to Your Brain? A Comprehensive FAQ Technology has become an integral part of our daily lives. From waking up to checking emails on our smartphones, to using voice assistants like Siri and Alexa, technology is everywhere around us. As we rely more and more on it, there is often concern about the impact it may be having on our brain. In this comprehensive FAQ, we will answer some of the most pressing questions about what technology does to your brain. 1. Does technology make us dumber? There is no conclusive evidence that suggests that technology makes us dumber; however, it can have an impact on how we learn and process information. Technology allows for quick access to vast amounts of information, but this constant stream of data can cause cognitive overload resulting in reduced ability to concentrate and retain information. 2. Can too much screen time affect my mental health? Studies show that excessive screen time can lead to a range of negative effects including depression, anxiety, and sleep disturbances due to exposure from blue light which affects melatonin production in the body leading tp circadian rhythm disruption 3. Is social media addictive? Yes! Social media has been shown in behavioural studies as well as with neurological markers similar addiction levels seen by drugs such as cocaine triggering release dopamine . The highly interactive nature coupled with likes-based systems that provide immediate feedback creates a cycle where users are rewarded for engaging with their screens – resulting higher incidence rates of stress or anxiety when they cannot check responses or notifications. 4.What effect do video games have on the brain? Video games work stimulation exercises for problem-solving while also reducing stress by promoting immersion into virtual worlds alongside endorphins produced during victories reinforcing dopamine rewards pathways This type of gameplay results In beneficial long-term changes within regions associated learning memory retention creating both conflict resolution skills & empathy development shown popular simulations . 5.Can digital devices change my personality traits permanently? While ditching tech isn’t necessarily going alter fundamental core areas being personality research suggests that our digital interactions may contribute to changes in personal traits. For example, neurobiological research reveals how emotion recognition declines after habitual phone usage moderate exposure leads younger users to be less empathetic and compromise social awareness. As we all spend more time on digital devices interconnected with the world around us, it is essential to understand any possible impact it has on us and take necessary countermeasures seeking balance like unplugging after work hours setting up time for person-to-person interaction . While much of its effects are still being studied and discovered, this FAQ underscores how technology can affect everything from concentration to personality traits but ultimately reinforcing that our brains possess built-in plasticity allowing us with positive habits leading towards healthier behaviours & better quality life experiences. Top 5 Facts You Need to Know About How Technology Impacts Your Brain Technology has become an integral part of modern society. From smartphones and tablets to laptops and smartwatches, tech gadgets have revolutionized the way we communicate, work, shop, and access information. While technology offers numerous benefits such as convenience and ease-of-use, it also poses several risks to mental health. In this article, we will explore the top 5 facts you need to know about how technology impacts your brain – some may surprise you! 1. Digital Devices Can Disrupt Your Circadian Rhythm The blue light emitted by digital devices can disrupt your circadian rhythm or natural sleep cycle. This is because blue light suppresses melatonin secretion – a hormone responsible for regulating sleep cycles in humans. As a result, people who use their phones or other digital devices before bedtime often report difficulty falling asleep and staying asleep at night. 2. Social Media Can Trigger Dopamine Release Social media engagement has shown that it can trigger dopamine release- a neurotransmitter associated with pleasure-seeking behavior when users receive notifications on likes/comments/icloud saves/retweets/shares/follows) Whenever these digital alerts pop up our body begins craving them since Dopamine reinforces those actions that increase pleasure such eating foods. As this chemical releases every time someone does something pleasurable like interacting with various social media tools/tools/services/apps out there—including Facebook Messenger-, Twitter feeds-based platform(s), WhatsApp groups—our brains start seeking more of these activities almost compulsively. 3. Multitasking Decreases Productivity & Increases Stress Levels Most individuals are exposed to different technologies while multitasking which includes (but not limited to) phone answering/calls/texting/emailing all happening concurrently while trying to focus on another task within reach.,Studies have shown that multitasking significantly decreases productivity levels while increasing stressors among professionals/professional settings These distractions make us less efficient than usual impacting concentration adversely leading us towards having poorer working performance most times whether in meetings or while working dedicatedly on tasks. 4. Technology Can Trigger Anxiety and Depression Social media, in particular, has been linked with higher levels of anxiety experienced by individuals struggling from excess pressure – mainly young adults/university students who face loneliness due to virtual social interactions missing real-life connections- despite being highly active online whose Mental Health deteriorates. Additionally, creating an overwhelming timeline full of the perfect filtered/lifestyle posts leads one to start internalizing their imperfections/feel a sense of isolation when they do not have similar likes/followers/influence which sets the mind into complexities ultimately resulting in depression (which is more common now that we are open about it unlike before) 5. Internet Addiction Is Real & Has Serious Consequences Lastly, internet addiction exists in modern-day culture and treatment facilities on how these disorders can significantly impact those affected’s lives both negatively. Conditions often seen include Sleep disturbance(s), Low self-esteem due infinite FOMO-like tendencies ,Mood changes-(Agitation/Irritability/elevated anxiety symptoms) leading up to poor health outcomes over time such as Insomnia lack thereof good work life balance unfulfilling relationships created due constantly looking at screens beyond prescribed limits generally unhealthy lifestyles like sleep deprivation. In conclusion; technology has come a long way since its inception & become part and parcel in our day-to-day interactions affecting varied aspects including Physical/Mental well-being positively/negatively . In understanding problems related to technology usage limitations/consumption preventions must be strictly adhered to so that real progress inventions can take place without jeopardy cutting back dependence upon digital gadgets/gizmos especially upon users’ health. The Science Behind What Technology Does to Our Brains As we move further into the 21st century, it’s clear that technology has changed our lives in profound ways. From smartphones and social media to artificial intelligence and virtual reality, emerging technologies have fundamentally altered the way we communicate, work and live. But what is the science behind how technology affects our brains? Understanding this can help us make more conscious choices about how much time we spend online or using digital devices. To begin, let’s consider some of the basic components of our brain – namely dopamine and cortisol. Dopamine is a neurotransmitter associated with pleasure, motivation and reward-seeking behavior. Cortisol is a hormone released by the adrenal gland in response to stress. When we engage in activities such as checking our phones for text messages or scrolling through social media feeds, these actions trigger a release of dopamine in our brains. The rush of excitement from receiving new notifications or seeing likes on posts creates a sense of pleasure which encourages us to continue engaging with technology. However, studies have shown that prolonged use of digital devices can increase levels of cortisol in our bodies due to feelings of anxiety or overwhelm caused by being constantly connected to an influx of information. This constant state of stimulation puts pressure on our brains’ ability to focus and retain information over time. Another aspect worth considering when examining tech’s impact on our mind is addiction. Technology companies invest vast resources into making their products increasingly addictive by tapping into deep-seated psychological needs like instant gratification and FOMO (fear-of-missing-out). For example, research shows that “variable ratio reinforcement schedules” – where rewards aren’t linked directly to predictable events but rather their timing varies unpredictably – tend create extensively inveterate behaviours; slot machines are based exactly on this concept. This is similar for apps including social media platforms: users receive unpredictable responses to their content ranging from comments left under photos shared..etc In addition there exist other concerns surrounding misinformation through social media which may negatively impact upon one’s emotional wellbeing and perceptions. Expanding on this, Internet algorithms tailor content to the individual user in order to keep them scrolling for longer time periods – but also exposes users only to a narrow range of perspectives rather than objective information. All this can cause us harm over time – constant stimulation in our brains may make it difficult for us regulate ourselves or stay motivated while misinformation might change ours beliefs incorrectly leading us into cognitive errors. To conclude, an awareness of how technology impacts how we think gives scope for conscious balancing-out choices making healthier decisions. So maybe next time, instead of checking your phone again, you could take a break and go out for some fresh air; even small tweaks like limiting screen-time during mealtimes is enough – every little helps! Understanding Digital Addiction: How Technology Affects the Brain’s Reward System In today’s world, we are constantly surrounded by technology and the internet. From smartphones to laptops, social media platforms to online streaming services, our lives have become increasingly digitalized. While these advancements in technology have brought about various benefits and conveniences, they also come with negative consequences such as digital addiction. Digital addiction is a condition characterized by excessive use of electronic devices or the internet leading to impairment of daily life functions. According to research studies conducted on this phenomenon, one of the main reasons why people develop digital addiction is because their brains’ reward system has been hijacked. To understand how digital addiction affects the brain‘s reward system, it’s essential first to know what the reward system is responsible for in our bodies. The human brain is wired to release dopamine – a neurotransmitter often called ‘the pleasure hormone’, every time we engage in activities that bring us joy; some examples being eating delicious food or receiving positive feedback for an accomplishment. This same process happens when using technology – like scrolling through infinite content feeds on social media apps or checking emails excessively without needing them. By doing so frequently without restraint – individuals can cause overstimulation of dopamine pathways which eventually desensitizes those same receptors thus making bigger doses necessary just to maintain normal psychological adjustment sense levels comparable to before falling into said habits One example of this mechanism taking effect may appear uncomplicated-checking notifications but its best practice discussing practices: Such triggers are amongst others feature highly addictive tendencies akin within e-cigarettes advertising strategies specifically designed towards teenagers who see recent popular indications affect younger age-groups seeking alternative forms pleasures typically chosen than attained earlier via cigarettes consumption recreationally/smoking cessation measures theoretically aiding way healthier lifestyles/ attention addictions whether mild extremely harmful encompassing film footage everyone has seen movie scenes related substance abuse exploitation. Moreover -these effects extend beyond immediate response-time-reinforcement reward system which further reinforces previously mentioned behavior patterns./feeding directly into other neurobiological systems in the brain, leading to increased anxiety levels and even the risk of depression. In conclusion, understanding how digital addiction affects the brain‘s reward system is crucial in taking necessary steps towards preventing or overcoming said addictive patterns. It can mean setting limits on time spent on tech devices each day among other things ultimately benefitting one’s mental wellbeing and overall productivity; among several implications for modern society as we continue seeing depictions juxtaposing concerning themes including smartphone zombie-effect, social media related burnouts or more serious concerns such as cyber-bullying phenomena high contributor rates beyond a given platform/users limitations- it also highlights a new field that could be covered soon within neuroscience research aiming not only at deepening our knowledge about information technology and its effects but implementing optimization methods ensuring sustainable safe practices with immediate benefits measurable via computer human interaction metrics across multifold industries engaged internet-based activities actively./ Mindfulness in a Tech-Obsessed World: Balancing Screen Time and Brain Health. In an age where technology has become an indispensable part of our daily lives, it’s almost impossible to completely disconnect ourselves from screens. Whether we’re scrolling through social media feeds on our smartphones or working on a computer all day long, we are constantly bombarded with information and stimuli that can lead to stress, anxiety and other detrimental effects on our mental health. However, mindfulness is emerging as a powerful tool that can help us strike a balance between our love for tech and the need for optimal brain health. Mindfulness is simply defined as the practice of being present in the moment without judgement. It involves cultivating awareness of your thoughts, feelings and bodily sensations while maintaining focus on the task at hand. By incorporating mindfulness into your daily routine, you can create more meaningful interactions with technology while still protecting your mental well-being. Here are some tips on how to achieve this: 1. Take regular breaks: Schedule frequent breaks throughout the day to stretch or take short mindful walks away from screens. This will not only give your mind a much-needed rest but also increase productivity when you return back to work. 2.Practice purposeful consumption: Instead of aimlessly scrolling down social media feeds; use apps intentionally by setting aside specific times during the day dedicated solely to browsing online content. 3.Set Digital Boundaries: Turn off notifications unwanted/ unnecessary applications like games (as excessive gaming increases addiction).Establish screen-free zones at home so everyone can connect face-to-face without distractions 4.Focus Attention With Meditation – Practicing meditation boosts cognitive skills like attention span which leads better performance overall.Participants reporting increased happiness too! 5.Take up Hobbies Outside Technology – Find time indulging activities unrelated or far-flung from technologies.The new challenge releases tension & spur fun creating memories beyond schedule updates! In conclusion,Mindfulness practices improve memory helps in managing emotions associated with screen-time& cyber-sounds mentally cleansing technique itself.Variations As aforementioned could be adopted stepping out the technology comfort zone without completely disconnecting from our changing world. What remains to be seen is how successfully individuals will inculcate these measures and lead towards a healthier life-style! Table with useful data: |Effects on Brain |Reduced attention span |Improved problem-solving skills |Reduced ability to focus |Increased reliance on technology |Increased information retention |Increased risk of addiction Information from an expert As an expert in the field of neuroscience, I can attest to the fact that technology has a profound impact on our brains. With constant exposure to screens and digital devices, we are training our minds to process information differently – relying more heavily on quick snippets instead of deep analysis. This can lead to shortened attention spans and decreased memory retention. However, it’s important to note that not all effects of technology on the brain are negative – there are many ways in which tech can enhance cognitive function and provide new opportunities for learning. The key is finding balance and using technology mindfully. The introduction of the printing press in the 15th century revolutionized how people shared information, but also led to concerns about whether relying on printed materials would negatively impact memory and cognitive abilities.

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A team of engineers and clinicians has developed an ultra-thin, inflatable device that can be used to treat the most severe forms of pain without the need for invasive surgery. The device, developed by researchers at the University of Cambridge, uses a combination of soft robotic fabrication techniques, ultra-thin electronics, and microfluidics. The device is so thin — about the width of a human hair — that it can be rolled up into a tiny cylinder, inserted into a needle, and implanted into the epidural space of the spinal column, the same area where injections are administered to control pain during childbirth. Once correctly positioned, the device is inflated with water or air so that it unrolls like a tiny air mattress, covering a large section of the spinal cord. When connected to a pulse generator, the ultra-thin electrodes start sending small electrical currents to the spinal cord, which disrupt pain signals. Early tests of the device suggest that it could be an effective treatment for many forms of severe pain — including leg and back pain — which are not remedied by painkillers. It could also be adapted into a potential treatment for paralysis or Parkinson’s disease. However, extensive tests and clinical trials will be required before the device can be used on patients. Although other types of spinal cord stimulation devices are currently used to treat severe pain, the most effective of these devices are bulky and require invasive surgery, while current keyhole devices are far less effective at treating pain. By combining the clinical effectiveness of the surgical devices and the ease of implantation of the keyhole devices, the new device could be an effective, long-term solution to intractable pain, which affects millions worldwide. The results are reported in the journal Science Advances. Spinal cord stimulation (SCS) is an option for those who suffer from intractable back pain or other types of neuropathic pain, but despite its effectiveness, its use is limited, with just 50,000 procedures carried out worldwide each year. “Spinal cord stimulation is a treatment of last resort, for those whose pain has become so severe that it prevents them from carrying out everyday activities,” said Dr. Damiano Barone from Cambridge’s department of clinical neurosciences, one of the paper’s senior authors. “However, the two main types of SCS devices both have flaws, which may be one reason their use is limited, even though millions struggle with chronic pain every day.” The most effective SCS device in clinical use is a paddle-type device, which covers a wide area of the spinal cord but is bulky and requires invasive surgery under general anesthetic. The other type of device can be implanted with a needle and only requires local anesthetic, but it covers a smaller area and is less clinically effective than a paddle-type device. “Our goal was to make something that’s the best of both worlds — a device that’s clinically effective but that doesn’t require complex and risky surgery,” said Dr. Christopher Proctor from Cambridge’s department of engineering, the paper’s other senior author. “This could help bring this life-changing treatment option to many more people.” “In order to end up with something that can be implanted with a needle, we needed to make the device as thin as possible,” said co-first author Ben Woodington, also from the department of engineering. The researchers used a combination of manufacturing techniques to build their device: flexible electronics used in the semiconductor industry; tiny microfluidic channels used in drug delivery; and shape-changing materials used in soft robotics. Their finished device is just 60-μm thick — thin enough that it can be rolled up and placed in a needle for implantation. However, after implantation, the device expands out to cover a wide area of the spinal cord, thanks to the microfluidic channels. “Thin-film electronics aren’t new but incorporating fluid chambers is what makes our device unique — this allows it to be inflated into a paddle-type shape once it is inside the patient,” said Proctor. “Our earlier versions were actually so thin that they were invisible to x-rays, which the surgeon would need to use to confirm they’re in the right place before inflating the device,” said Woodington. “We added some bismuth particles to make it visible without increasing the thickness too much. Designing a device is one thing but putting it into surgical use is quite another.” The researchers validated their device in vitro and on a human cadaver model. They are currently working with a manufacturing partner to further develop and scale up their device and are hoping to begin tests in patients within two to three years. For more information, contact Sarah Collins at

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Psychology is a popular choice as a major for college students. But what study fields can you choose from? And where do the different branches of psychology lead career-wise? To answer these questions, here are 33 of the most popular fields in psychology. Each field offers a unique career path and has you potentially working with a different kind of clientele. The education requirements for career success also vary, ranging from bachelor degrees through to medical degrees, masters and doctorates. Why Psychology and Psychiatry Are Distinct Fields Psychology and psychiatry are distinct fields within healthcare, which is why psychiatry is not included on this list. Psychologists are trained to study the mind and behavior and to use scientific methods to understand and treat psychological problems. They may use techniques such as counseling and psychotherapy to help their clients overcome mental and emotional challenges. But they do not have the medical training or authority to prescribe medications. Psychiatrists, on the other hand, are medical doctors who have completed training in psychiatry. They are licensed to diagnose and treat mental health conditions using a range of treatments, including medications and psychotherapy. They are also trained to evaluate and treat medical conditions that may affect mental health, such as neurological disorders. Psychologists and psychiatrists do, however, often work together as part of a treatment team. Combined, they offer quite comprehensive care to individuals with mental health conditions. Psychologists provide counseling and psychotherapy, while psychiatrists prescribe medications and provide other medical treatment. Difference Between a “Branch” and a “Field” The terms “branch” and “field” are often used interchangeably to refer to different types of psychology. But “branch” tends to be used to refer to a more specific area of focus within a field, while “field” refers to a broader area of study or application. A branch refers to a specific area of study within the broader field of psychology. There are many different branches of psychology, each of which focuses on a particular aspect of behavior and mental processes. Some examples of branches of psychology include cognitive psychology (the study of mental processes such as perception, attention, memory, and problem-solving), developmental psychology (the study of psychological and social changes across the lifespan), and social psychology (the study of how people’s thoughts, feelings, and behaviors are influenced by the presence and actions of others). A field, on the other hand, refers to a broader area of study or application within psychology. Among the different fields of psychology is clinical psychology, which covers the assessment, diagnosis, and treatment of mental, emotional, and behavioral disorders. It includes a wide range of specialties, such as child psychology, geropsychology, and forensic psychology. Industrial-organizational psychology is another example of a field in psychology, covering the use of psychological principles and techniques in the workplace. Behavioral psychology is one of the core disciplines within the wider field of psychology. Pioneers like John Watson and B F Skinner promoted the idea in the early 20th century that all behaviors are learned. Behavioral psychology revolves around the study of observable behavior. Practitioners pay attention to how people respond to different external factors. Courses in this psychology branch will have you exploring how behavioral responses develop and adapt. In particular, you’ll examine theory and empirical studies of conditioning. Certain reactions, whether desired or not, can follow from a specific, repeated stimulus. Conditioning can be natural or artificial. A conditioned behavioral pattern is established when a response is consistently induced by a stimulus. Behavioral psychology represents a tool as much as a field of specialization. Knowledge in this area is valuable for roles as diverse as behavioral counseling, school counseling, social work and correctional services. You can also do research in this field or apply your skills to administer cognitive behavioral therapy (CBT) or dialectical behavioral therapy (DBT) as a clinical psychologist. Child psychology is a branch of psychology focusing on the social, mental, and emotional development of children only. Child psychologists are trained to study children’s issues and treat them. The thinking of children differs from adults as they move through different stages of learning and emotional and social maturity. In addition, children have fewer concepts and verbal communication skills for conveying information. But they can also be observed in uninhibited states such as when playing at school. Coursework in child psychology includes study of child development from prenatal period through maturity, cognitive psychology, language development, learning, perception, and social behavior studies. Clinical issues you may need to address when working as a child psychologist include anxiety disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), conduct disorder, depression and other mood disorders, eating disorders, and post-traumatic stress disorder (PTSD). Without treatment, these mental health conditions can prevent children from reaching their full potential.National Institute of Mental Health These professionals are in demand by the family law industry, being called on to write family reports for judges. The reports are used to help make orders for custody and parenting time. For example, a family law child psychologist may indicate whether sole custody or joint physical custody is preferable in a custody dispute, with the recommendation potentially affecting the parenting schedule and orders. Family law experts usually work as private practice consultants. A specialized degree is required to become a child psychologist. A bachelor’s degree, preferably in psychology, is just the starting point. The majority of child psychologists are doctoral graduates, having earned either a PsyD (Doctor of Psychology) or PhD (Doctor of Philosophy). Child Psychologists work in a variety of community welfare settings, as researchers with institutes or universities, or as private practitioners. Clinical psychology focuses on issues related to mental health and its treatment. The word clinical in the term is important to understand. As a clinical psychologist, you generally work in clinical settings such as psychology clinics, mental treatment facilities, and hospitals. You can also provide professionals services for schools and court systems. According to the American Psychological Association (APA), clinical psychology is a branch of psychology that focuses on the assessment, diagnosis, treatment, and prevention of mental illness and psychological distress. You can think of this field as providing advanced diagnosis, counselling and interpersonal therapy for clients with mental health problems. Unlike a psychiatrist, who may prescribe medications to treat chemical imbalances, your treatment tools revolve around client interactions. Cognitive behavioral therapy, psychoanalysis, and client-centered therapy are ways you can help patients. To work as clinical psychologist, you need to a Doctor of Psychology degree, or a PhD with a clinical psychology specialization. Start with a Bachelor of Psychology and earn strong grades. Coursework includes statistics, behavioral studies, cognitive studies, and extensive work in biology and chemistry. Clinical programs also offer training in psychotherapy and psychological testing. Most postgraduate clinical psychology programs include an internship as part of the training process. This may lead to future employment at the place of internship. Successful graduates find work either in mental health institutes or clinics, or teach at colleges and universities. Other clinical psychologists choose more research-oriented careers. In cognitive psychology, you study mental processes such as attention, perception, memory, and problem-solving. Cognitive psychologists examine how people process information and how this affects their thoughts, feelings, and behaviors. Cognitive psychology is a branch of psychology that emerged in the 1950s and 1960s. It has since become one of the most influential and widely studied areas of psychology. The discipline helps us understand how people process and use information, which is essential for many aspects of daily life, including learning, communication, and decision-making. Cognitive psychologists use research methods such as lab experiments, observations, and computer simulations. They study topics such as how people perceive and interpret information, how they remember and forget information, and how they solve problems and make decisions. Cognitive psychology is also closely related to other fields of psychology, such as developmental psychology, social psychology, and abnormal psychology. It also has important applications in fields such as education, business, and healthcare. Community counselors advise, counsel and provide support and rehabilitation services for people in community settings. You may work in places such as community centers, clinics, schools and private practice. Your services may be required by all kinds of people experiencing a myriad of different life difficulties. To qualify to work in this field, you normally specialize in community counseling as part of a master’s degree in science, arts or education. For your undergraduate degree, colleges may prefer that you’ve studied psychology, education, behavioral science, social work or a related field. Bachelor degrees in community counseling are also available. Coursework in a community counseling program could cover fundamentals of personality theory, ethics and cultural awareness, research and statistical methods, various psychological studies, and ultimately a clinical practicum or internship. Some studies in clinical and diagnostic technique may also be required. Generally, students need to achieve a master’s certification to obtain a license as a professional counselor. Such a course of study helps students develop their group assessment skills, in addition to providing professional experience. Consumer psychology (or marketing psychology) is a branch of psychology related to marketing and consumer behavior. It’s the study of how individuals, groups, and organizations make decisions about the acquisition, use, and disposal of products, services, and ideas. It is an interdisciplinary field that includes elements of sociology, anthropology, economics, and marketing. Consumer psychologists strive to understand how and why people make purchase decisions. They gather data and insights into consumer behavior using surveys, experiments, and observations. The information is then used by marketers and other professionals to develop marketing and advertising strategies, as well as to design and improve products and services. Data is increasingly available via digital platforms that monitor online consumption and other activities. If you want to use psychology but not necessarily in therapeutic or formal research capacities, you may want to do a degree in business or communications. Psychology skills are highly relevant where you are trying to influence others, such as to get them to buy something or partner with your organization. Marketing, sales and public relations are all possible career paths. In counseling psychology, you provide individuals with one-on-one help to perform better in life. Almost any person at any stage of life may benefit from counseling psychology. The aim of this form of therapy is to help people improve their overall wellbeing. The focus can be on any important area of life, from personal organisation and development, to relationships, mental wellbeing and forming friendships. When providing counseling, a psychologist facilitates improved personal and/or interpersonal functioning. Areas include emotions, social interactions, education, growth and development, and organizational concerns. Counselors integrate theory, research and practice to deliver personalised therapy services. These professionals also need strong awareness of cultural issues that impact on clients and their experiences. Counseling psychology employ many tools to help people improve their general well-being and enable them to live highly functional lives. The techniques are often specific to the kind of issue being addressed. Some examples of counseling tools from Positive Psychology are to: challenge self-limiting thoughts, visualize your future career, do personal affirmations for self-esteem, explore feelings, and examine the rules we live by. A degree program in counseling psychology includes coursework in addiction, adolescent development, abnormal psychology, neuropsychology, counseling procedures, multiculturalism, and crisis intervention. Typically students pursue the highest level of education available: a doctoral degree. On successful completion, graduates find placements with public counseling service providers and in private practice. Criminal psychology is a large field that takes in many different aspects of managing criminality. Students train to investigate and analyze the criminal mind. Jobs that you may do as a professional criminal psychologist include: - Profiling: Identifying the likely characteristics of suspects using statistics or case-specific data. - Consulting with law enforcement agencies: Assisting criminal investigators in areas such as formulating police interview questions or provide expert input into investigations. - Individual assessment: Assessing alleged perpetrators to establish factors such as potential motive, likelihood of guilt, and mental capacity to stand trial. - Criminal system research: Researching important questions such as witness recall ability and behaviour, and the nature of confessions. - Expert testimony: Providing expertise to help judges and jurors understand criminal behaviour and abnormal thinking. - Psychotherapy: Criminal psychologists may also help criminals themselves to understand their actions and make progress with rehabilitation. Courses in this branch of psychology explore how law enforcement, public safety, homeland security, and the criminal justice system work together for the benefit of society. Coursework includes studies in crime analysis, criminal behavior, decision making and critical thinking, social violence, as well as biopsychology and abnormal psychology. Graduates tend to seek higher levels of education in this field, usually a specialised master’s or doctorate, due to greatly enhanced career opportunities provided. A bachelor degree in psychology is a good starting point. Career prospects continue to be high due to demand for skilled criminal profilers and assessors. In developmental psychology, you focus on the psychological and social changes that occur throughout the lifespan, from infancy to old age. It’s a core field of study within psychology and is often included in undergraduate and graduate psychology programs. Developmental psychology helps us understand how people change and grow over time. Moreover, we gain insight into how these processes are influenced by environmental, cultural, and biological factors. Study topics include cognitive development (how people think and learn), social development (how people interact with others), personality development (how people’s personalities change over time), and emotional development (how people’s emotions change over time). These can be explored using research methods such as laboratory experiments, observations, and surveys. Developmental psychologists work with people of all ages, from infants to elderly adults. They’re employed by universities, schools, hospitals, and research institutions. The job may involve collaborating with other professionals, such as teachers, social workers, and physicians, to provide support and assistance to individuals and families. To become a developmental psychologist, you typically need to earn a doctoral degree in psychology. Educational psychologists study how people learn and how to improve educational outcomes for students. They may work in places such as schools, universities, and government agencies. Their primary focus is on promoting learning and educational achievement. The ultimate goal is to help students learn and succeed in school and beyond. Some specific duties of educational psychologists are to: - Conduct research on learning and teaching methods, including how students learn best and how to design effective instructional materials. - Assess students’ learning needs, including identifying any learning disabilities or other issues that may be impacting their academic performance. - Provide support and guidance to teachers, parents, and other education professionals to help them understand and address the needs of their students. - Develop and implement interventions and programs to improve learning outcomes for students with special needs or those who are struggling academically. - Collaborate with other professionals, such as school counselors and social workers, to provide a comprehensive range of support services for students. Coursework in an educational psychology program covers research methodology, human learning, development, and cognition. Key areas of focus are: - Learning and development: How people learn and develop, including how they process and retain information, and how to design effective instructional materials and strategies. - Motivation and engagement: How to motivate and engage students in learning, including the role of intrinsic and extrinsic rewards and how to create a positive and supportive classroom environment. - Individual differences: How factors such as age, gender, culture, and learning styles can impact learning and how to design instruction that is inclusive and responsive to the needs of all students. Becoming an educational psychologist typically requires a significant commitment of time and effort. But the rewarding nature of this profession can make it well worth the investment. Most educational psychologists hold a master’s or doctoral degree in educational psychology or a related field. Depending on your career goals and the state in which you plan to work, you may need to obtain licensure or certification as an educational psychologist. Requirements for licensure or certification may vary by state. But you’ll typically need to complete a certain number of supervised hours of experience and pass a licensure or certification exam. Environmental psychology is a field of psychology which explores the relationship between people and their physical environments, including how this relationship affects behavior and well-being. Environmental psychologists study topics such as how people’s interactions with the built environment (e.g., buildings, cities) affect their mental and physical health. A key aim is to learn how to design environments that promote well-being. Environmental psychology draws on concepts and methods from other fields of psychology, such as social psychology, cognitive psychology, and developmental psychology. It also has important applications in fields such as architecture, urban planning, and design. Among the professionals who use knowledge of environmental psychology are architects, designers, environmental psychologists, marketing professionals, policy analysts, public health professionals, and urban planners. Some specific topics that may be studied in environmental psychology include the effects of natural and built environments on well-being and behavior, the psychological impacts of environmental problems such as pollution and climate change, and the design of public spaces and buildings that promote well-being and positive social interactions. Evolutionary psychology is a branch of psychology that studies how evolution has shaped the way the human mind works and how it has influenced human behavior. It’s based on the idea that the human mind has evolved to solve the problems that our ancestors faced in their environments. Evolutionary psychologists study a wide range of topics, including perception, cognition, emotion, social behavior, and personality, from an evolutionary perspective. They use evolutionary theory to understand how psychological traits and behaviors may have been shaped by natural selection over time. Evolutionary psychology is a relatively new field within psychology. It’s often seen as a subfield of psychology that is closely related to other disciplines such as anthropology, biology, and sociology. Experimental psychology is a field of psychology that involves designing and conducting research studies. The goal is to understand the psychological processes that underlie behavior and mental states. Experimental psychologists use investigative methods such as lab-based experiments, field studies, and computer simulations. They explore topics like perception, cognition, attention, emotion, motivation, personality, and social behavior. Some experimental psychologists focus on basic research, seeking to understand fundamental psychological processes. Others apply their findings to practical problems, such as improving education, enhancing human performance, or developing new treatments for psychological disorders. To become an experimental psychologist, you typically need to earn a doctoral degree (either a PhD or PsyD). Most professionals in this field also complete postdoctoral training, which may involve additional coursework, research, or clinical experience. Forensic psychology is a subfield of psychology that involves applying psychological principles and methods to legal issues and the criminal justice system. It is a specialized area of practice that combines elements of both psychology and law. Forensic psychologists are trained mental health professionals who apply psychological principles and methods to the legal system. You can perform forensic psychology in settings such as courts, prisons, probation departments, and law enforcement agencies. Practitioners may be called upon to provide expert testimony in legal proceedings. Specific duties in forensic psychology include: - Evaluating the mental soundness of criminal defendants to determine their competency to stand trial, insanity at the time of the crime, or risk for recidivism. - Assessing the psychological well-being of children involved in custody disputes or other legal proceedings. - Providing therapy to individuals who have been involved in the legal system, including victims of crime, offenders, and witnesses. - Conducting research on topics relevant to the legal system, such as eyewitness memory, false confessions, and the psychological impacts of incarceration. - Testifying as an expert witness in legal proceedings, including providing expert opinions on psychological issues and interpreting psychological research for the court. Forensic psychologists typically have a graduate degree in psychology, such as a Master’s or Doctoral degree, and may also be licensed as a mental health professional, such as a psychologist or social worker. General psychology practice refers to the application of psychological principles and techniques to help people cope with mental health issues and concerns. General psychologists are trained to work with individuals, families, and groups to identify and address diverse issues, including stress, anxiety, depression, relationship problems, and trauma. They help people better understand their thoughts, feelings, and behaviors, and to develop strategies for managing their problems. General psychology is not a specific branch of psychology but rather a broad term that can refer to the study of psychology as a whole. Psychology is a scientific discipline that focuses on the study of behavior and mental processes, including how people think, feel, and behave. Within psychology, there are many different branches that focus on specific areas of study. While general psychology can encompass all of the branches and more, it is not itself a specific branch of psychology. General psychologists typically work in settings such as private practice, hospitals, clinics, schools, and community organizations. Techniques they may use to assess and treat mental health issues include talk therapy, cognitive-behavioral therapy (CBT), and other evidence-based approaches. They may also work with other mental health professionals, such as psychiatrists, social workers, and counseling professionals, to provide support and treatment options for clients. In the United States, licensure as a psychologist typically requires the completion of a doctoral degree in psychology, such as a Doctor of Psychology (PsyD) or a Doctor of Philosophy (PhD) in psychology. These programs involve extensive coursework, research, and clinical training in a variety of areas within psychology, and are designed to prepare students for careers as psychologists. Genetic psychology is a subfield of psychology that examines the role of genetics in human behavior and mental processes. It’s concerned with understanding how inherited genetic variations may influence individual differences in cognition, personality, and other psychological traits. Genetic psychology is a relatively new field that has emerged from the intersection of psychology and genetics. It relies heavily on research methods from both disciplines. While genetic psychology is a subfield of psychology, it’s also closely related to other fields such as genetics, biology, and neuroscience, which also study the role of genetics in various aspects of human behavior and functioning. Health psychology focuses on the psychological and social factors that influence health and illness. Health psychologists study how behaviors, such as diet and exercise, and social and environmental factors, such as stress and pollution, can affect physical health. They also develop interventions to promote healthy behaviors and prevent illness. To become a health psychologist, you typically need to earn a doctoral degree in psychology, with a focus on health psychology. The psychology of health has broad interest in the community and is studied and used by many types of healthcare professionals. These include health educators, health policy analysts, medical doctors, nurses, public health professionals, and social workers. Some of the main topics covered in health psychology courses are: the biopsychosocial model of health, the role of behaviors in health, the role of social and environmental factors in health, health promotion and disease prevention, coping with illness, health disparities, and links between mental and physical health. People who work in human services are often on the front line helping people with psychological issues. They are advantaged from having a solid understanding of mental problems that affect individuals, and often have some form of psychological training. Human services professionals assist people overcome problems such as mental illness, substance abuse, poverty, and social injustice. They help people in need in settings such as hospitals, schools, and social service agencies. Job examples include: case manager, community organizer, drug and alcohol abuse counselor, marriage and family therapist, rehabilitation counselor, and social worker. When working in human services, you provide support and assistance to individuals, families, and communities by: identifying and addressing their needs; providing counseling and therapy; coordinating care; and advocating for their clients. To become a human services professional, you should earn a bachelor’s degree in human services or a related field. Many jobs require a degree. Consider earning a master’s degree as well. Some human services jobs, such as counseling and social work, may require postgraduate education. Hypnotherapy is a field of psychology where hypnosis is used to bring about changes in an individual’s thoughts, behaviors, and feelings. It is generally considered to be a safe and effective treatment option when practiced by a qualified and experienced hypnotherapist. Hypnotherapy is based on the idea that the unconscious mind can be accessed through hypnosis. By using this access, it is possible to bring about positive changes in a person’s life. The practice is often used to help people overcome issues such as anxiety, phobias, and depression, as well as to help them quit smoking, reduce stress, and improve their overall well-being. Hypnotherapy is a rising career option and with strengthening popularity, along with alternative and complementary health care. Clients and agencies seek out those with a strong, well-rounded education in hypnosis and therapy. To become a hypnotherapist, you generally need to complete a training program and obtain certification or licensure. The regulation of hypnotherapy and requirements for practicing can differ from one jurisdiction to another. In some cases, a degree in a related field such as psychology, counseling, or social work may be required. In other cases, a high school diploma may be sufficient. Professional organizations that offer training and certification in hypnotherapy include the American Society of Clinical Hypnosis and the National Guild of Hypnotists. The programs typically include courses on the theory and practice of hypnotherapy, as well as supervised clinical training. In industrial psychology, you study human behavior in the workplace. As distinct from organizational psychology, which looks more at group dynamics, the main interest is the individual’s experience. Business issues such as employment classification, compensation, performance appraisal, recruitment, selection, and training are at the forefront. The industrial and organizational psychology disciplines together form the industrial-organizational (I-O) branch of psychology. As someone with training in industrial psychology, prospective job titles include: Human resources (HR) manager, Organizational development consultant, Training and development specialist, Research psychologist, Talent management specialist, and Industrial-organizational psychologist. To become a practicing industrial psychologist, you usually need a graduate degree in psychology or industrial-organizational psychology. Master’s and doctoral programs available in these fields. They provide advanced training in psychological principles and research methods, as well as specialized training in areas such as selection and training, performance appraisal, and leadership. Industrial-organizational psychology is an applied discipline that uses psychological theories, principles, and research to solve problems related to human behavior in organizations. Compared to the industrial and organizational components of this discipline, I-O is both broader and tends to be more applied in nature. The branch of psychology focuses on solving practical problems in the workplace. Industrial-organizational (I-O) psychologists use psychology to address organizational issues. These may include personnel selection, training and development, performance appraisal, leadership, motivation, and work-life balance. They work in places such as academic institutions, consulting firms, and government agencies. I-O psychologists use scientific research methods to collect, analyze, and interpret data related to human behavior in organizations. Research techniques include surveys, experiments, and observational studies, to understand the factors that influence employee performance, motivation, and well-being. I-O psychologists may also use their expertise to design and implement interventions to improve organizational effectiveness and efficiency. For example, they may develop and implement training programs, design selection and promotion systems, or develop strategies to improve employee motivation and engagement. They may also work with organizations to address issues related to diversity and inclusion, or to develop policies and procedures to promote a healthy and safe work environment. To work in industrial organizational psychology, you’ll typically need to earn a graduate degree in psychology, with a focus on I-O psychology. Most I-O psychologists have a master’s or doctoral degree in psychology, with a specialization in I-O psychology. Consider volunteering or interning with organizations or research labs that focus on industrial-organizational psychology. This can help you build your skills and gain valuable experience. Marriage and Family Therapy Marriage and Family Therapy (MFT) is a psychology field that focuses on familial relationships. Therapists work with individuals, couples, and families to improve their relationships and emotional well-being. MFT recognises the significant impact relationships and family systems have on emotional and psychological well-being. Therapists are trained to help families in practical ways. They address communication problems, relationship conflicts, parenting challenges, and mental health concerns. As a counselor, you use therapeutic approaches and techniques to help people understand and resolve their problems, improve relationships, and achieve greater emotional and psychological well-being. You might also assist people manage divorce and start to rebuild their lives. MFT is often considered a subfield of psychology, and many therapists have a degree in psychology or a related field. To become a licensed marriage and family therapist, you typically need to do a master’s or doctoral degree in Marriage and Family Therapy or a related field, such as psychology or social work. Many programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). You” also need to meet any licensure requirements specific to your state, which likely includes passing an exam and completing a certain number of supervised clinical hours. Coursework may include the study of communication and conflict resolution, counseling and psychotherapy theories with a focus on family systems, how family relationships impact on psychological well-being, intervention methods for couples and families, marriage and relationship enrichment techniques, and parenting skills. Mediation and Dispute Resolution Mediation and dispute resolution can be considered one of the fields of psychology. Practitioners use psychological principles and methods to help parties resolve conflict or otherwise come to an agreement or result. As it becomes increasingly apparent that individuals, families, groups, organizations, communities and nations must work together in peaceful ways for the common good, mediation and dispute resolution are poised to become increasingly popular. In mediation, a neutral third party, termed a mediator, works with both sides of a dispute to have them agree on their own terms, without someone else deciding what is best for them. For example, in family law, a mediator may help parents agree on a custody schedule and parenting plan. Negotiation is often involved. Mediation is one form of dispute resolution. Other forms are arbitration and litigation. The steps involved in a dispute resolution process vary depending on the approach being used and the nature of the dispute. Mediation and dispute resolution are used in legal settings, workplace conflicts, family disputes, and community conflicts. Professionals working in this field may be trained in psychology, social work, law, or other related disciplines. They may work as mediators, arbitrators, or conflict resolution specialists, and may be employed by government agencies, private businesses, or non-profit organizations. Mediation and dispute resolution is a fast-growing field of study, offering skills that are sought after in the workplace. Study programs offer strategies and practical skill sets necessary for the practice of mediation. Career prospects depend on your level of education and the occupational niche chosen. Mental Health Counseling Mental health counseling is a field within psychology that focuses on helping individuals address and manage psychological, emotional and related concerns. To practise, in most states you’re required to have both a master’s degree in counseling or a related field and a license or certification. Mental health counselors work with individuals, families, and groups to diagnose and treat mental and emotional disorders and to sustain health. They train in therapeutic techniques to address issues such as depression, addiction and substance abuse, suicidal impulses, stress, problems with self-esteem, and grief. Counselors can help clients with numerous life problems beyond immediate mental health needs, including career, education, family, and parenting concerns. For example, a counselor might work with a troubled client to explore career options and develop job search strategies. They might also help clients navigate the challenges of education, such as choosing a major or managing academic stress. Counselors often work with other health professionals as part of a treatment team, such as physicians, nurses, social workers, and other mental health practitioners. They coordinate care so clients receive broad treatment. For example, a counselor may consult with a client’s physician or nurse to manage emotional and physical treatment synergistically. If a client is experiencing severe depression or anxiety, the counselor may refer them to a psychiatrist for medication management. Organizational psychology is a subfield concerned with the behavior of individuals within organizations. You explore how individuals interact with one another and with the organizational structure, as well as how individual and group behavior can be managed and improved to benefit the organization. In a study program, topics you may cover include: - Organizational behavior: How individuals and groups behave within organizations, including motivation, communication, leadership, and conflict resolution. - Workplace culture: The shared values, beliefs, and behaviors that shape the social and psychological environment of an organization. - Employee attitudes and job satisfaction: How individual employees feel about their jobs and the organization, and how these attitudes can affect performance and productivity. - Group dynamics: How groups of people interact and influence one another within organizations, including group decision making, group conflict, and group cohesion. - Human resource management: How to manage and develop the workforce, including selection, training, and performance appraisal. - Organizational change: How to manage change and adapt to new circumstances, including topics such as change management and organizational development. Organizational psychology is more focused on group dynamics than the closely related field of industrial psychology, which is more orientated towards the individual employee experience. The two subfields combine to form the industrial-organizational (I-O) branch of psychology. With training in organizational psychology, potential jobs include: human resources (HR) manager, organizational development consultant, research psychologist, talent management specialist, and training and development specialist. If you just want to work in business in a psychology-relevant field, you can do so without advanced psychological training. Job options for Bachelor of Psychology graduates include HR assistant manager, marketing assistant, and social media manager. Pastoral counseling is a form of mental health counseling provided by a pastor or other religious leader. It combines traditional techniques with the spiritual and religious beliefs of the individual seeking help. The goal is to help individuals address their mental health concerns within the context of their faith and spirituality, and to find meaning and purpose in their lives. In a pastoral counseling education program, modern counseling is blended with ministry practices such as the use of prayer. Students learn general counseling theory and practice while being challenged to increase their understanding of ministerial work. Courses may combine a strong core of traditional instruction with components that are highly experiential in nature, such as supervised counseling sessions, role-plays, and other interactive activities. Students learn how to counsel the diverse range of individuals who may present to them, generate initiatives within local congregations, and inspire the lay ministry within their denominations. You should graduate with an enhanced sense of professionalism and new ideas for volunteer work. Psychopharmacology is a branch of psychology that deals with the effects of drugs on the mind and behavior. It involves the study of how drugs affect brain function, and how they can be used to treat mental disorders and neurological conditions. Professional courses are available for healthcare workers who are interested to learn more about psychopharmacology. They’re helpful to gain a better understanding of the medications used to treat mental health conditions and how they work. Participants may include physicians, nurses, psychologists, social workers, occupational therapists, counselors, and case managers. Becoming a licensed psychopharmacologist requires a significant amount of education, typically at least 12 years of training after high school. You’ll need to: (a) earn a bachelor’s degree in a field such as psychology, biology, or pharmacology; (b) attend medical school and earn a medical degree (M.D. or D.O.); (c) complete a residency in psychiatry; (d) obtain a license to practice medicine in your state; and (e) consider pursuing additional training or certification in psychopharmacology. Psychopharmacologists work closely with psychiatrists, psychologists, and other mental health professionals to develop and evaluate the use of medications in the treatment of conditions. Rehabilitation counseling is one of the fields of psychology that focuses on helping people directly. Counselors assist individuals with physical, mental, developmental, or emotional disabilities to achieve their full potential and lead independent, productive lives. Rehabilitation counselors work with individuals who have disabilities or mental health conditions. Disabilities may be developmental or caused by accidents, injuries, or health conditions. Techniques and approaches to help their clients overcome challenges include counseling, psychotherapy, cognitive-behavioral therapy, and other evidence-based interventions. Rehabilitation counselors also help their clients develop coping skills, set achievable goals, and develop strategies for achieving those goals. They may work with clients on a one-on-one basis or in group settings, and may collaborate with other professionals, such as physicians, occupational therapists, and social workers, to provide comprehensive support to their clients. To become a rehabilitation counselor, you typically need to first earn a bachelor’s degree in rehabilitation counseling or a related field, such as psychology, social work, or special education. After earning a bachelor’s degree, you can pursue a master’s degree in rehabilitation counseling, which typically takes two to three years to complete. A master’s degree program typically includes coursework in counseling techniques, disability-related laws and policies, and assessment and diagnosis of disabilities. Some states also require rehabilitation counselors to be licensed or certified in order to practice. School Counseling and Psychology School counseling and psychology is a field that involves working with students in educational settings to promote their academic, personal, and social development. School counselors and psychologists are trained to understand the psychological, social, and emotional factors that can impact a student’s learning and well-being. They use this knowledge to help students overcome challenges and succeed in school. School counselors typically work with students in elementary, middle, and high schools. They may provide individual counseling, group counseling, or classroom instruction to help students develop skills such as problem-solving, conflict resolution, and communication. School counselors may also work with teachers and parents to develop academic and career plans for students. Additionally, they may provide resources and support to students and families facing personal, social, or academic challenges. School psychologists are trained to use psychological principles and techniques to understand and address the psychological and behavioral needs of students. They may work with individual students or with groups of students to assess and treat mental health problems, such as anxiety, depression, or learning disabilities. School psychologists may also work with teachers and school administrators. Together, they develop and implement programs and interventions to improve academic achievement and promote positive social and emotional development among students. To become a school counselor or psychologist, you typically need to earn a master’s degree in school counseling or school psychology. These programs may include coursework in counseling techniques, child and adolescent development, assessment and diagnosis of psychological and learning disorders, and research methods. Some states also require school counselors and psychologists to be licensed or certified in order to practice. Social psychology is a branch of psychology where you examine how people’s thoughts, feelings, and behaviors are influenced by the presence and actions of others. It’s routinely included in general courses in psychology, as it’s one of the main subfields. Social psychology encompasses topics such as group dynamics, social influence, and interpersonal relationships. Some of the key areas of study include social cognition, social perception, social influence, and social interaction. You can study this branch at any level, from a bachelor degree through to a masters or doctorate. Potential careers where your knowledge and skills may be useful include academia, counseling, education, human resources, licensed psychologist, marketing, public health, social research, and social work. Social Services and Social Work Social services involves providing support and assistance to individuals and families in need. Social workers, who are trained professionals in the field of social services, help people cope with challenges they may be facing, such as poverty, domestic violence, substance abuse, mental illness, or disability. Social workers may provide individual and family counseling, advocate for their clients’ rights, and connect them with resources and support services in their communities. They work in hospitals, schools, mental health clinics, and government agencies. They may also work in private practice or for non-profit organizations. Some social workers help clients facing a disability or a life-threatening disease or a social problem, such as inadequate housing, unemployment, or drug addiction. Professionals in this field of psychology also assist families that have serious domestic conflicts, sometimes involving child or spousal abuse. Some social workers conduct research, advocate for improved services, engage in systems design or are involved in planning or policy development. There are several different types of social workers, including clinical, who provide mental health services; child and family, who work with children and families to address issues such as child abuse and neglect, adoption, and foster care; and school, who work in educational settings to support the academic and social-emotional development of students. To become a social worker, you typically need to earn a bachelor’s degree in social work (BSW) or a related field, such as psychology, sociology, or human services. After earning a bachelor’s degree, you can pursue a master’s degree in social work (MSW).Programs may include coursework in social work theories and practices, as well as supervised fieldwork or internships. Sport and Exercise Psychology Sport and exercise psychology is a field of psychology that focuses on the psychological and social aspects of sport and physical activity. Sport and exercise psychologists work with athletes, coaches, and other professionals to improve performance, enhance motivation, and increase enjoyment of sport and exercise. They may also work with individuals who are not athletes, but who are seeking to improve their physical health and well-being through exercise and physical activity. Sport and exercise psychologists use techniques such as counseling, psychotherapy, and cognitive-behavioral therapy. These help athletes and other active individuals overcome mental and emotional barriers to performance and success. They may also use methods such as goal-setting and visualization, and work with teams and organizations to create positive and supportive environments that foster growth and development. To become a sport and exercise psychologist, you typically need to earn a doctoral degree in sport and exercise psychology or a related field, such as psychology or kinesiology. Doctoral programs take four to six years to complete and include coursework in advanced topics in sport and exercise psychology, as well as supervised research experience. Substance Abuse Psychology Substance abuse is a field of psychology that focuses on treating drug and alcohol abuse disorders. The disorders are characterized by the persistent use of drugs or alcohol despite negative consequences. Counselors and psychologists work with individuals who have disorders, as well as their families. They identify the underlying causes of the problem and develop strategies for overcoming addiction. Techniques are available such as counseling, psychotherapy, and cognitive-behavioral therapy, to help clients achieve long-term recovery. To become a counselor, you’ll need to earn a bachelor’s degree in a related field, such as psychology, social work, or human services, and complete a certification program in substance abuse counseling. To become a substance abuse psychologist, what’s normally required is a doctoral degree in psychology, with a focus on substance abuse and addiction.

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There are two approaches you can take to education, a macro approach and a micro approach, although these two approaches are not mutually exclusive. A macro approach, as the name implies, focuses on education at a larger scale, at the level of institutions, accreditation, academic program design, and so on. In contrast, a micro approach to education is more granular and focuses on learning at the course level and below, at the level of specific topics and learning points. The terms “microlearning” and “micro-education,” while ambiguous and used in several different ways in different contexts, are sometimes used to denote learning in short, concentrated bursts on specific topics or skills. It’s no accident that the concept of microlearning has emerged in the era of the smartphone, as students and professionals are regularly ingesting content from mobile devices while on the go. In the smartphone era, there is generally a demand for highly modular and tightly focused learning experiences, in contrast to more traditional forms of e-learning such as lengthy video lectures or textbook chapters. Forms of microlearning vary, but they include things such as mobile-friendly quizzing, concentrated (3–5 minute) educational videos, and so on. Regardless of form, the aim of microlearning is to provide maximum educational benefit with a minimum time commitment on any particular topic. One of the clearest examples of microlearning is the following popular YouTube video from CGP Grey (currently with over 12 million views), The Difference Between the United Kingdom, Great Britain and England Explained: In this video, a fairly complex (and admittedly fast-paced) narrative about the distinction between these overlapping political entities is distilled into a five-minute audiovisual microlearning experience. This microlearning experience is surprisingly efficient and engaging, despite its level of information density and its accelerated pace of narration. What is clear to me is that this mode of learning, video plus microlearning, is the mode that typifies learning in the age of mobile devices. A student on the go carrying a smartphone with five minutes to spare can learn a great deal about a topic in a short amount of time, while that same student may not have time to sit through an hour-long video lecture or read an entire textbook chapter, at least not while on the go. There are several advantages to thinking of education in terms of a series of microlearning experiences: An objection to microlearning as a standard for education might be that some concepts or topics are too simply complex, too subtle to be distilled into 3–5 minute educational experiences. While this is true to some extent, many topics can be distilled further than they are given credit for, and complex topics can always be broken down into smaller and smaller components suitable for a series of microlearning experiences. Rather than teaching complex topics in a large-scale, linear fashion, a complex topic could be broken down into a large set of modular 3–5 minute microlearning experiences that do not necessarily need to be consumed in sequence (although there may be a natural conceptual progression for topics that are inherently cumulative or build upon more foundational topics). The interesting challenge in creating microlearning experiences, from the content development and instructional design standpoints, is to constantly challenge yourself to create microlearning experiences that are simultaneously as efficient, engaging, compact, and modular as possible, but in a way that is also interesting, novel, and creative, even beautiful. There are several top-notch creators of educational YouTube videos that I consider to be in the category of microlearning experiences in a broad sense, which are worthy of study for their ability to bring concepts and ideas to life in a concise and engaging way. For example, in alphabetical order: Not all of these content creators stick strictly to my arbitrary timeframe of 3–5 minutes for a microlearning experience, with some videos being several minutes longer. But they all have in common the attempt to distill a complicated topic to its essence, and to present that essence to learners in an engaging and efficient way. The modularity of microlearning learning assets gives inherent flexibility to educational content developers and instructional designers in terms of how to incorporate microlearning experiences into any particular course, whether online courses in higher education or in professional development training courses. Microlearning experiences can be used to supplement more traditional modes of content presentation. Or a series of microlearning experiences themselves can form the basis for a course’s overall learning path and structure. By extension, the modularity of microlearning experiences likewise gives students the flexibility to learn and explore in whatever progression and pace they choose, as needed to focus on particular learning point, and in whatever free time they have. While there are less audiovisual forms of microlearning experiences, such as short, mobile-friendly quizzes, I myself tend to think of microlearning in an audiovisual sense. The plethora of simple media production tools, such as the VideoScribe whiteboarding video creation software, makes it easy to create concise and engaging microlearning experiences with a minimum of technical knowledge or media production experience. With the availability of these sorts of video creation tools, there is little reason to shy away from adding engaging microlearning experiences into the courses you are creating as an educational content developer or instructional designer, whether in the form of microlearning assets that you yourself create or those created and shared freely by others, such as the educational videos from the YouTube channels listed above and similar. We live and work in a unique time in the history of education when it has never been easier to create microlearning experiences that are concise, engaging, effective, and visually beautiful ways to learn. And yet, too often, we fall back on old habits, patterns, schemas, and content development methods, not realizing that the world of content creation and content consumption has changed around us. As instructional designers we must resist the status quo, even tried and true methods of yesterday, for the sake of creating beautiful and efficient learning experiences for today’s learners.

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Research on the neuroscience of sleep shows us that good sleep is an exquisite system of coordinated brain activity that improves daily cognitive function, removes waste products from the brain, and supports mental and physical health. All mammals require sleep, from complex multicellular organisms like us, to small, simpler organisms like nematodes. Sleep plays an important role in many of our bodily functions and systems such as: Immune system health Mood and attention Poor quality sleep is associated with multiple negative health effects, so understanding how to fall asleep easily and stay asleep soundly is critical. Why do we need a good night’s sleep? Quality of sleep impacts almost everything we do in our daily lives, and evolutionarily speaking, the fact that we sleep at all is highly curious, as the specific functions and pathways that sleep act upon are still somewhat unclear. Each night (or day with mammals who sleep during the day) mammals all over the world essentially take their brains offline and essentially put themselves in a vulnerable state to restore, renew and even dream. Sleeping must be a vital health promoting function for animals to risk putting themselves in danger by essentially becoming vulnerable to prey. However, it is through understanding the negative consequences of poor sleep that we begin to unravel how essential sleep is. Individuals with a regulated circadian rhythm, or daily sleep wake cycle, often perform better on multiple tasks, and a lot of this can be attributed to the specific brain health benefits of each of the sleep stages. You nights sleep is divided into four distinct phases: Stage 1: drowsy, surface level, the beginning of sleep (8 - 13 Hz) Stage 2: interesting brain activity here when measured by EEG, characterized by small clusters of activity known as sleep spindles. (10 - 15 Hz oscillations) Stage 3: moderate deep sleep, spindles still occur but characterized by prolonged periods of low amplitude waves. (2 - 4 Hz) Stage 4: low frequency, but high amplitude waves known as delta waves occur here. (0.5 - 2 Hz) Interspersed throughout the stages are periods of deep sleep known as rapid eye movement sleep (REM sleep). Notably, REM sleep stages are characterized by brain activity remarkably similar to awake states. REM sleep states have been investigated for their role in improving learning and memory, but its broader effects on overall processing ability are still unclear. What is clear is how devastating a lack of sleep, or insomnia, is on the brain. Neurodegeneration and hormonal imbalances are correlated with poor quality sleep in addition to reduced attention, memory, and disruptions of mood. Cognitive-behavioral therapy (CBT-I) is awesome for improving sleep Cognitive-behavioral therapy (CBT) is a tool used by mental health specialists to disrupt the negative thought patterns that underlie many psychological ailments; in combination with pharmacological interventions, CBT has been proven to improve cognitive functioning and overall mental wellness in patients experiencing psychiatric distress. With regards to sleep disorders, CBT for insomnia (CBT-I) techniques are effective in changing maladaptive thought processes that prevent patients from achieving quality sleep. For example, many people suffering from insomnia report that the anxiety of needing a good night’s sleep actually interferes with their ability to fall asleep -- cognitive roadblocks like these are especially susceptible to being changed through CBT-I. Changing the thought patterns that cause these types of disruptions can make all the difference in improving sleep. Behavioral methods under the umbrella of CBT-I can also be helpful for improving sleep by changing or reframing the behaviors that cause insomnia. For instance, many sleep specialists will recommend that individuals not use their bedroom for anything but sleep and intimacy, and keep all distractions such as work and television in other areas of the home. Techniques like these improve sleep hygiene and reframe the role of sleep in patients’ lives. How can I improve my sleep? Some helpful tips for getting better sleep. The importance of sleep to health is clear, so much so that improving sleep duration and quality is the goal of many health practitioners in treating concurrent health conditions. Depression, obesity and heart disease are only some of the negative health effects associated with insomnia. Many sleep specialists will recommend that patients take a hard look at their habits leading up to sleep, also known as sleep hygiene. These habits include: Going to bed at a consistent time each night. Waking up at the same time each morning. Some studies show that this is more important than bedtime consistency. Ensuring your room is quiet and dark. Use comfortable, breathable, cotton or linen sheets. Remove electronic devices and bright lights from your immediate surroundings. Avoid caffeinated beverages before sleep. Increase frequency of exercise during your morning routine. Luckily, there are many avenues for treating insomnia to help patients get better sleep, and they range from pharmaceutical interventions to non-invasive, therapeutic techniques. However, sleep medications commonly prescribed in the US are often criticized for making the residual effects of sleep deprivation worse during waking hours, despite improved time to sleep. These interventions are known to interfere with sleep cycling. Thus, non-pharmacological interventions have been proposed as effective alternatives including everything from hypnotherapy, talk therapy, and especially cognitive-behavioral therapy. It is important to treat your sleep as a critical component of health, and to loop your physician in if you are experiencing sleep disruptions. Common sleep disorders such as sleep apnea are known to affect daily functioning, for instance. You can start reclaiming your sleep right now by: Monitoring the signs of sleep apnea: ask anyone who has seen you sleep if you snore, and if they have noticed your breathing stop. Asking your physician to order a sleep study: a sleep study will clarify whether or not your sleep cycles are being disrupted. Sleep study devices monitor breathing, heart rate, and decibels to determine whether your snoring is causing significant harm to your breathing. Practice good sleep hygiene: give yourself all the tools to succeed and maintain healthy sleep habits. Consider CBT for insomnia: sleep is a product of healthy habits both physical and cognitive; seeking CBT-I as another method for alleviating insomnia can equip you with many of the tools you need to achieve optimal sleep. You can even access these services through an online model. As you age, a good night’s sleep is especially important. It helps to improve various cognitive skills like concentration and memory formation, refreshes your immune system and repairs cellular damage which may have occurred during the day. which in turn helps to prevent disease. Your brain is constantly changing, adapting, and learning and without high-quality sleep, your brain lacks the tools it needs to function well during waking hours or optimize healing. Without good sleep we lose the opportunity to process and consolidate memories. Healthy and consistent sleep allows you to integrate memories, heal traumas and work through daily conflicts through dreamtime and deep rest. Without good sleep we are likely not integrating our conflicts and healing our old traumas as well as we would with consistent sleep time and dreamtime. Sleep disorders need out full attention, and finding the solutions to correct them can be challenging. Through understanding the particulars of your sleep challenges, getting well diagnosed and treated and employing CBT-I principles, a more rested next day is possible! Fitzgerald, Timothy, and Jeffrey Vietri. “Residual Effects of Sleep Medications Are Commonly Reported and Associated with Impaired Patient-Reported Outcomes among Insomnia Patients in the United States.” Sleep disorders vol. 2015 (2015): 607148. doi:10.1155/2015/607148 Goel, Namni et al. “Circadian rhythms, sleep deprivation, and human performance.” Progress in molecular biology and translational science vol. 119 (2013): 155-90. doi:10.1016/B978-0-12-396971-2.00007-5 Gonzales, D.L., Zhou, J., Fan, B. et al. A microfluidic-induced C. elegans sleep state. Nat Commun10, 5035 (2019). https://doi.org/10.1038/s41467-019-13008-5 Peever, John, and Patrick M Fuller. “Neuroscience: A Distributed Neural Network Controls REM Sleep.” Current biology : CB vol. 26,1 (2016): R34-5. doi:10.1016/j.cub.2015.11.011 Peter, Lukas et al. “Effectiveness of an Online CBT-I Intervention and a Face-to-Face Treatment for Shift Work Sleep Disorder: A Comparison of Sleep Diary Data.” International journal of environmental research and public health vol. 16,17 3081. 24 Aug. 2019, doi:10.3390/ijerph16173081 Purves D, Augustine GJ, Fitzpatrick D, et al., editors. Neuroscience. 2nd edition. Sunderland (MA): Sinauer Associates; 2001. Stages of Sleep. Available from: https://www.ncbi.nlm.nih.gov/books/NBK10996/ Van Someren, E.J., Cirelli, C., Dijk, D.J., Van Cauter, E., Schwartz, S. and Chee, M.W., Disrupted sleep: from molecules to cognition. Journal of Neuroscience, 35(41), pp. 13889–13895 (2015)

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Are you curious about the scientific secrets behind a strong love connection? Did you know your brain chemistry is pivotal in determining how and why you fall in love? This blog post will unveil intriguing facts relating to the neuroscience of love, explaining how hormones and neurotransmitters shape our feelings, emotions, and relationships. Get ready to discover how science is intertwined with Cupid’s arrow! The Chemistry of Love Chemical signals in our brains, such as oxytocin and vasopressin, play a crucial role in creating feelings of lust, attraction, and companionship. Lust, attraction, and companionship Lust starts the engine, fueled by hormones like testosterone and estrogen. This passionate desire sets the stage for a potential connection but isn’t enough to sustain a long-term bond. Enter attraction – your heart races, palms sweat thanks to adrenaline-producing chemicals like dopamine and norepinephrine. Yet still, this fiery phase burns out eventually unless companionship comes into play. Here’s where oxytocin reigns supreme, deepening bonds through shared interests, empathy, cooperation, and mutual understanding in everyday life situations. It’s not just about scintillating conversations or heart-skipping moments; love also thrives on these quiet acts of authentic companionship! The role of neurotransmitters (oxytocin, vasopressin, endorphins) Neurotransmitters like oxytocin, vasopressin, and endorphins create strong love connections. These chemicals trigger feelings of closeness, attachment, and happiness. Oxytocin, often called the “love hormone,” is released during physical touch and emotional intimacy, promoting trust and bonding between partners. Vasopressin helps regulate social behavior and plays a role in mate selection and monogamy. Endorphins create pleasure and euphoria when we’re with someone we love. These neurotransmitters contribute to the powerful chemistry that fuels emotional bonds in romantic relationships. How do these chemicals affect our emotions and behavior Neurochemicals play a significant role in shaping our emotions and behavior regarding love. Releasing dopamine, norepinephrine, serotonin, oxytocin, and vasopressin can significantly influence our romantic attachments. Dopamine is responsible for the feeling of pleasure and reward, making us crave more time with our loved ones. Norepinephrine creates a sense of exhilaration and excitement that often accompanies new relationships. Serotonin helps regulate mood, while oxytocin promotes feelings of trust and bonding. Lastly, vasopressin contributes to long-term commitment and loyalty. These chemicals work together to create intense emotions and drive our relationship behaviors. The Brain in Love The brain plays a crucial role in forming and maintaining strong connections, as it influences our emotions, behavior, and the overall dynamics of relationships. The role of the brain in forming and maintaining strong connections Our brain plays a crucial role in forming and maintaining strong connections with others. It orchestrates the intricate dance of emotions, thoughts, and behaviors that make up our relationships. Through its complex network of neurons and neurotransmitters, the brain influences our ability to connect with others on an emotional level. It helps us develop empathy, understanding, and cooperation – which are essential for a successful relationship. The release of neurochemicals such as dopamine, oxytocin, and vasopressin also contributes to feelings of love and attachment. So next time you feel that spark with someone special, remember that it’s not just your heart at work – it’s your brain too! The impact of brain activity on relationships Our brain plays a vital role in forming and maintaining strong relationships. It influences our emotions, thoughts, and behaviors, shaping our connections with others. The activity in our brain affects how we communicate, empathize, and build trust with our partners. Neurochemicals like dopamine and oxytocin are released during moments of connection and intimacy, strengthening the emotional bond between two individuals. By understanding the impact of brain activity on relationships, we can foster deeper connections built on empathy, cooperation, and mutual understanding for long-lasting love chemistry. The importance of communication and empathy Communication and empathy play a crucial role in building strong love connections. When communicating effectively with our partners, we can express our needs, desires, and feelings openly. This creates an environment of trust and understanding where both parties feel heard and valued. Additionally, empathy allows us to put ourselves in our partner’s shoes and understand their perspective, which fosters compassion and support within the relationship. Couples can strengthen their emotional bond and create a more profound intimacy by actively listening to and validating each other’s emotions. Good communication also helps resolve conflicts more effectively, leading to healthier and happier relationships. The Senses and Love Discover how our five senses play a crucial role in building and deepening love connections. From the sight of your partner’s smile to the touch of their hand, delve into the science behind sensory experiences in relationships. How our five senses (sight, touch, smell, taste, hearing) contribute to love connections Our five senses play a crucial role in forming and strengthening love connections. Through sight, we can appreciate the physical appearance of our partners and feel a sense of attraction. Touch allows us to experience intimacy and closeness through gentle caresses or passionate embraces. The sense of smell can also be powerful, as certain scents can trigger memories and evoke strong emotions. Tasting delicious foods together can create shared experiences and enhance the bond between two individuals. Lastly, hearing enables us to communicate effectively, listen attentively, and build understanding in our relationships. The role of sensory experiences in bonding and attraction Our senses play a crucial role in forming deep connections and sparking attraction. When we see someone who catches our eye, their physical appearance can elicit an immediate response. How they look, move, and carry themselves contribute to the initial attraction. Our sense of touch also comes into play, as physical contact releases oxytocin, a hormone that fosters feelings of bonding and closeness. The smell is another powerful sense that can attract us to someone or enhance our connection. Certain scents can trigger positive emotions and create a strong association with our partner. The Science of Long-Term Relationships Learn how commitment, trust, and shared experiences are crucial in building and maintaining a strong love connection over time. Discover the science behind lasting relationships and unlock the secrets to relationship satisfaction. Building lasting connections Building lasting connections is crucial to creating and maintaining strong love relationships. It goes beyond the initial attraction and chemistry to establish an emotional bond that can withstand the test of time. Building lasting connections relies on commitment, trust, and shared experiences. By investing in these elements, couples can deepen their connection and create a solid foundation for a long-term relationship. This involves actively nurturing the relationship through open communication, empathy, cooperation, and generosity toward one another. With these efforts in place, couples can ensure that their love connection remains strong and fulfilling over time. The role of commitment, trust, and shared experiences Commitment, trust, and shared experiences are crucial in building strong love connections. When both partners are committed to each other, they prioritize the relationship and are willing to put in the effort to make it work. Trust is also essential as it creates a sense of safety and security within the relationship. It allows couples to be vulnerable with each other and build emotional intimacy. Shared experiences strengthen the bond by creating lasting memories and reinforcing their connection. Couples can deepen their love and create a solid foundation for a long-lasting relationship by being there for one another through thick and thin. The science behind maintaining a solid love connection over time. Maintaining a strong love connection over time requires more than initial chemistry and attraction. It involves understanding the neurochemicals that play a role in building lasting connections. Oxytocin, often called the “love hormone,” is released during physical intimacy and helps strengthen emotional bonds. Vasopressin, another important neurochemical, promotes monogamy and loyalty in relationships. In addition to these chemicals, empathy is crucial in maintaining a solid connection. Understanding and sharing your partner’s emotions fosters mutual understanding and trust. Regular communication, shared experiences, and commitment are also key factors in sustaining long-term love connections. Creating a lasting bond goes beyond mere infatuation or attraction; it requires deliberate effort to nurture emotional connection and rely on neurochemistry for relationship strength. Creating a solid love connection is not just chance or fate. It involves the chemistry of attraction, the role of our brains, and the importance of our senses. Understanding the science behind love connections can build lasting relationships based on trust, empathy, and shared experiences. 1. What factors contribute to an intense love connection? Shared values, trust, effective communication, and emotional intimacy contribute to an intense love connection. 2. Can the science behind a strong love connection be applied to any relationship? Building a solid love connection can be applied to any romantic or platonic relationship. 3. Are there specific behaviors or actions that help strengthen a love connection? Behaviors such as active listening, showing appreciation and affection, spending quality time together, and resolving conflicts constructively can help strengthen a love connection. 4. How does the science behind a strong love connection impact happiness? A strong love connection has been linked to higher life satisfaction and overall happiness due to increased feelings of security, support, and emotional fulfillment.

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Nessun prodotto nel carrello. You will hear about the importance of spirituality to people, whether it is religious or non-religious. It is very important to be respectful around all spiritual dimensions as it is very important to people. Think of it as the therapeutic imagination of what spirituality means to the individual and show respect to each person, so that they can have the freedom to find, explore, revisit or discover their own beliefs. Semi-synthetic opiates such as heroin mainly activate mu opioid receptors in the central nervous system (Koob, Sanna, and Bloom 1998). As is evident from the sections above summarizing neural circuitry involved in addiction and chronic pain, the boundary between the neurobiological and psychological aspects of these conditions is somewhat arbitrary. Likewise, the boundary between the psychological and social components is poorly defined, reflecting the central concept of the BPS model, that health and disease involve biological, psychological, and social factors that influence one another in a reciprocal, highly dynamic manner . Meints and Edwards (2018) divide psychosocial variables involved in chronic pain into two main categories. The Psychodynamic Model of Addiction Two experimental studies also implicate sociocultural influences in the development of body image concerns in young children. Dittmar and colleagues (2006) found that 5- to 8-year-old girls who were exposed to images of Barbie then reported lower body esteem and greater desire for thinness compared to those who were exposed to Emme (a US size 16 doll) or no doll. This effect was already evident in 5.5- to 6.5-year-old girls, but was more pronounced in 6.5- to 7.5-year-old girls. - Notions of a pathologized self, deeply enmeshed with personal identity, may lead an individual to internally negotiate a relationship between the self and the brain (Dumit 2003). - The treatment model’s primary focus concerns the dialectic between acceptance and behavior change across four main therapeutic stages. - A survey (Grant et al., 2011) in the United States showed that 19% of transgender respondents had been refused care because of their gender identity, and 28% had delayed seeking health care because of experience with health care providers’ negative attitudes toward transgender people. - The model was developed by George L. Engel, a psychiatrist at the University of Rochester, and putatively discussed in an article published in 1977 in Science, where he posited “the need for a new medical model” (Engel, 1977). Although a brain disease model legitimizes addiction as a medical condition, it promotes neuro-essentialist thinking, categorical ideas of responsibility and free choice, and undermines the complexity involved in its emergence. We propose a ‘biopsychosocial systems’ model where psycho-social factors complement and interact with neurogenetics. A systems approach addresses the complexity of addiction and approaches free choice and moral responsibility within the biological, lived experience and socio-historical context of the individual. We conclude with a discussion of the model and its implications for drug policy, research, addiction health care systems and delivery, and treatment of substance use problems. Non-pharmacological treatments for addiction and chronic pain This is one path to follow for new opportunities for treatment and intervention directed toward prevention. Accordingly, an analysis of the ethical, legal and social issues around other problems of addiction, such as prescription opiate misuse for pain management, may also be examined within the context of our proposed framework. Furthermore, some communities are targeted more heavily with alcohol and tobacco advertisements and have more availability of drugs of abuse than others, particularly impoverished communities (Primack et al., 2007; Rose et al., 2019). Therefore, the social environment in which one exists contributes to their risk of addiction. The multifaceted disorder needs a multifaceted conceptualization, and we find that in the biopsychosocial model of addiction (Marlatt & Baer, 1988). Rather than pinpoint the one thing that causes addiction, we now understand that a constellation of factors contributes to a person being more or less at risk for addiction. - The objective of these trials is to investigate the benefits and risks of administering medically supervised, pharmaceutical-grade injectable heroin to chronic opiate users where other treatment options, such as methadone maintenance therapy, have failed. - Addiction consists of interacting biological and psychosocial mechanisms because the mechanism (e.g., the behaviour) contributing to addiction involves action within a social system. - You can further explore poverty, race, gender, and other examples of intersectionality that may play a role in a person’s substance use/addiction as you are working with them, ensuring your work is cultural, spiritual, gender-sensitive and trauma-informed. - It may further challenge understandings of “accepted” identities, such as health seeking and rational, as opposed to “contested” identities, such as addict, intoxicated, and at-risk (Fry 2008). - The multifaceted disorder needs a multifaceted conceptualization, and we find that in the biopsychosocial model of addiction (Marlatt & Baer, 1988). Finally, Stage 4 promotes the acceptance and normality of human suffering and enhances the life skills necessary to live with contentment and difficulties simultaneously. This final stage includes contingency management, where individuals learn to observe consequences of their own behavior such that workable, adaptive https://www.healthworkscollective.com/how-choose-sober-house-tips-to-focus-on/ responding is increased, and maladaptive responding is decreased (Linehan et al., 2006). In spite of this strong behavioral focus, at least the language and techniques of DBT borrows heavily from fields far beyond behavior analysis and traditional behavior therapy (e.g., influences from Zen Buddhism; Robins, 2002). An Introduction to Behavioral Addictions Repeated drug use reduces baseline activity of these circuits, partly setting the stage for withdrawal/negative affect to drive drug-taking. Acute withdrawal from several drugs, including opioids, involves hyperactive corticotropin-releasing factor (CRF) and norepinephrine (NE) neurotransmitter systems, the endogenous antireward opioid dynorphin, substance P, neuropeptide Y, vasopressin, and nociceptin. The preoccupation/anticipation stage is marked by drug craving, key to the relapsing nature of Top 5 Tips to Consider When Choosing a Sober House for Living the addiction cycle. Compromised cognition, memory, and inhibitory control involve the hippocampus, mPFC and orbitofrontal cortex (OFC; . As the authors discuss below, many of the structures, circuits, and neurochemical mediators that drive SUD are also involved in chronic pain. Many reports support the notion that solution-focused brief psychotherapy (SFBP) has worked well for individuals with SUD, and more modern group-based SFBP approaches have continued to be successful [121, 122, 127]. While making a decision is itself a mental act, a mental act or event does not cause behaviour alone, but is one part of the complex process between neuronal firing and action. Once an intention has been formed for example, to use substances one is aware of the intention, though intention itself does not sufficiently cause the individual to seek out or use drugs. From a neuroscience perspective, it is difficult to see such actions as completely free, particularly when explanations of natural phenomena are understood as causally ordered. The notion of free choice becomes particularly troublesome due to the conscious experience of acting freely. As Searle (2004) argues, “there is a striking difference between the passive character of perceptual consciousness and the active character of what we might call ‘volitional consciousness’“ (41). People often debate the best and most effective approach to addiction treatment and recovery. Does viewing addiction through the biopsychosocial model change… Along with genetics, another contributing factor to the risk of addiction is one’s psychological composition. Some individuals may be more affected by the rewarding effects of drugs of abuse because they are trying their best to regulate painful emotions. MBSR and similar strategies that target aberrant learning have been shown to interrupt the progression of addiction to opioids . Mindfulness trainings reduce the intense neural reactivity to drug-cues, reduce cravings, and uncouple negative affective states from the previously induced, self-medicated state . It is important to note that one person’s reaction to the reward experience may be quite different from another’s. This realization should help us cultivate empathy for those with addiction—it is very likely that others truly do not know how drugs make them feel. As advocates of mental health and wellness, we take great pride in educating our readers on the various online therapy providers available. MentalHelp has partnered with several thought leaders in the mental health and wellness space, so we can help you make informed decisions on your wellness journey. Applying a solution-focused mindset to other psychotherapies, including CBT and MBSR, has also led to positive outcomes in the treatment of SUD and depression [127, 132]. Another advantage of SFBP is its cost effectiveness, due to its brief duration yet surprisingly long-term positive outcomes for many. Although no studies to date have examined the efficacy of SFBP specifically for the treatment of OUD, application of this approach to OUD seems promising. Addiction-related behaviours affect the health of both individuals and communities, either protectively or harmfully. The behaviours influence the extent an individual is able to mobilize and access resources to achieve goals and adapt to adverse situations (Raphael 2004). For example, an individual’s socioeconomic status is correlated with increased negative consequences from substance use, such as increased sharing of used injecting equipment and higher prevalence rates of Human Immunodeficiency Virus (HIV) and hepatitis C (Strike, Myers, and Millson 2004). The factors that increase an individual’s risk for addiction are numerous, yet they all find their place in the biopsychosocial model of addiction (Marlatt & Baer, 1988). Taken together, this model provides a holistic conceptualization of addiction that acknowledges the complexity of the disorder and provides guidance toward a solution, which must necessarily be multifaceted and holistic as well. The more we know about the biopsychosocial model, the more we can foster accurate empathy for those with addiction and work toward effective treatment and prevention efforts. All course materials will be included, as will the post-test required for course completion. For immediate results and faster certificate processing an email containing instructions on how to access your post-test online will be sent to the email address provided at checkout. Should you not want to submit the test yourself, a mail/fax form is also included that will allow you to mail or fax your test responses to us for processing.

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Scientists at the University of Wisconsin–Madison have achieved a significant milestone in the field of neuroscience by successfully developing 3D-printed brain tissue that functions like natural brain tissue. This breakthrough has profound implications for the study and treatment of neurological and neurodevelopmental disorders such as Alzheimer’s and Parkinson’s disease. The team, led by Professor Su-Chun Zhang of UW–Madison’s Waisman Center, believes that this 3D-printed brain tissue could offer valuable insights into the communication and interaction between brain cells and different parts of the brain. Zhang describes it as a potentially revolutionary tool that could transform our understanding of stem cell biology, neuroscience, and the underlying causes of various neurological and psychiatric conditions. Previous attempts at printing brain tissue were hampered by limitations in printing methods. By taking a different approach in their study, the researchers at UW–Madison were able to overcome these obstacles. Instead of stacking layers vertically, they decided to arrange the brain cells horizontally using a softer bio-ink gel. The result is a tissue that possesses enough structure to hold itself together while remaining soft enough to allow the neurons to grow and connect with each other. The neurons are positioned next to each other in a manner similar to pencils laid on a table. One of the advantages of this new printing technique is that the tissue remains relatively thin, which helps the neurons receive sufficient oxygen and nutrients from the growth media. The cells are able to form connections within each printed layer and across different layers, forming networks that resemble those found in natural human brains. The neurons communicate, send signals, interact through neurotransmitters, and even form networks with support cells that were added to the printed tissue. In their experiments, the researchers successfully printed sections of the cerebral cortex and the striatum and were amazed by the results. Even when different cells from different parts of the brain were printed, they were still able to communicate in a distinct and significant manner. Compared to brain organoids, which are miniature organs used to study brains, the 3D-printed tissue offers a higher level of precision and control over the types and arrangement of cells. Organoids tend to grow with less organization and control. Zhang highlights the unique capabilities of his lab, emphasizing their ability to produce various types of neurons at any time and arrange them in any desired way. This flexibility allows them to closely examine how the human brain network functions under specific conditions. By printing the tissue according to their design, the researchers can focus on studying how nerve cells communicate with each other in precise ways. This level of control enables them to gain insights into the intricate workings of the human brain. The groundbreaking research on 3D-printed functional brain tissue could potentially revolutionize the field of neuroscience, leading to new discoveries and advancements in our understanding and treatment of brain-related disorders. - Source: Coherent Market Insights, Public sources, Desk research - We have leveraged AI tools to mine information and compile it

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Finding original (or "scientific") research articles: Definition and description - Definition and description - Where do I find these articles? - How do I understand them? - What's the point? Original research articles are primary sources: An "original" research article is a detailed account of research activity written by the scientists who did the research--not by someone else who is reporting on the research; it is a primary resource . Some instructors may refer to these as "scientific research" articles or as "empirical" research. Defining "empirical" research: The Merriam Webster Dictionary defines empirical as: "originating in or based on observation or experience research; capable of being verified or disproved by observation or experiment." Image source: " Lab Laboratory Research Scientific Science " by felixioncool is licensed under the CC0 license (public domain) Anatomy of a scholarly article Take a look at this very helpful web page created by librarians at NCSU (North Carolina State University). - Anatomy of a Scholarly Article Interactive display of a scholarly article. Created by NCSU Libraries, CC BY license Common characteristics of most original research articles - Written by multiple authors (usually three or more) - Authors are always identified and their credentials displayed - Long, technical article titles with specialized terminology - Lengthy--a minimum of six pages, often twenty or more - Introduction that includes the problem, question(s), and research objectives - Literature review: a description of what other scholars have written about the problem - Methods or Approach - Methods, Study, Results - Randomized, Double blind, Placebo-controlled - Article text will describe and analyze the problem, experiment or study, with technical language or jargon understood by others in that field - Chart, graphs, and/or tables often included - Lengthy references list - Published in professional or scholarly journals Here's what a citation might look like - A Pilot Study of Gene/Gene and Gene/Environment Interactions in Alzheimer Disease .By: Ghebranious, Nader; Mukesh, Bickol; Giampietro, Philip F.; Gluhch, Ingrid; Michel, Susan F.; Waring, Stephen C.; McCarty, Catherine A., Clinical Medicine & Research , Mar2011, Vol. 9 Issue 1, p17-25, 9p, 5 Charts; - Developmental Trajectories of Marital Happiness in Continuously Married Individuals: A Group-Based Modeling Approach . By: Anderson, Jared R., Van Ryzin, Mark J., Doherty, William J., Journal of Family Psychology , 08933200, Oct2010, Vol. 24, Issue 5 - Occurrence of genetically modified oilseed rape seeds in the harvest of subsequent conventional oilseed rape over time . European Journal of Agronomy , Volume 27, Issue 1, July 2007, Pages 115-122. A. Messéan, C. Sausse, J. Gasquez, H. Darmency (Also, please note that the citations above are NOT cited in either APA or MLA style.) Image source: “ Scientific citations ” by Finn Årup Nielsen is licensed under a CC BY 4.0 license - << Previous: Start here - Next: Where do I find these articles? >> - Last Updated: Feb 7, 2024 12:08 PM - URL: https://tacomacc.libguides.com/originalresearcharticles Tacoma Community College Library - Building 7, 6501 South 19th Street, Tacoma, WA 98466 - P. 253.566.5087 Visit us on Instagram! - Main Library - Digital Fabrication Lab - Data Visualization Lab - Business Learning Center - Klai Juba Wald Architectural Studies Library - NDSU Nursing at Sanford Health Library - Research Assistance - Special Collections - Digital Collections - Collection Development Policy - Course Reserves - Request Library Instruction - Main Library Services - Alumni & Community - Academic Support Services in the Library - Libraries Resources for Employees - Book Equipment or Study Rooms - Librarians by Academic Subject - Germans from Russia Heritage Collection - NDSU Archives - Mission, Vision, and Strategic Plan 2022-2024 - Staff Directory - Floor Plans - The Libraries Magazine - Accommodations for People with Disabilities - Annual Report - Donate to the Libraries - Equity, Diversity and Inclusion - Faculty Senate Library Committee - Undergraduate Research Award What is an original research article? An original research article is a report of research activity that is written by the researchers who conducted the research or experiment. Original research articles may also be referred to as: “primary research articles” or “primary scientific literature.” In science courses, instructors may also refer to these as “peer-reviewed articles” or “refereed articles.” Original research articles in the sciences have a specific purpose, follow a scientific article format, are peer reviewed, and published in academic journals. Identifying Original Research: What to Look For An "original research article" is an article that is reporting original research about new data or theories that have not been previously published. That might be the results of new experiments, or newly derived models or simulations. The article will include a detailed description of the methods used to produce them, so that other researchers can verify them. This description is often found in a section called "methods" or "materials and methods" or similar. Similarly, the results will generally be described in great detail, often in a section called "results." Since the original research article is reporting the results of new research, the authors should be the scientists who conducted that research. They will have expertise in the field, and will usually be employed by a university or research lab. In comparison, a newspaper or magazine article (such as in The New York Times or National Geographic ) will usually be written by a journalist reporting on the actions of someone else. An original research article will be written by and for scientists who study related topics. As such, the article should use precise, technical language to ensure that other researchers have an exact understanding of what was done, how to do it, and why it matters. There will be plentiful citations to previous work, helping place the research article in a broader context. The article will be published in an academic journal, follow a scientific format, and undergo peer-review. Original research articles in the sciences follow the scientific format. ( This tutorial from North Carolina State University illustrates some of the key features of this format.) Look for signs of this format in the subject headings or subsections of the article. You should see the following: Scientific research that is published in academic journals undergoes a process called "peer review." The peer review process goes like this: - A researcher writes a paper and sends it in to an academic journal, where it is read by an editor - The editor then sends the article to other scientists who study similar topics, who can best evaluate the article - The scientists/reviewers examine the article's research methodology, reasoning, originality, and sginificance - The scientists/reviewers then make suggestions and comments to impove the paper - The original author is then given these suggestions and comments, and makes changes as needed - This process repeats until everyone is satisfied and the article can be published within the academic journal For more details about this process see the Peer Reviewed Publications guide. This journal article is an example. It was published in the journal Royal Society Open Science in 2015. Clicking on the button that says "Review History" will show the comments by the editors, reviewers and the author as it went through the peer review process. The "About Us" menu provides details about this journal; "About the journal" under that tab includes the statement that the journal is peer reviewed. There are a variety of article types published in academic, peer-reviewed journals, but the two most common are original research articles and review articles . They can look very similar, but have different purposes and structures. Like original research articles, review articles are aimed at scientists and undergo peer-review. Review articles often even have “abstract,” “introduction,” and “reference” sections. However, they will not (generally) have a “methods” or “results” section because they are not reporting new data or theories. Instead, they review the current state of knowledge on a topic. Press releases, newspaper or magazine articles These won't be in a formal scientific format or be peer reviewed. The author will usually be a journalist, and the audience will be the general public. Since most readers are not interested in the precise details of the research, the language will usually be nontechnical and broad. Citations will be rare or nonexistent. Tips for Finding Original research Articles Search for articles in one of the library databases recommend for your subject area . If you are using Google, try searching in Google Scholar instead and you will get results that are more likely to be original research articles than what will come up in a regular Google search! For tips on using library databases to find articles, see our Library DIY guides . Tips for Finding the Source of a News Report about Science If you've seen or heard a report about a new scientific finding or claim, these tips can help you find the original source: - Often, the report will mention where the original research was published; look for sentences like "In an article published yesterday in the journal Nature ..." You can use this to find the issue of the journal where the research was published, and look at the table of contents to find the original article. - The report will often name the researchers involved. You can search relevant databases for their name and the topic of the report to find the original research that way. - Sometimes you may have to go through multiple articles to find the original source. For example, a video or blog post may be based on a newspaper article, which in turn is reporting on a scientific discovery published in another journal; be sure to find the original research article. - Don't be afraid to ask a librarian for help! Search The Site Find Your Librarian Phone: Circulation: (701) 231-8888 Reference: (701) 231-8888 Administration: (701) 231-8753 Email: Administration InterLibrary Loan (ILL) - Online Services - Phone/Email Directory - Registration And Records - Government Information - Library DIY - Subject and Course Guides - Special Topics - Collection Highlights - Digital Horizons - NDSU Repository (IR) - Libraries Hours - News & Events Home » Original Research – Definition, Examples, Guide Original Research – Definition, Examples, Guide Table of Contents Original research refers to a type of research that involves the collection and analysis of new and original data to answer a specific research question or to test a hypothesis. This type of research is conducted by researchers who aim to generate new knowledge or add to the existing body of knowledge in a particular field or discipline. Types of Original Research There are several types of original research that researchers can conduct depending on their research question and the nature of the data they are collecting. Some of the most common types of original research include: This type of research is conducted to expand scientific knowledge and to create new theories, models, or frameworks. Basic research often involves testing hypotheses and conducting experiments or observational studies. This type of research is conducted to solve practical problems or to develop new products or technologies. Applied research often involves the application of basic research findings to real-world problems. This type of research is conducted to gather preliminary data or to identify research questions that need further investigation. Exploratory research often involves collecting qualitative data through interviews, focus groups, or observations. This type of research is conducted to describe the characteristics or behaviors of a population or a phenomenon. Descriptive research often involves collecting quantitative data through surveys, questionnaires, or other standardized instruments. This type of research is conducted to determine the relationship between two or more variables. Correlational research often involves collecting quantitative data and using statistical analyses to identify correlations between variables. This type of research is conducted to test cause-and-effect relationships between variables. Experimental research often involves manipulating one or more variables and observing the effect on an outcome variable. This type of research is conducted over an extended period of time to study changes in behavior or outcomes over time. Longitudinal research often involves collecting data at multiple time points. Original Research Methods Original research can involve various methods depending on the research question, the nature of the data, and the discipline or field of study. However, some common methods used in original research include: This involves the manipulation of one or more variables to test a hypothesis. Experimental research is commonly used in the natural sciences, such as physics, chemistry, and biology, but can also be used in social sciences, such as psychology. This involves the collection of data by observing and recording behaviors or events without manipulation. Observational research can be conducted in the natural setting of the behavior or in a laboratory setting. This involves the collection of data from a sample of participants using questionnaires or interviews. Survey research is commonly used in social sciences, such as sociology, political science, and economics. Case Study Research This involves the in-depth analysis of a single case, such as an individual, organization, or event. Case study research is commonly used in social sciences and business studies. This involves the collection and analysis of non-numerical data, such as interviews, focus groups, and observation notes. Qualitative research is commonly used in social sciences, such as anthropology, sociology, and psychology. This involves the collection and analysis of numerical data using statistical methods. Quantitative research is commonly used in natural sciences, such as physics, chemistry, and biology, as well as in social sciences, such as psychology and economics. Researchers may also use a combination of these methods in their original research depending on their research question and the nature of their data. Data Collection Methods There are several data collection methods that researchers can use in original research, depending on the nature of the research question and the type of data that needs to be collected. Some of the most common data collection methods include: - Surveys : Surveys involve asking participants to respond to a series of questions about their attitudes, behaviors, beliefs, or experiences. Surveys can be conducted in person, over the phone, through email, or online. - Interviews : Interviews involve asking participants open-ended questions about their experiences, beliefs, or behaviors. Interviews can be conducted in person, over the phone, or through video conferencing. - Observations : Observations involve observing and recording participants’ behaviors or interactions in a natural or laboratory setting. Observations can be conducted using structured or unstructured methods. - Experiments : Experiments involve manipulating one or more variables and observing the effect on an outcome variable. Experiments can be conducted in a laboratory or in the natural environment. - Case studies: Case studies involve conducting an in-depth analysis of a single case, such as an individual, organization, or event. Case studies can involve the collection of qualitative or quantitative data. - Focus groups: Focus groups involve bringing together a small group of participants to discuss a specific topic or issue. Focus groups can be conducted in person or online. - Document analysis: Document analysis involves collecting and analyzing written or visual materials, such as reports, memos, or videos, to answer research questions. Data Analysis Methods Once data has been collected in original research, it needs to be analyzed to answer research questions and draw conclusions. There are various data analysis methods that researchers can use, depending on the type of data collected and the research question. Some common data analysis methods used in original research include: - Descriptive statistics: This involves using statistical measures such as mean, median, mode, and standard deviation to describe the characteristics of the data. - Inferential statistics: This involves using statistical methods to infer conclusions about a population based on a sample of data. - Regression analysis: This involves examining the relationship between two or more variables by using statistical models that predict the value of one variable based on the value of one or more other variables. - Content analysis: This involves analyzing written or visual materials, such as documents, videos, or social media posts, to identify patterns, themes, or trends. - Qualitative analysis: This involves analyzing non-numerical data, such as interview transcripts or observation notes, to identify themes, patterns, or categories. - Grounded theory: This involves developing a theory or model based on the data collected in the study. - Mixed methods analysis: This involves combining quantitative and qualitative data analysis methods to provide a more comprehensive understanding of the research question. How to Conduct Original Research Conducting original research involves several steps that researchers need to follow to ensure that their research is valid, reliable, and produces meaningful results. Here are some general steps that researchers can follow to conduct original research: - Identify the research question: The first step in conducting original research is to identify a research question that is relevant, significant, and feasible. The research question should be specific and focused to guide the research process. - Conduct a literature review: Once the research question is identified, researchers should conduct a thorough literature review to identify existing research on the topic. This will help them identify gaps in the existing knowledge and develop a research plan that builds on previous research. - Develop a research plan: Researchers should develop a research plan that outlines the methods they will use to collect and analyze data. The research plan should be detailed and include information on the population and sample, data collection methods, data analysis methods, and ethical considerations. - Collect data: Once the research plan is developed, researchers can begin collecting data using the methods identified in the plan. It is important to ensure that the data collection process is consistent and accurate to ensure the validity and reliability of the data. - Analyze data: Once the data is collected, researchers should analyze it using appropriate data analysis methods. This will help them answer the research question and draw conclusions from the data. - Interpret results: After analyzing the data, researchers should interpret the results and draw conclusions based on the findings. This will help them answer the research question and make recommendations for future research or practical applications. - Communicate findings: Finally, researchers should communicate their findings to the appropriate audience using a format that is appropriate for the research question and audience. This may include writing a research paper, presenting at a conference, or creating a report for a client or stakeholder. Purpose of Original Research The purpose of original research is to generate new knowledge and understanding in a particular field of study. Original research is conducted to address a research question, hypothesis, or problem and to produce empirical evidence that can be used to inform theory, policy, and practice. By conducting original research, researchers can: - Expand the existing knowledge base: Original research helps to expand the existing knowledge base by providing new information and insights into a particular phenomenon. This information can be used to develop new theories, models, or frameworks that explain the phenomenon in greater depth. - Test existing theories and hypotheses: Original research can be used to test existing theories and hypotheses by collecting empirical evidence and analyzing the data. This can help to refine or modify existing theories, or to develop new ones that better explain the phenomenon. - Identify gaps in the existing knowledge: Original research can help to identify gaps in the existing knowledge base by highlighting areas where further research is needed. This can help to guide future research and identify new research questions that need to be addressed. - Inform policy and practice: Original research can be used to inform policy and practice by providing empirical evidence that can be used to make decisions and develop interventions. This can help to improve the quality of life for individuals and communities, and to address social, economic, and environmental challenges. How to publish Original Research Publishing original research involves several steps that researchers need to follow to ensure that their research is accepted and published in reputable academic journals. Here are some general steps that researchers can follow to publish their original research: - Select a suitable journal: Researchers should identify a suitable academic journal that publishes research in their field of study. The journal should have a good reputation and a high impact factor, and should be a good fit for the research topic and methods used. - Review the submission guidelines: Once a suitable journal is identified, researchers should review the submission guidelines to ensure that their manuscript meets the journal’s requirements. The guidelines may include requirements for formatting, length, and content. - Write the manuscript : Researchers should write the manuscript in accordance with the submission guidelines and academic standards. The manuscript should include a clear research question or hypothesis, a description of the research methods used, an analysis of the data collected, and a discussion of the results and their implications. - Submit the manuscript: Once the manuscript is written, researchers should submit it to the selected journal. The submission process may require the submission of a cover letter, abstract, and other supporting documents. - Respond to reviewer feedback: After the manuscript is submitted, it will be reviewed by experts in the field who will provide feedback on the quality and suitability of the research. Researchers should carefully review the feedback and revise the manuscript accordingly. - Respond to editorial feedback: Once the manuscript is revised, it will be reviewed by the journal’s editorial team who will provide feedback on the formatting, style, and content of the manuscript. Researchers should respond to this feedback and make any necessary revisions. - Acceptance and publication: If the manuscript is accepted, the journal will inform the researchers and the manuscript will be published in the journal. If the manuscript is not accepted, researchers can submit it to another journal or revise it further based on the feedback received. How to Identify Original Research To identify original research, there are several factors to consider: - The research question: Original research typically starts with a novel research question or hypothesis that has not been previously explored or answered in the existing literature. - The research design: Original research should have a clear and well-designed research methodology that follows appropriate scientific standards. The methodology should be described in detail in the research article. - The data: Original research should include new data that has not been previously published or analyzed. The data should be collected using appropriate research methods and analyzed using valid statistical methods. - The results: Original research should present new findings or insights that have not been previously reported in the existing literature. The results should be presented clearly and objectively, and should be supported by the data collected. - The discussion and conclusions: Original research should provide a clear and objective interpretation of the results, and should discuss the implications of the research findings. The discussion and conclusions should be based on the data collected and the research question or hypothesis. - The references: Original research should be supported by references to existing literature, which should be cited appropriately in the research article. Advantages of Original Research Original research has several advantages, including: - Generates new knowledge: Original research is conducted to answer novel research questions or hypotheses, which can generate new knowledge and insights into various fields of study. - Supports evidence-based decision making: Original research provides empirical evidence that can inform decision-making in various fields, such as medicine, public policy, and business. - Enhances academic and professional reputation: Conducting original research and publishing in reputable academic journals can enhance a researcher’s academic and professional reputation. - Provides opportunities for collaboration: Original research can provide opportunities for collaboration between researchers, institutions, and organizations, which can lead to new partnerships and research projects. - Advances scientific and technological progress: Original research can contribute to scientific and technological progress by providing new knowledge and insights into various fields of study, which can inform further research and development. - Can lead to practical applications: Original research can have practical applications in various fields, such as medicine, engineering, and social sciences, which can lead to new products, services, and policies that benefit society. Limitations of Original Research Original research also has some limitations, which include: - Time and resource constraints: Original research can be time-consuming and expensive, requiring significant resources to design, execute, and analyze the research data. - Ethical considerations: Conducting original research may raise ethical considerations, such as ensuring the privacy and confidentiality of research participants, obtaining informed consent, and avoiding conflicts of interest. - Risk of bias: Original research may be subject to biases, such as selection bias, measurement bias, and publication bias, which can affect the validity and reliability of the research findings. - Generalizability: Original research findings may not be generalizable to larger populations or different contexts, which can limit the applicability of the research findings. - Replicability: Original research may be difficult to replicate, which can limit the ability of other researchers to verify the research findings. - Limited scope: Original research may have a limited scope, focusing on a specific research question or hypothesis, which can limit the breadth of the research findings. About the author Researcher, Academic Writer, Web developer You may also like Humanities Research – Types, Methods and Examples Scientific Research – Types, Purpose and Guide Historical Research – Types, Methods and Examples Documentary Research – Types, Methods and... Artistic Research – Methods, Types and Examples - SpringerLink shop Types of journal articles It is helpful to familiarise yourself with the different types of articles published by journals. Although it may appear there are a large number of types of articles published due to the wide variety of names they are published under, most articles published are one of the following types; Original Research, Review Articles, Short reports or Letters, Case Studies, Methodologies. This is the most common type of journal manuscript used to publish full reports of data from research. It may be called an Original Article, Research Article, Research, or just Article, depending on the journal. The Original Research format is suitable for many different fields and different types of studies. It includes full Introduction, Methods, Results, and Discussion sections. Short reports or Letters: These papers communicate brief reports of data from original research that editors believe will be interesting to many researchers, and that will likely stimulate further research in the field. As they are relatively short the format is useful for scientists with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full Original Research manuscript. These papers are also sometimes called Brief communications . Review Articles provide a comprehensive summary of research on a certain topic, and a perspective on the state of the field and where it is heading. They are often written by leaders in a particular discipline after invitation from the editors of a journal. Reviews are often widely read (for example, by researchers looking for a full introduction to a field) and highly cited. Reviews commonly cite approximately 100 primary research articles. TIP: If you would like to write a Review but have not been invited by a journal, be sure to check the journal website as some journals to not consider unsolicited Reviews. If the website does not mention whether Reviews are commissioned it is wise to send a pre-submission enquiry letter to the journal editor to propose your Review manuscript before you spend time writing it. These articles report specific instances of interesting phenomena. A goal of Case Studies is to make other researchers aware of the possibility that a specific phenomenon might occur. This type of study is often used in medicine to report the occurrence of previously unknown or emerging pathologies. Methodologies or Methods These articles present a new experimental method, test or procedure. The method described may either be completely new, or may offer a better version of an existing method. The article should describe a demonstrable advance on what is currently available. Back │ Next - Become Involved | - Give to the Library | - Staff Directory | - UNF Library - Thomas G. Carpenter Library How can i tell if the article is original research. - Glossary of Terms - What are Peer Reviewed/Refereed Articles? Chat With Us Text Us (904) 507-4122 Email Us Schedule a Research Consultation Visit us on social media! What is Original Research? Original research is considered a primary source. An article is considered original research if... - it is the report of a study written by the researchers who actually did the study. - the researchers describe their hypothesis or research question and the purpose of the study. - the researchers detail their research methods. - the results of the research are reported. - the researchers interpret their results and discuss possible implications. There is no one way to easily tell if an article is a research article like there is for peer-reviewed articles in the Ulrich's database. The only way to be sure is to read the article to verify that it is written by the researchers and that they have explained all of their findings, in addition to listing their methodologies, results, and any conclusions based on the evidence collected. All that being said, there are a few key indicators that will help you to quickly decide whether or not your article is based on original research. - Literature Review or Background - Read through the abstract (summary) before you attempt to find the full-text PDF. The abstract of the article usually contains those subdivision headings where each of the key sections are summarized individually. - Use the checkbox with CINAHL's advanced search to only see articles that have been tagged as research articles. - Next: Glossary of Terms >> - Last Updated: Feb 7, 2022 11:44 AM - URL: https://libguides.unf.edu/originalresearch - University Libraries - Research Guides - Subject Guides Biology 303L: Ecology and Evolution - About Original Research - Scientific Research Process - Articles to Practice Identifying - Reading Original Research Articles - Citation-Based Searching - Related Guides - Review Tutorials - Helpful Web Resources Original Research Articles Definition : An original research article communicates the research question, methods, results, and conclusions of a research study or experiment conducted by the author(s). These articles present original research data or findings generated through the course of the authors' study and an analysis of that data or information. Published in Journals : Origingal research articles are published in scientific journals, also called scholarly or academic journals. These can be published in print and/or online. Journals are serial publications, meaning they publish volumes and issues on a schedule continually over time, similar to a magazine but for a scholarly audience. You can access journals through many of the library's databases. A list of recommended databases to use to search for original articles on biology subjects can be found through this link , accessible from the database "subject" dropdown on the library homepage. Peer Reviewed : Prior to being published, original research articles undergo a process called peer review in an effort to ensure that published articles are based on sound research that adheres to established standards in the discipline. This means that after an article is first submitted to a journal, it is reviewed by other scientists who are experts in the article's subject area. These individuals review the article and provide unbiased feedback about the soundness of the background information, research methods, analysis, conclusions, logic, and reasoning of any conclusions; the author needs to incorporate and/or respond to recommended edits before an article will be published. Though it isn't perfect, peer review is the best quality control mechanism that scholars currently have in place to validate the quality of published research. Peer reviewed articles will often be published with "Received", "Accepted", and "Published" dates, which indicates the timeline of the peer review process. Structure : Traditionally, an original research article follows a standardized structure known by the acronym IMRD, which stands for Introduction, Methods, Results, & Discussion. Further information about the IMRD structure is available on the Reading Original Research Articles tab of this guide. Other types of journal articles Review Articles (usually peer reviewed) : Summarize and synthesize the current published literature on a certain topic. They do not involve original experiments or report new findings. The scope of a review article may be broad or narrow, depending on the publication record. Original research articles do incorporate literature review components, but a review article covers only review content. Non Peer Reviewed Articles in Journals : Many journals publish the types of articles where peer review is not required. These differ by publication but may include research notes (brief reports of new research findings); responses to other articles; letters, commentaries, or opinion pieces; book reviews; and news. These articles are often more concise and will typically have a shorter reference list or no reference list at all. Many journals will indicate what genre these articles fall into on the article itself by using a label. Why is Published Original Research Important? Current information : Typical publication turnaround varies, but can be as quick as ~3 months. Replicable : The studies published in original research articles contain enough methodological detail to be replicated so research can be verified (though this is a topic of recent debate ). Contains Raw Data : The raw original research data, along with information about experimental conditions, allows for reuse of results for your own research or analysis. Shows Logic : Using the provided data and methods, you can evaluate the logic of the authors' conclusions. - << Previous: Scientific Research Process - Next: Articles to Practice Identifying >> - Last Updated: Sep 6, 2022 4:02 PM - URL: https://libguides.unm.edu/biology303 Scientific Paper: What is it & How to Write it? (Steps and Format) A white page, and a blinking cursor: How can a blank document be so intimidating? You might hear the voice of your Ph.D. professor rumbling in your head: “Well done with the research, why don’t you put all that data together in a scientific paper so we can get it published?” Well, it’s more challenging than it sounds! For first-time authors, the chances of writing their own scientific research may both be overwhelming and exciting. Encountered with a mountain of notes, data, remnants of the research process, and days spent doing experiments, it may be daunting to figure out where and how to begin the process of writing a scientific paper! The good news is, you don’t have to be a talented writer to pen-down a good scientific paper, but just have to be an organized and careful writer. This is why we have put time and effort into creating an exceptional guide on how to write a scientific paper that will help you present your research successfully to your supervisors or publications without any clutter! Before we begin, let’s learn about the touchstones or benchmarks of scientific writing for authors! What is a Scientific Paper? (Definition) A scientific paper is a manuscript that represents an original work of scientific research or study. It can be an addition to the ongoing study in a field, can be groundbreaking, or a comparative study between different approaches. Most times, a scientific paper draws the research performed by an individual or a group of people. These papers showcase valuable analysis in fields like theoretical physics, mathematics, etc., and are routinely published in scientific journals. Read more: The Ultimate Guide on Technical Documentation 3 Golden Rules of Scientific Writing According to a study by lijunsun, scientists and writers have identified difficulties in communicating science to the public through typical scientific prose. Simply put, it is important for researchers to maintain a balance between receiving respect and recognition for their research in a particular field and making sure that their work is understandable to a wider audience. The latter can be achieved through clarity, simplicity, and accuracy. Clarity – Research is unambiguous and free of irrelevant conjecture or detail. Simplicity – Language, sentence, and paragraph structure are easy to comprehend and follow without losing scientific credibility or authority. Accuracy – Data, figures, tables, references, and citations are illustrated verifiably and honestly. Why are Scientific Papers Important? A scientific paper is both a testing device and a teaching device. When handled correctly, it empowers you to - Learn and read an assignment carefully, - Research the nuances of your topic, - Refine your focus to a strong, - Offer arguable thesis, - Select the best evidence to prove the analysis of your dissertation. As a primary teaching device, the scientific paper in your field trains you to self-learn some rules and expectations in terms of: - Writing format, - Appropriateness of language and content, - Submission requirements, - Bibliographic styles, and much more. As you move onward with your research, you’ll find that the scientific paper quickly becomes the educational “ coin of the realm .” Hence, it’s important to approach any scientific paper with zeal for higher learning. Read more: Technical Report: What is it & How to Write it? (Steps & Structure Included) How to Write a Scientific Paper? (Steps & Format) When you begin with writing your scientific manuscript, the first thing to consider is the format and order of sections in relation to your research or the information you want to showcase. A scientific paper follows the conventional format of research-based writing, which provides a deeper understanding of the purpose of each section. The structure starts with: Step 1. Add Title in the Paper A title should be of the fewest words possible, accurately describing the content of the paper. Try to eliminate unnecessary words such as “Investigations of …”, “A study of …”, “Observations on …”, etc. An improperly titled scientific paper might never reach the readers for which it was intended. Hence, mention the name of the study, a particular region it was conducted in, or an element it contains in the title. Step 2. Mention Keywords List A keyword list offers the opportunity to add keywords, in addition to those already written in the title. Optimal use of keywords may increase the chances of interested parties to easily locate your scientific paper. Step 3. Add Abstract A well-defined abstract allows the reader to identify the basic content of your paper quickly and accurately, to determine its relevance, and decide whether to read it in its entirety. The abstract briefly states the principal, scope, and objectives of the research. The abstract typically should not exceed 250 words. If you can convey the important details of the paper in 100 words, do not try to use more. Step 4. Start with Introduction An introduction begins by introducing the authors and their relevant fields to the reader. A common mistake made is introducing their areas of study while not mentioning their major findings in descriptive scientific writing, enabling the reader to place the current work in context. The ending of the introduction can be done through a statement of objectives or, with a brief statement of the principal findings. Either way, the reader must have an idea of where the paper is headed to process the development of the evidence. Step 5. Mention Scientific Materials and Methods Used The primary purpose of the ‘Materials and Methods’ section is to provide enough detail for a competent worker to replicate your research and reproduce the results. The scientific method requires your results to be reproducible, and provide a basis for the reiteration of the study by others. However, if case your material and method have been previously published in a journal, only the name of the study and a literature reference is needed. Step 6. Write down Results Results display your findings, figures, and tables of your study. It represents the data, condensed, and digested with important trends that are extracted while researching. Since the results hold new knowledge that you are contributing to the world, it is important that your data is simply and clearly stated. Step 7. Create a Discussion Section A discussion involves talking and answering about different aspects of the scientific paper such as: what principles have been established or reinforced; how your findings compare to the findings of others, what generalizations can be drawn, and whether there are any practical/theoretical implications of your research. Step 8. Mention References A list of references presented alphabetically by author’s surname, or number, based on the publication, must be provided at the end of your scientific paper. The reference list must contain all references cited in the text. Include author details such as the title of the article, year of publication, name of journal or book or volume, and page numbers with each reference Now that you know the key elements to include in your scientific paper, it’s time to introduce you to an awesome tool that will make writing a scientific paper, a breeze! Ditch Your Boring, Old Editor, and Write a Scientific Paper the Smart Way with Bit.ai Bit.ai is a new-age documentation and knowledge management tool that allows researchers and teams to collaborate, share, track, and manage all knowledge and research in one place. Bit documents, unlike your standard Word Docs or Google Docs, are interactive . This means that authors can use Bit to create interactive, media-rich scientific papers easily! Thus, Bit brings together everything you need to conduct and write a comprehensive scientific paper under one roof, cutting down your efforts in half! Bit has a super easy and fun interface, making onboarding new users easier than ever! All-in-all Bit is like Google Docs on steroids ! So, no more settling for those boring text editors when you have an excessively robust solution to walk you through! - Organized workspaces and folders – Bit brings all your research in one place by allowing you to organize information in workspaces and folders. 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The smartest online Google Docs and Word alternative, Bit.ai is used in over 100 countries by professionals everywhere, from IT teams creating internal documentation and knowledge bases, to sales and marketing teams sharing client materials and client portals. 👉👉Click Here to Check out Bit.ai. 25 best ai tools for peak productivity, user guide: how to write an effective one (tips, examples & more), ai-powered writing tools & generators (free and paid), 10 chatgpt use cases in software development, how to lead distributed engineering teams: best practices, time management for developers & engineers: techniques & tips. Subscribe to Scientific American! The (mostly true) origins of the scientific journal - By Bonnie Swoger on July 27, 2012 Thursday 26th July saw the launch of SciLogs.com , a new English language science blog network. SciLogs.com, the brand-new home for Nature Network bloggers, forms part of the SciLogs international collection of blogs which already exist in German , Spanish and Dutch . To celebrate this addition to the NPG science blogging family, some of the NPG blogs are publishing posts focusing on "Beginnings". Participating in this cross-network blogging festival is nature.com ’s Soapbox Science blog , Scitable's Student Voices blog and bloggers from SciLogs.com , SciLogs.de , Scitable and Scientific American’s Blog Network . Join us as we explore the diverse interpretations of beginnings – from scientific examples such as stem cells to first time experiences such as publishing your first paper. You can also follow and contribute to the conversations on social media by using the #BeginScights hashtag. Way back in the olden days, way before the internet or phones or even trains, the scientists of the 17th century (called natural philosophers at the time 1 ) had two primary ways of hearing about the latest scientific ideas: - Wait for folks to have enough ideas to publish a whole book about them, or - Write a lot of letters, hoping that folks will write you back and tell you what they've been up to. If you really wanted to be on the cutting edge, option number 2 was your only choice. The group of folks sending letters across Europe at the time are often referred to as the Invisible College . 2 Judging from my skill at keeping up email correspondence with folks, I would have been very bad at this letter writing. Then again, I wouldn't have been distracted by things like this . In the middle of the 17th century, small groups of scientists invented a third way of spreading scientific news: meeting together to share their results in person, and presumably consume alcohol. These meetings turned into the first scholarly societies, like the Royal Society (founded in 1660) or the French Academy of Sciences (founded in 1666), and scientists still gather in person to share results and drink alcohol . At one of the first meetings of the Royal Society, someone said something like this: "Hey, maybe we should write this stuff down, get it printed up and share it with the folks who can't make it today. Damn plague." 3 Like many good suggestions , no one did anything about it for several years. Finally, in 1665, the first secretary of the Royal Society, Henry Oldenburg, decided that it was time to put something together and possibly make himself a bit of money at the same time (Oldenburg was often looking for ways to make a bit more money). With the blessing of the Royal Society, Oldenburg pulled together the content, had the first issue of the Philosophical Transactions of the Royal Society printed and solicited subscriptions. Despite the title, Philosophical Transactions was not an official publication of the Royal Society, something that Oldenburg tried to make clear in the first issue and then again in an issue from 1666 . I can imagine him shaking his head and saying "Why don't people just read?" Oldenburg published letters he received about scientific observations and experiments , and he composed reports about advances shared at Royal Society meetings. Recent books were also advertised and reviewed . Now, another periodical, the french Journal des Sçavans , started publication a few months prior to the Philosophical Transactions . Despite the fact that the Journal included a large quantity of scientific content, most of the historians I've read don't consider it to be the first true scientific journal: while the Journal published a lot of book reviews and news of interest to the scientific community, they didn't publish a lot of original science. Of course, I don't speak French, and French historians might disagree. It wouldn't be the first time that scholars disagreed about the merits or details about a particular journal (or the last). The Philosophical Transactions does have one other claim to fame - besides being the first scientific journal, they are also the longest continuously published journal (apart from a few small breaks in the 17th century due to plague , imprisonment 4 and eventually Oldenburg's death). You can read the most recent issues at the Royal Society website (not free), as well as the first volumes (free). Other scientific journals soon followed, although it took some time for the journal article to become the primary method of communicating scientific results. Other aspects that we equate with scholarly journals took longer to develop: our current system of peer review didn't come about until after the second world war, around the same time as the for-profit publishers began to eclipse scholarly societies as publishers of scholarly content. For more history and less snark, see: Andrade, E., 1965, The birth and Early days of the Philosophical Transactions : Notes and Records of the Royal Society of London, v. 20, no. 1, p. 9-27. The Trailblazing site by the Royal Society has a great timeline and links to some of the most important papers from Philosophical Transactions , including Newton's report on optics and van Leeuwenhoek's early microscopy work. 1. Sorry, nothing to do with the British version of the first Harry Potter book 2. Invisibility was metaphorical, not actual, unfortunately 3. I'm paraphrasing 4. Really. Oldenburg was imprisoned in the Tower of London for a few months in 1667 after he managed to offend the King of England by criticizing his conduct of the Dutch War in letters to Europe The views expressed are those of the author(s) and are not necessarily those of Scientific American. ABOUT THE AUTHOR(S) Bonnie J. M. Swoger is a Science and Technology Librarian at a small public undergraduate institution in upstate New York, SUNY Geneseo. She teaches students about the science literature, helps faculty and students with library research questions and leads library assessment efforts. She has a BS in Geology from St. Lawrence University, an MS in Geology from Kent State University and an MLS from the University at Buffalo. She would love to have some free time in which to indulge in hobbies. She blogs at the Undergraduate Science Librarian and can be found on twitter @bonnieswoger. Follow Bonnie Swoger on Twitter Recent Articles by Bonnie Swoger - So long, Scientific American, and thanks for all the fish - Is Nature’s “free to view” program a step back for open access? - Is this peer reviewed? Predatory journals and the transparency of peer review. Get smart. Sign up for our email newsletter. - By Hadas Shema on July 24, 2012 Self-citing bloggers: my research is the coolest thing ever (let me tell you all about it!) - By Hadas Shema on July 28, 2012 Support science journalism. Thanks for reading Scientific American. Knowledge awaits. Already a subscriber? Sign in. Thanks for reading Scientific American. Create your free account or Sign in to continue. See Subscription Options Continue reading with a Scientific American subscription. You may cancel at any time. - View all journals - Explore content - About the journal - Publish with us - Sign up for alerts Original Scientific Article Comparisons of condylar movements with the functional occlusal clutch and tray clutch recording methods in cadiax® system. - Xiao‐qing Li Modeling of Diffusion Transport through Oral Biofilms with the Inverse Problem Method - Zheng‐wei Huang Correlation of Levels of Oncostatin M Cytokine in Crevicular Fluid and Serum in Periodontal Disease - ManojKumar Thorat - Garima Garg Malonylcarnitine in Newborns with Non‐syndromic Cleft Lip with or without Cleft Palate - Kamil Konrad Hozyasz - Mariusz Oltarzewski - Zofia Dudkiewicz Factors Influencing Subjective Orthodontic Treatment Need and Culture‐related Differences among Chinese Natives and Foreign Inhabitants - Xiao‐ting Li - Yang‐xi Chen The Use of Zein and Shuanghuangbu for Periodontal Tissue Engineering - Jing‐jing Wu - Feng‐ying Yang China's Oral Care System in Transition: Lessons to be Learned from Germany - Ruediger Saekel Interaction between Schwann Cells and Osteoblasts In Vitro - Xiao‐xiao Cai Targeted Antimicrobial Therapy Against Streptococcus mutans Establishes Protective Non‐cariogenic Oral Biofilms and Reduces Subsequent Infection - Li‐hong Guo - Wen‐yuan Shi Fixed Bicortical Screw and Blade Implants as a Non‐Standard Solution to an Edentulous (Toothless) Mandible - Juraj Strecha - Richard Jurkovic - Sonia Bartakova The Prevalence of Hepatitis C Virus Infection in Oral Lichen Planus in an Ethnic Chinese Cohort of 232 Patients - Qian‐ming Chen Applied Anatomic Site Study of Palatal Anchorage Implants Using Cone Beam Computed Tomography Association between diabetes mellitus and oral health status in japanese adults. - Masayuki Ueno - Susumu Takeuchi - Yoko Kawaguchi Effect of Self‐adhesive Resin Cement and Tribochemical Treatment on Bond Strength to Zirconia - Akikazu Shinya - Akiyoshi Shinya Cytomorphological Analysis of Keratinocytes in Oral Smears from Tobacco Users and Oral Squamous Cell Carcinoma Lesions — A Histochemical Approach - Suneet Khandelwal - Monica Charlotte Solomon Role of the Chinese Herbal Medicine Xianhuayin on the Reversal of Premalignant Mucosal Lesions in the Golden Hamster Buccal Pouch - Yong‐le Qiu Multilineage Differentiation of Dental Pulp Stem Cells from Green Fluorescent Protein Transgenic Mice - Brian E Grottkau - P Prasad Purudappa - Yun‐feng Lin Effect of Galla chinensis on the In Vitro Remineralization of Advanced Enamel Lesions - Jacob M ten Cate Nerve Growth Factor and Vascular Endothelial Growth Factor: Retrospective Analysis of 63 Patients with Salivary Adenoid Cystic Carcinoma - Xiao‐lin Nong - Yan‐ning Li Successful Treatment of Postpeak Stage Patients with Class II Division 1 Malocclusion Using Non‐extraction and Multiloop Edgewise Archwire Therapy: A Report on 16 Cases - Explore articles by subject - Guide to authors - Editorial policies - [email protected] - Connecting and sharing with us - Growth of firm - Sales Management - Retail Management - Import – Export - International Business - Project Management - Production Management - Quality Management - Logistics Management - Supply Chain Management - Human Resource Management - Organizational Culture - Information System Management - Corporate Finance - Stock Market - Office Management - Theory of the Firm - Management Science - Research Process - Experimental Research - Research Philosophy - Management Research - Writing a thesis - Writing a paper - Literature Review - Action Research - Qualitative Content Analysis - Statistics and Econometrics - Questionnaire Survey - Quantitative Content Analysis - Meta Analysis What Is and how organize a Scientific Paper? 1. definition of a scientific paper. A scientific paper is a written and published report describing original research results. That short definition must be qualified, however, by noting that a scientific paper must be written in a certain way, as defined by tradition, editorial practice, scientific ethics, and the interplay of printing and publishing procedures. To properly define “scientific paper,” we must define the mechanism that creates a scientific paper, namely, valid (that is, primary) publication. Abstracts, theses, conference reports, and many other types of literature are published, but such publications do not normally meet the test of valid publication. Further, even if a scientific paper meets all the other tests, it is not validly published if it is published in the wrong place. That is, a relatively poor research report, but one that meets the tests, is validly published if accepted and published in the right place (a primary journal or other primary publication); a superbly prepared research report is not validly published if published in the wrong place. Most of the government literature and conference literature, as well as institutional bulletins and other ephemeral publications, do not qualify as primary literature. Many people have struggled with the definition of primary publication (valid publication), from which is derived the definition of a scientific paper. The Council of Biology Editors (CBE), now the Council of Science Editors (CSE), arrived at the following definition (Council of Biology Editors 1968, p. 2): An acceptable primary scientific publication must be the first disclosure containing sufficient information to enable peers (1) to assess observations, (2) to repeat experiments, and (3) to evaluate intellectual processes; moreover, it must be susceptible to sensory perception, essentially permanent, available to the scientific community without restriction, and available for regular screening by one or more of the major recognized secondary services (e.g., currently, Biological Abstracts, Chemical Abstracts, Index Medicus, Excerpta Medica, Bibliography of Agriculture, etc., in the United States and similar services in other countries). At first reading, this definition may seem excessively complex, or at least verbose. But those who had a hand in drafting it weighed each word carefully and doubted that an acceptable definition could be provided in appreciably fewer words. Because it is important that students, authors, editors, and all others concerned understand what a scientific paper is and what it is not, it may be helpful to work through this definition to see what it really means. “An acceptable primary scientific publication” must be “the first disclosure.” Certainly, first disclosure of new research data often takes place via oral presentation at a scientific meeting. But the thrust of the CBE statement is that disclosure is more than disgorgement by the author; effective first disclosure is accomplished only when the disclosure takes a form that allows the peers of the author (either now or in the future) to fully comprehend and use that which is disclosed. Thus, sufficient information must be presented so that potential users of the data can (1) assess observations, (2) repeat experiments, and (3) evaluate intellectual processes. (Are the author’s conclusions justified by the data?) Then, the disclosure must be “susceptible to sensory perception.” This may seem an awkward phrase, because in normal practice it simply means published; however, this definition provides for disclosure not just in terms of printed visual materials (printed journals and the no longer widely used media called microfilm and microfiche) but also in nonprint, nonvisual forms. For example, “publication” in the form of audio recordings, if that publication met the other tests provided in the definition, would constitute effective publication. And, certainly, electronic journals meet the definition of valid publication. What about material posted on a website? Views have varied and can depend on the nature of the material posted. For the most current information, consult materials from professional organizations and journals in your field. Regardless of the form of publication, that form must be essentially permanent (often not the case for websites), must be made available to the scientific community without restriction (for example, in a journal that is openly accessible online or to which subscriptions are available), and must be made available to information-retrieval services (Biological Abstracts, Chemical Abstracts, MEDLINE, etc.). Thus, publications such as newsletters, corporate publications, and controlled-circulation journals, many of which are of value for their news or other features, generally cannot serve as repositories for scientific knowledge. To restate the CBE definition in simpler but not more accurate terms, primary publication is (1) the first publication of original research results, (2) in a form whereby peers of the author can repeat the experiments and test the conclusions, and (3) in a journal or other source document readily available within the scientific community. To understand this definition, however, we must add an important caveat. The part of the definition that refers to “peers of the author” is accepted as meaning prepublication peer review. Thus, by definition, scientific papers are published in peer-reviewed publications. This question of definition has been belabored here for two reasons. First, the entire community of science has long labored with an inefficient, costly system of scientific communication precisely because it (authors, editors, and publishers) have been unable or unwilling to define primary publication. As a result, much of the literature has been buried in meeting abstracts, obscure conference reports, government documents, or books or journals of minuscule circulation. Other papers, in the same or slightly altered form, are published more than once; occasionally, this is due to the lack of definition as to which conference reports, books, and compilations are (or should be) primary publications and which are not. Redundancy and confusion result. Second, a scientific paper is, by definition, a particular kind of document containing specific kinds of information, typically in a prescribed (IMRAD) order. If the graduate student or the budding scientist (and even some of those scientists who have already published many papers) can fully grasp the significance of this definition, the writing task might be a great deal easier. Confusion results from an amorphous task. The easy task is the one in which you know exactly what must be done and in exactly what order it must be done. 2. ORGANIZATION OF A SCIENTIFIC PAPER A scientific paper is organized to meet the needs of valid publication. It is, or should be, highly stylized, with distinctive and clearly evident component parts. The most common labeling of the component parts, in the basic sciences, is introduction, methods, results, and discussion (hence the acronym IMRAD). Actually, the heading “Materials and Methods” may be more common than the simpler “Methods,” but the latter form was used in the acronym. Some of us have taught and recommended the IMRAD approach for many years. The tendency toward uniformity has increased since the IMRAD system was prescribed as a standard by the American National Standards Institute, first in 1972 and again in 1979 (American National Standards Institute, 1979a). Some journals use a variation of IMRAD in which methods appear last rather than second. Perhaps we should call this IRDAM. In some journals, details regarding methods commonly appear in figure captions. The basic IMRAD order is so eminently logical that, increasingly, it is used for many other types of expository writing. Whether one is writing an article about chemistry, archaeology, economics, or crime in the street, the IMRAD format is often the best choice. This point is generally true for papers reporting laboratory studies and other experiments. There are, of course, exceptions. As examples, reports of field studies in the earth sciences and many clinical case reports in the medical sciences do not readily lend themselves to this kind of organization. However, even in these descriptive papers, the same logical progression from problem to solution is often appropriate. Occasionally, the organization of laboratory papers must differ. If a number of methods were used to achieve directly related results, it might be desirable to combine the materials and methods and the results into an integrated experimental section. In some fields and for some types of results, a combined results and discussion section is usual or desirable. In addition, many primary journals publish notes or short communications, in which the IMRAD organization is modified. Various types of organization are used in descriptive areas of science. To determine how to organize such papers and which general headings to use, refer to the instructions to authors of your target journal and look at analogous papers the journal has published. Also, you can obtain general information from appropriate source books. For example, types of medical papers are described by Huth (1999), Peat and others (2002), Taylor (2011), and contributors to a multiauthor guide (Hall 2013); types of engineering papers and reports are outlined by Michaelson (1990) and by Beer and McMurrey (2014). Indeed, even if a paper will appear in the IMRAD format, books on writing in one’s own discipline can be worth consulting. Examples of such books include those in biomedical science by Zeiger (2000); the health sciences by Lang (2010); in chemistry by Ebel, Bliefert, and Russey (2004); and in psychology by Sternberg and Sternberg (2010). In short, the preparation of a scientific paper has less to do with literary skill than with organization. A scientific paper is not literature. The preparer of a scientific paper is not an author in the literary sense. As an international colleague noted, this fact can comfort those writing scientific papers other than in their native language. Some old-fashioned colleagues think that scientific papers should be literature, that the style and flair of an author should be clearly evident, and that variations in style encourage the interest of the reader. Scientists should indeed be interested in reading literature, and perhaps even in writing literature, but the communication of research results is a more prosaic procedure. As Booth (1981) put it, “Grandiloquence has no place in scientific writing.” Today, the average scientist, to keep up with a field, must examine the data reported in a very large number of papers. Also, English, the international language of science, is a second language for many scientists. Therefore, scientists (and of course editors) must demand a system of reporting data that is uniform, concise, and readily understandable. 3. SHAPE OF A SCIENTIFIC PAPER Imagine that a friend visits your laboratory or office. The friend is unfamiliar with your research and wants to know about it. To orient your friend, first you identify your general research area and say why it is important. Then you state the specific focus of your research, summarize how you gathered your data, and say what you found. Finally you discuss the broader significance of your findings. The friend now has a new understanding—and, if you are lucky, he or she might buy you lunch. Although intended for readers who are more knowledgeable, a scientific paper should take much the same approach: first providing broad orientation, then focusing narrowly on the specific research, and then considering the findings in wider context. Some have likened this shape for a scientific paper to an hourglass: broad, then narrow, then broad. Keeping this overall structure in mind can aid when writing individual parts of a paper and integrating them into a coherent whole. 4. OTHER DEFINITIONS If scientific paper is the term for an original research report, how should this be distinguished from research reports that are not original, are not scientific, or somehow fail to qualify as scientific papers? Some specific terms are commonly used: review paper, conference report, and meeting abstract. A review paper may review almost anything, most typically the recent work in a defined subject area or the work of a particular individual or group. Thus, the review paper is designed to summarize, analyze, evaluate, or synthesize information that has already been published (research reports in primary journals). Although much or all of the material in a review paper has previously been published, the problem of dual publication (duplicate publication of original data) does not normally arise because the review nature of the work is usually obvious—often from the title of the periodical, such as Microbiology and Molecular Biology Reviews or Annual Review of Astronomy and Astrophysics. Do not assume, however, that reviews contain nothing new. From the best review papers come new syntheses, new ideas and theories, and even new paradigms. A conference report is a paper published in a book or journal as part of the proceedings of a symposium, national or international congress, workshop, roundtable, or the like. Such conferences commonly are not designed for the definitive presentation of original data, and the resultant proceedings (in a book or journal) do not qualify as primary publications. Conference presentations often are review papers, presenting reviews of the recent work of particular scientists or recent work in particular laboratories. Material at some conferences (especially the exciting ones) is in the form of preliminary reports, in which new, original data are presented, often accompanied by interesting speculation. But usually, these preliminary reports do not qualify, nor are they intended to qualify, as scientific papers. Later, often much later, such work may be validly published in a primary journal; by this time, the loose ends have been tied down, essential experimental details have been described (so that a competent worker could repeat the experiments), and previous speculation has matured into conclusions. Therefore, the vast conference literature that appears normally is not primary. If original data are presented in such contributions, the data can and should be published (or republished) in an archival (primary) journal. Otherwise, the information may essentially be lost. If publication in a primary journal follows publication in a conference report, permission from the original publisher may be needed to reprint figures and other items (see Chapter 19, “Rights and Permissions”), but the more fundamental problem of dual publication normally does not and should not arise. Meeting abstracts may be brief or relatively extensive. Although they can and generally do contain original information, they are not primary publications, and publication of an abstract should not preclude later publication of the full report. Traditionally, there was little confusion regarding the typical one-paragraph abstracts published as part of the program or distributed along with the program at a national meeting or international congress. It was usually understood that many of the papers presented at these meetings would later be submitted for publication in primary journals. Sometimes conference organizers request extended abstracts (or synoptics). The extended abstract can supply almost as much information as a full paper; mainly it lacks the experimental detail. However, precisely because it lacks experimental detail, it cannot qualify as a scientific paper. Those involved with publishing these materials should see the importance of careful definition of the different types of papers. More and more publishers, conference organizers, and individual scientists are agreeing on these basic definitions, and their general acceptance will greatly clarify both primary and secondary communication of scientific information. Source: Gastel Barbara, Day Robert A. (2016), How to Write and Publish a Scientific Paper , Greenwood; 8th edition. 2 thoughts on “ What Is and how organize a Scientific Paper? ” Very interesting details you have noted, regards for posting. “Strength does not come from physical capacity. It comes from an indomitable will.” by Mohandas Karamchand Gandhi. Heya i am for the first time here. I found this board and I find It truly useful & it helped me out much. I hope to give something back and aid others like you helped me. Leave a Reply Cancel reply Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Username or email address * Log in Remember me Lost your password? - Share full article I’m a Neuroscientist. We’re Thinking About Biden’s Memory and Age in the Wrong Way. By Charan Ranganath Dr. Ranganath is a professor of psychology and neuroscience and the director of the Dynamic Memory Lab at the University of California, Davis, and the author of the forthcoming book “Why We Remember: Unlocking Memory’s Power to Hold On to What Matters.” The special counsel Robert K. Hur’s report, in which he declined to prosecute President Biden for his handling of classified documents, also included a much-debated assessment of Mr. Biden’s cognitive abilities. “Mr. Biden would likely present himself to a jury, as he did during our interview with him, as a sympathetic, well-meaning, elderly man with a poor memory.” As an expert on memory, I can assure you that everyone forgets. In fact, most of the details of our lives — the people we meet, the things we do and the places we go — will inevitably be reduced to memories that capture only a small fraction of those experiences. It is normal to be more forgetful as you get older. Generally, memory functions begin to decline in our 30s and continue to fade into old age. However, age in and of itself doesn’t indicate the presence of memory deficits that would affect an individual’s ability to perform in a demanding leadership role. And an apparent memory lapse may or may not be consequential, depending on the reasons it occurred. There is forgetting, and there is Forgetting. If you’re over the age of 40, you’ve most likely experienced the frustration of trying to grasp that slippery word on the tip of your tongue. Colloquially, this might be described as forgetting, but most memory scientists would call this retrieval failure, meaning that the memory is there but we just can’t pull it up when we need it. On the other hand, Forgetting (with a capital F) is when a memory is seemingly lost or gone altogether. Inattentively conflating the names of the leaders of two countries would fall in the first category, whereas being unable to remember that you had ever met the president of Egypt would fall into the second. Over the course of typical aging, we see changes in the functioning of the prefrontal cortex, a brain area that plays a starring role in many of our day-to-day memory successes and failures. These changes mean that as we get older, we tend to be more distractible and often struggle to pull up words or names we’re looking for. Remembering events takes longer, and it requires more effort, and we can’t catch errors as quickly as we used to. This translates to a lot more forgetting and a little more Forgetting. Many of the special counsel’s observations about Mr. Biden’s memory seem to fall in the category of forgetting, meaning that they are more indicative of a problem with finding the right information from memory than Forgetting. Calling up the date that an event occurred, like the last year of Mr. Biden’s vice presidency or the year of his son’s death, is a complex measure of memory. Remembering that an event took place is different from being able to put a date on when it happened, which is more challenging with increased age. The president very likely has many memories, even though he could not immediately pull up dates in the stressful (and more immediately pressing) context of the Oct. 7 attack on Israel. Other “memory” issues highlighted in the media are not so much cases of forgetting as they are of difficulties in the articulation of facts and knowledge. For instance, in July 2023, Mr. Biden mistakenly stated in a speech that “we have over 100 people dead,” when he should have said, “over one million.” He has struggled with a stutter since childhood, and research suggests that managing a stutter demands prefrontal resources that would normally enable people to find the right word or at least quickly correct errors after the fact. Americans are understandably concerned about the advanced age of the two top contenders in the coming presidential election (Mr. Biden is 81, and Donald Trump is 77), although some of these concerns are rooted in cultural stereotypes and fears around aging. The fact is that there is a huge degree of variability in cognitive aging. Age is, on average, associated with decreased memory, but studies that follow up the same person over several years have shown that although some older adults show precipitous declines over time, other super-agers remain as sharp as ever. Mr. Biden is the same age as Harrison Ford, Paul McCartney and Martin Scorsese. He’s also a bit younger than Jane Fonda (86) and a lot younger than the Berkshire Hathaway C.E.O., Warren Buffett (93). All these individuals are considered to be at the top of their professions, and yet I would not be surprised if they are more forgetful and absent-minded than when they were younger. In other words, an individual’s age does not say anything definitive about the person’s cognitive status or where it will head in the near future. I can’t speak to the cognitive status of any of the presidential candidates, but I can say that, rather than focus on candidates’ ages per se, we should consider whether they have the capabilities to do the job. Public perception of a person’s cognitive state is often determined by superficial factors, such as physical presence, confidence and verbal fluency, but these aren’t necessarily relevant to one’s capacity to make consequential decisions about the fate of this country. Memory is surely relevant, but other characteristics, such as knowledge of the relevant facts and emotion regulation — both of which are relatively preserved and might even improve with age — are likely to be of equal or greater importance. Ultimately, we are due for a national conversation about what we should expect in terms of the cognitive and emotional health of our leaders. And that should be informed by science, not politics. Charan Ranganath is a professor of psychology and neuroscience and the director of the Dynamic Memory Lab at the University of California, Davis, and the author of “ Why We Remember: Unlocking Memory’s Power to Hold On to What Matters .” The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] . Follow the New York Times Opinion section on Facebook , Instagram , TikTok , X and Threads . OpenAI teases an amazing new generative video model called Sora The firm is sharing Sora with a small group of safety testers but the rest of us will have to wait to learn more. - Will Douglas Heaven archive page OpenAI has built a striking new generative video model called Sora that can take a short text description and turn it into a detailed, high-definition film clip up to a minute long. Based on four sample videos that OpenAI shared with MIT Technology Review ahead of today’s announcement, the San Francisco–based firm has pushed the envelope of what’s possible with text-to-video generation (a hot new research direction that we flagged as a trend to watch in 2024 ). “We think building models that can understand video, and understand all these very complex interactions of our world, is an important step for all future AI systems,” says Tim Brooks, a scientist at OpenAI. But there’s a disclaimer. OpenAI gave us a preview of Sora (which means sky in Japanese) under conditions of strict secrecy. In an unusual move, the firm would only share information about Sora if we agreed to wait until after news of the model was made public to seek the opinions of outside experts. [Editor’s note: We’ve updated this story with outside comment below.] OpenAI has not yet released a technical report or demonstrated the model actually working. And it says it won’t be releasing Sora anytime soon. [ Update: OpenAI has now shared more technical details on its website.] The first generative models that could produce video from snippets of text appeared in late 2022. But early examples from Meta , Google, and a startup called Runway were glitchy and grainy. Since then, the tech has been getting better fast. Runway’s gen-2 model, released last year, can produce short clips that come close to matching big-studio animation in their quality. But most of these examples are still only a few seconds long. The sample videos from OpenAI’s Sora are high-definition and full of detail. OpenAI also says it can generate videos up to a minute long. One video of a Tokyo street scene shows that Sora has learned how objects fit together in 3D: the camera swoops into the scene to follow a couple as they walk past a row of shops. OpenAI also claims that Sora handles occlusion well. One problem with existing models is that they can fail to keep track of objects when they drop out of view. For example, if a truck passes in front of a street sign, the sign might not reappear afterward. In a video of a papercraft underwater scene, Sora has added what look like cuts between different pieces of footage, and the model has maintained a consistent style between them. It’s not perfect. In the Tokyo video, cars to the left look smaller than the people walking beside them. They also pop in and out between the tree branches. “There’s definitely some work to be done in terms of long-term coherence,” says Brooks. “For example, if someone goes out of view for a long time, they won’t come back. The model kind of forgets that they were supposed to be there.” Impressive as they are, the sample videos shown here were no doubt cherry-picked to show Sora at its best. Without more information, it is hard to know how representative they are of the model’s typical output. It may be some time before we find out. OpenAI’s announcement of Sora today is a tech tease, and the company says it has no current plans to release it to the public. Instead, OpenAI will today begin sharing the model with third-party safety testers for the first time. In particular, the firm is worried about the potential misuses of fake but photorealistic video . “We’re being careful about deployment here and making sure we have all our bases covered before we put this in the hands of the general public,” says Aditya Ramesh, a scientist at OpenAI, who created the firm’s text-to-image model DALL-E . But OpenAI is eyeing a product launch sometime in the future. As well as safety testers, the company is also sharing the model with a select group of video makers and artists to get feedback on how to make Sora as useful as possible to creative professionals. “The other goal is to show everyone what is on the horizon, to give a preview of what these models will be capable of,” says Ramesh. To build Sora, the team adapted the tech behind DALL-E 3, the latest version of OpenAI’s flagship text-to-image model. Like most text-to-image models, DALL-E 3 uses what’s known as a diffusion model. These are trained to turn a fuzz of random pixels into a picture. Sora takes this approach and applies it to videos rather than still images. But the researchers also added another technique to the mix. Unlike DALL-E or most other generative video models, Sora combines its diffusion model with a type of neural network called a transformer. Transformers are great at processing long sequences of data, like words. That has made them the special sauce inside large language models like OpenAI’s GPT-4 and Google DeepMind’s Gemini . But videos are not made of words. Instead, the researchers had to find a way to cut videos into chunks that could be treated as if they were. The approach they came up with was to dice videos up across both space and time. “It’s like if you were to have a stack of all the video frames and you cut little cubes from it,” says Brooks. The transformer inside Sora can then process these chunks of video data in much the same way that the transformer inside a large language model processes words in a block of text. The researchers say that this let them train Sora on many more types of video than other text-to-video models, varied in terms of resolution, duration, aspect ratio, and orientation. “It really helps the model,” says Brooks. “That is something that we’re not aware of any existing work on.” “From a technical perspective it seems like a very significant leap forward,” says Sam Gregory, executive director at Witness, a human rights organization that specializes in the use and misuse of video technology. “But there are two sides to the coin,” he says. “The expressive capabilities offer the potential for many more people to be storytellers using video. And there are also real potential avenues for misuse.” OpenAI is well aware of the risks that come with a generative video model. We are already seeing the large-scale misuse of deepfake images . Photorealistic video takes this to another level. Gregory notes that you could use technology like this to misinform people about conflict zones or protests. The range of styles is also interesting, he says. If you could generate shaky footage that looked like something shot with a phone, it would come across as more authentic. The tech is not there yet, but generative video has gone from zero to Sora in just 18 months. “We’re going to be entering a universe where there will be fully synthetic content, human-generated content and a mix of the two,” says Gregory. The OpenAI team plans to draw on the safety testing it did last year for DALL-E 3. Sora already includes a filter that runs on all prompts sent to the model that will block requests for violent, sexual, or hateful images, as well as images of known people. Another filter will look at frames of generated videos and block material that violates OpenAI’s safety policies. OpenAI says it is also adapting a fake-image detector developed for DALL-E 3 to use with Sora. And the company will embed industry-standard C2PA tags , metadata that states how an image was generated, into all of Sora’s output. But these steps are far from foolproof. Fake-image detectors are hit-or-miss. Metadata is easy to remove, and most social media sites strip it from uploaded images by default. “We’ll definitely need to get more feedback and learn more about the types of risks that need to be addressed with video before it would make sense for us to release this,” says Ramesh. Brooks agrees. “Part of the reason that we’re talking about this research now is so that we can start getting the input that we need to do the work necessary to figure out how it could be safely deployed,” he says. Update 2/15: Comments from Sam Gregory were added . Ai for everything: 10 breakthrough technologies 2024. Generative AI tools like ChatGPT reached mass adoption in record time, and reset the course of an entire industry. What’s next for AI in 2024 Our writers look at the four hot trends to watch out for this year - Melissa Heikkilä archive page Google’s Gemini is now in everything. Here’s how you can try it out. Gmail, Docs, and more will now come with Gemini baked in. But Europeans will have to wait before they can download the app. Deploying high-performance, energy-efficient AI Investments into downsized infrastructure can help enterprises reap the benefits of AI while mitigating energy consumption, says corporate VP and GM of data center platform engineering and architecture at Intel, Zane Ball. - MIT Technology Review Insights archive page Get the latest updates from mit technology review. Discover special offers, top stories, upcoming events, and more. Thank you for submitting your email! It looks like something went wrong. We’re having trouble saving your preferences. Try refreshing this page and updating them one more time. If you continue to get this message, reach out to us at [email protected] with a list of newsletters you’d like to receive. Einstein's predictions mean rare 'gravitational lasers' could exist throughout the universe, new paper claims A new study combining two of Albert Einstein's famous predictions suggests that ripples in space-time can combine into 'gravitational lasers', firing out of black holes in random directions across the cosmos. Among his many theoretical insights, Albert Einstein predicted the existence of two phenomena in our universe that have since been proved: gravitational waves and the stimulated emission of radiation. New research has found that these effects can sometimes combine into rare and exotic "gravitational lasers" — possibly leading to a new way to detect one of the most elusive substances in the universe. You experience stimulated emission of radiation every day in the form of lasers, like the barcode scanner at your local supermarket or the fiber-optic cables beaming information around your city. Within the body of a laser, atoms give off radiation at just the right wavelength to excite nearby atoms, causing them to release radiation of the same wavelength. The radiation cascades until it becomes a coherent beam — the output of the laser. Astronomers have found natural sources of lasers as well, especially in giant cold molecular clouds (where the beams are called masers because they give off microwave radiation ). In a paper posted in January to the preprint database arXiv , Jing Liu, a physicist at the University of Chinese Academy of Sciences in Beijing, suggests that gravity itself could be channeled into a cosmic laser beam — but only if a certain model of dark matter (the mysterious, invisible substance that makes up an estimated 85% of the matter in the universe) is true. This model of dark matter is based on axions , which are hypothetical ultralight particles that flood the universe. These particles are so light that they have significant quantum properties, meaning their wavelengths are rather large. They don't act strictly as particles but rather a strange combination of waves and particles. Related: Scientists may finally know where the biggest, oldest black holes in the universe came from This wave-like nature allows axions to be captured by black holes . But because of their large wavelengths, they don't "fit" inside the black hole's event horizon; instead of falling into the black hole, axions exist around it, similar to the way electrons exist near the nucleus of an atom. These "black hole atoms" may dot the universe, physicists have theorized for decades. Meanwhile, the black holes themselves tend to emit gravitational waves , which are ripples in the fabric of space-time. Astronomers have already detected gravitational waves emitted by merging black holes, but the complex interactions between solitary black holes and their environments can also lead to wave emission. If the wavelengths of the gravitational waves are just right (and if the black hole emits enough gravitational waves, then some are bound to be just right), then they can excite the axions around them. The axions surrounding the black hole would then start to move in a coordinated way, triggering the release of even more gravitational waves. These new gravitational waves would cause even more excitations, until the whole thing cascaded like a laser, beaming out tightly focused gravitational waves in one direction. Liu — who named the theoretical phenomenon a "gravitational laser" — pointed out that this would be a new kind of gravitational wave signal, completely unlike any we have ever seen or studied before. — Event Horizon Telescope spies gargantuan energy jets erupting from nearby supermassive black hole — Star-killing 'black hole wind' spotted in a distant galaxy could explain a major mystery at the Milky Way's center — More than 900,000 stars, galaxies and black holes revealed in most detailed X-ray map of the universe ever While powerful, these gravitational lasers would be very rare. First, the conditions would have to be just right to trigger the excitation cascade. Second, most lasers would point away from Earth, since they shoot out from the black holes in random directions, so we wouldn't be able to see them. But next-generation gravitational wave observatories might be able to detect gravitational lasers. If we see them, it would be solid evidence that dark matter exists in the form of axions — and that our universe is awesome enough to permit the existence of gravitational lasers. Sign up for the Live Science daily newsletter now Get the world’s most fascinating discoveries delivered straight to your inbox. Paul M. Sutter is a research professor in astrophysics at SUNY Stony Brook University and the Flatiron Institute in New York City. He regularly appears on TV and podcasts, including "Ask a Spaceman." He is the author of two books, "Your Place in the Universe" and "How to Die in Space," and is a regular contributor to Space.com, Live Science, and more. Paul received his PhD in Physics from the University of Illinois at Urbana-Champaign in 2011, and spent three years at the Paris Institute of Astrophysics, followed by a research fellowship in Trieste, Italy. Star-killing 'black hole wind' spotted in a distant galaxy could explain a major mystery at the Milky Way's center Event Horizon Telescope spies gargantuan energy jets erupting from nearby supermassive black hole Eerie photograph captures whales hunted off Greenland lying in their watery grave - Daemonnice What a load of pseudo scientific crap. Spacetime ether(Einstein called it an ether) is a undetactable hypothetical medium according to none other than Einstein. Somehow it has evolved into a mechanism for gravity, something Einstein did not intend, which to this day is still believed to be the fundamental force of the cosmos. This is because cosmologists do not follow the scientific process, in particular, that involving the failure to predict. If P then Q, if not Q then not P: basically says if your model does not predict what is observed, then your model is refuted. When Rubin observed not enough mass in galaxies, a shortfall of 65% according to the model of gravity as the fundamental force, this should have been accepted as a refutation, instead they did what all propnents of pseudo science do and invented a hypothetical dark matter which they have yet to fulfill the burden of proof on. Since Rubin's observation, to anyone that follows the scientific process, refutes gravity as the fundamental force of the cosmos, then Einstein's general theory of relativity is irrelevant, and there is no gravitational lensing, no black holes, no neutron stars and the claims made in this article a load of pseudo science. Reply - View All 1 Comment By Nicoletta Lanese February 19, 2024 By Victoria Atkinson February 19, 2024 By Kristina Killgrove February 18, 2024 By Nicoletta Lanese February 18, 2024 By Jamie Carter February 18, 2024 By Paul Sutter February 18, 2024 By Andrew Jones February 18, 2024 By Marlowe Starling February 18, 2024 By Owen Jarus February 17, 2024 By Jennifer Nalewicki February 17, 2024 - 2 What would happen to a dead body in space? - 3 Ancient rock art in Argentinian cave may have transmitted information across 100 generations - 4 Elon Musk's Neuralink has concerning lack of transparency and could be vulnerable to hacking, ethicists warn - 5 Stunning rock art site reveals that humans settled the Colombian Amazon 13,000 years ago - 2 Stunning rock art site reveals that humans settled the Colombian Amazon 13,000 years ago - 3 There's an asteroid out there worth $100,000 quadrillion. Why haven't we mined it? - 4 April 8 total solar eclipse: Why this eclipse repeats itself every 54 years - 5 Why don't humans have gills? February 14, 2024 The Legal Definition of Death Needs to Be Clearer Debate about brain death has prevented needed revisions to the Uniform Determination of Death Act By Ariane Lewis As a neurologist who specializes in critical care, I believe we need a clearer, more consistent legal definition of death. The Uniform Determination of Death Act (UDDA), the legal standard for death throughout the U.S., has deficiencies, particularly with respect to the description of death by neurologic criteria, aka brain death. This causes confusion and moral distress for both families and health care teams and can lead to protracted lawsuits about whether a person is alive or dead. Historically, doctors declared death when a person was not breathing and had no heartbeat or palpable pulse. This occasionally caused controversy because they declared death prematurely. Declaring death became even more complicated as the 20th century progressed. Cardiopulmonary resuscitation (CPR) and ventilators allowed vital functions to continue in people who previously would have died. Some of these people were comatose as a result of catastrophic brain injuries and would never be able to breathe on their own because of damage to the lowest part of the brain stem. In 1968 a group chaired by anesthesiologist Henry Beecher and composed of experts in neurology, physiology, biochemistry, law and social ethics convened at Harvard University to examine the definition of “irreversible coma,” which subsequently became known as “brain death/death by neurologic criteria.” They noted that the characteristics of irreversible coma—a permanently nonfunctioning brain—included unreceptivity and unresponsiveness, no movements or spontaneous breathing (apnea) and no brain stem reflexes. On supporting science journalism If you're enjoying this article, consider supporting our award-winning journalism by subscribing . By purchasing a subscription you are helping to ensure the future of impactful stories about the discoveries and ideas shaping our world today. The group believed that this definition of death would not require statutory changes because the law treated the question of death as a matter to be determined by clinicians, whom, they felt, would accept these standards. But legal disputes prompted President Jimmy Carter and Congress to ask a commission to develop legal guidance on the definition of death. The commission collaborated with members of the American Bar Association, the American Medical Association and the National Conference of Commissioners on Uniform State Laws, in addition to philosophers, religious officials and ethicists. They produced the UDDA, a recommended statute, in 1981 with the goal that all states would adopt it. The UDDA indicates that death can be declared, in accordance with accepted medical standards, on one of two grounds: irreversible cessation of circulatory and respiratory functions or irreversible cessation of all functions of the entire brain, including the brain stem. Every state accepted the UDDA, in language or in spirit. Over the past decade, however, highly publicized lawsuits and debates amongst clinicians, ethicists, philosophers and lawyers have shown weaknesses of the UDDA, which I believe we need to address. For example, the UDDA does not provide guidance about whether clinicians need to obtain consent from a person’s family prior to a brain death evaluation or how to handle objections. Families sometimes ask clinicians not to perform a brain death evaluation or to continue ventilator support after a brain death declaration. They may refuse to accept that brain death is death according to their social, cultural, philosophical or religious beliefs. This creates challenges for clinicians and hospitals because most states provide no legal guidance about whether to perform the evaluation and subsequently discontinue ventilator support after a declaration of brain death in spite of objections or to provide families the ability to opt out. California and New York State vaguely require reasonable accommodation of objections, and Illinois notes that religious beliefs should be taken into consideration when determining time of death. New Jersey law uniquely states that if a patient is known to have religious beliefs that oppose a declaration of brain death, ventilator support and all other medical interventions should be continued until their heart stops beating. All this variation adds confusion. We need a consistent national approach to the declaration of death. Additionally, some experts—such as Michael Nair-Collins, an associate professor of behavioral sciences and social medicine at Florida State University College of Medicine—argue that the medical brain death guidelines do not fit the UDDA’s requirement for “irreversible cessation of all functions of the entire brain, including the brainstem.” Nair-Collins believes that to be in accordance with the UDDA, the brain death evaluation should require assessment for loss of hormonal secretion from the pituitary gland and hypothalamus. No country requires this, however. In 2021 the Uniform Law Commission (ULC) convened a drafting committee to discuss revisions to the UDDA. The purpose of the ULC is to strengthen the federal system by generating consistent rules across states. The commissioners invited participation from more than 100 people with relevant expertise, including representatives from medical, organ procurement and advocacy organizations. Unfortunately, although there was widespread support for revising the UDDA, in the fall of 2023 the commission paused the drafting committee’s work indefinitely because of concerns that diverse views about death would prevent the revisions from being widely adopted. Like most of my medical colleagues who sent comments to the ULC, I favor changing the UDDA to align the law with clinical practice. For example, instead of the controversial phrase “cessation of all functions of the entire brain, including the brainstem,” the law should state that brain death declaration requires coma, loss of brain stem reflexes and inability to breathe spontaneously in the setting of an adequate stimulus. There will always be varying religious, philosophical, ethical and cultural perspectives on death, but society needs a clear legal standard that is consistent with medical practice throughout the country. Given that the ULC was not able to accomplish this, I believe this may need to be addressed on a national level. The views expressed in this article are those of the author and do not represent any affiliated organization. This is an opinion and analysis article, and the views expressed by the author or authors are not necessarily those of Scientific American.

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The world of neuroscience: 10 Best Neuroscience Courses and Certifications Online Neuroscience, the study of the brain and nervous system, has captivated the curiosity of scientists and researchers for centuries. As our understanding of the human brain advances, the demand for professionals with expertise in neuroscience continues to grow. If you’re fascinated by the intricacies of the brain and eager to delve into this exciting field, there are plenty of online courses and certifications available to help you gain the knowledge and skills needed to thrive in the world of neuroscience. Here, we present ten such courses that stand out for their quality and comprehensiveness. 1. Fundamentals of Neuroscience: Harvard University Offered by Harvard University on edX, this comprehensive course provides students with a solid foundation in the fundamental principles of neuroscience. Through a series of video lectures, interactive exercises, and real-world examples, learners explore topics such as neuroanatomy, neural signaling, and brain function. Taught by esteemed Harvard faculty, this course offers a unique opportunity to learn from leading experts in the field. 2. Introduction to Neurobiology: California Institute of Technology If you’re eager to understand the basic principles of neurobiology, this course from the California Institute of Technology on Coursera is an excellent option. Through a combination of lectures, readings, and hands-on activities, learners will delve into the structure and function of the nervous system, gaining valuable insights into neural development, synaptic transmission, and sensory systems. Throughout the course, students will have the chance to tackle challenging assignments to further reinforce their understanding of the subject matter. 3. Neural Networks and Deep Learning: deeplearning.ai Neural networks and deep learning are powerful techniques used in modern neuroscience research. This course by deeplearning.ai on Coursera takes learners on a deep dive into the mathematical and computational foundations of neural networks. Through a series of engaging and interactive video lectures, students will learn how to build their own neural networks and gain practical hands-on experience through programming assignments. With applications to cutting-edge neuroscience research, this course provides a valuable skill set for anyone looking to pursue a career in the field. 4. Cognitive Neuroscience and Neuroimaging: University of Pennsylvania For those interested in the intersection of neuroscience and psychology, the University of Pennsylvania offers a comprehensive course on Coursera that explores the field of cognitive neuroscience and neuroimaging. This course focuses on understanding how the brain supports cognitive functions such as perception, attention, and memory, using various neuroimaging techniques. Through a combination of video lectures, readings, and quizzes, students will gain a deep understanding of the theoretical and practical aspects of cognitive neuroscience. 5. The Neuroscience of Everyday Life: Emory University If you’re looking for a neuroscience course that applies the principles of the field to everyday life, then this offering from Emory University on Coursera is perfect for you. Delivered by renowned neuroscientist Professor Krish Sathian, this course explores the neuroscience behind topics such as perception, memory, emotions, and decision-making. With real-world examples and interactive activities, learners will gain insights into how neuroscience shapes our daily lives. 6. Behavioral Neuroscience: University of British Columbia This course from the University of British Columbia on Coursera provides a comprehensive overview of the field of behavioral neuroscience. Through a series of video lectures, readings, and hands-on exercises, students will learn how the brain and behavior are intricately connected. Topics covered include the neural basis of learning, memory, motivation, and social behavior. With a focus on understanding the underlying mechanisms of behavior, this course offers valuable insights into the complex workings of the brain. 7. Introduction to Computational Neuroscience: University of Washington Computational neuroscience combines the fields of neuroscience and computer science to develop models and theories that explain brain function. This course offered by the University of Washington on Coursera provides an introduction to the principles of computational neuroscience. Through a combination of video lectures, programming assignments, and interactive simulations, learners will gain a strong foundation in the mathematical and computational methods used in the study of the brain. This course is ideal for those interested in neuroscience and have a background in mathematics or programming. 8. The Addicted Brain: Emory University Understanding the neural mechanisms underlying addiction is crucial for developing effective treatments and interventions. Emory University offers a course on Coursera that explores the addicted brain, providing insights into the neural circuits and chemical processes involved in addiction. Through a series of video lectures, case studies, and interactive quizzes, students will gain valuable knowledge about addiction and its impact on the brain. 9. The Science of Well-Being: Yale University Although not solely focused on neuroscience, this popular course from Yale University on Coursera explores the science behind happiness and well-being, which is strongly influenced by the brain. Taught by Professor Laurie Santos, this course covers topics such as misconceptions about happiness, strategies to increase well-being, and the relationship between money and happiness. With practical exercises and evidence-based insights, this course provides a holistic approach to understanding the brain’s role in our well-being. 10. Drugs and the Brain: California Institute of Technology To understand the impact of drugs on the brain, the California Institute of Technology offers a compelling course on Coursera that examines the effects of various drugs on the central nervous system. Through a combination of video lectures, interactive discussions, and case studies, students will gain a deeper understanding of how drugs alter brain function and the potential consequences of drug use. This course is particularly valuable for those interested in exploring the field of addiction or pharmacology. With the increasing availability of online courses and certifications, you no longer need to attend a traditional university to gain valuable knowledge in the field of neuroscience. The ten courses and certifications highlighted here offer a wide range of topics and cover various aspects of neuroscience, from fundamental principles to specialized areas like computational neuroscience and addiction. By enrolling in these courses, you can gain a deeper understanding of the brain and its intricate workings, paving the way for a successful career in neuroscience or related fields. So, start exploring these online resources and embark on an exciting journey into the fascinating world of neuroscience.

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On September 14th, 2015, a ripple in the fabric of space, created by the violent collision of two distant black holes over a billion years ago, washed across the Earth. As it did, two laser-based detectors, 50 years in the making – one in Louisiana and the other in Washington State – momentarily twitched, confirming a century-old prediction by Albert Einstein and marking the opening of a new era in astronomy. Join some of the very scientists responsible for this most anticipated discovery of our age and see how gravitational waves will be used to explore the universe like never before. This program will feature exclusive footage from director Les Guthman’s upcoming documentary chronicling the drama of the gravitational waves discovery. The Kavli Prize recognizes scientists for their seminal advances in astrophysics, nanoscience, and neuroscience. The series, “The Big, the Small, and the Complex” is sponsored by The Kavli Foundation and The Norwegian Academy of Science and Letters.

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Summary: Patients undergoing testing for epilepsy often experience significant distress when their medication is reduced to provoke seizures. However, a recent study reveals that listening to live improvisatory viola music helps these patients achieve a meditative state, as shown by EEG measurements. This calming effect allows testing to proceed and reduces self-reported stress and anxiety. The research offers promising implications for non-pharmacological interventions in healthcare. - Live improvisatory viola music reduced the patients’ brain wave frequencies to an alpha state, indicating a meditative, calm state. - The viola was specifically chosen for its pitch range, which falls within the human “safe” vocal range known to activate the brain’s calming systems. - While listening to recorded favorites did not show the same impact, the live, personalized 40-minute music session over FaceTime was clinically effective. Source: Northwestern University Patients with epilepsy endure difficult conditions in the hospital to undergo testing. They must temporarily stop or decrease their medications during their hospitalization to provoke seizures. Many feel distressed and anxious. Some are so uncomfortable, they cannot complete their testing. But when these patients listened to improvisatory music — a violist playing live music who responded to their state of agitation in real time — the patients’ brain waves (as monitored on an EEG) slowed to a calmer state, allowing the testing to continue. Patients also reported decreased feelings of stress and anxiety after their clinical music experience. “Their brains went into a meditative state,” said lead investigator Dr. Borna Bonakdarpour, associate professor of neurology at Northwestern University Feinberg School of Medicine and a Northwestern Medicine neurologist. “When they engaged with the real world, such as watching a TV show or browsing social media on their phone, their brain frequency was an average of 12 or 13 (beta waves) Hertz, but after the music it dropped to an 8 or 9, which is the alpha state.” The study was published Sept. 1 in Frontiers of Neurology. The viola was chosen for this research due to its pitch range reflecting the human “safe” vocal range, which is the two middle octaves. Research shows this range, used for lullabies, activates the calming systems of the brain. “There has been a scarcity of non-pharmacological interventions for epilepsy patients in the hospital, and we show that the patients benefited significantly from music intervention,” Bonakdarpour said. “Importantly, the patients’ self-reports correlated with objective EEG changes, which is something that had not been previously done in an epilepsy-monitoring unit.” The study with five patients was small, but Bonakdarpour is planning a larger clinical trial with 30 to 50 patients. The impact of the findings may apply to patients in the hospital for other reasons, Bonakdarpour said. “Music as a clinical tool is underutilized in outpatient settings and in hospitals,” he said. During the pilot study, 21 patients with epilepsy were identified as suitable for the trial. Five of these individuals were reported by the nursing and social work staff to have significant distress and were included in this study to receive the intervention. Listening to recordings of their favorite songs alone did not seem to be effective for these patients. Participants in the study received a personalized 40-minute live music session over FaceTime by a clinically trained violist in consultation with a music therapist. Clinically designed improvisatory music has simple meandering melodies played at a slow tempo. The improvisation is slow and meterless, played in the form of two-minute-long statements with an ending that tapers to silence. The music was offered as part of the Northwestern Medicine Telemusic Intervention program during COVID-19 lockdown to relieve patients’ distress in the Northwestern Memorial Hospital neurosciences unit. The results of the broader study included 87 sessions during a three-month period. Northwestern co-authors include: Guangyu Zhou, Daniel Huang, Catherine Vidano, Stephan Schuele, Christina Zelano and Clara Takarabe. Funding: The research is funded by National Institutes of Deafness and other Communication Disorders (NIDCD) grant R01-DC-018539 of the National Institutes of Health and Northwestern’s department of neurology philanthropy. About this music therapy and epilepsy research news Author: Marla Paul Source: Northwestern University Contact: Marla Paul – Northwestern University Image: The image is credited to Neuroscience News Original Research: Closed access. “Calming Effect of Clinically Designed Improvisatory Music for Patients Admitted to the Epilepsy Monitoring Unit during the COVID-19 Pandemic: A Pilot Study” by Borna Bonakdarpour et al. Frontiers in Neurology Calming Effect of Clinically Designed Improvisatory Music for Patients Admitted to the Epilepsy Monitoring Unit during the COVID-19 Pandemic: A Pilot Study Background: Epilepsy monitoring requires simulating seizure-inducing conditions which frequently causes discomfort to epilepsy monitoring unit (EMU) patients. COVID-19 hospital restrictions added another layer of stress during hospital admissions. The purpose of this pilot study was to provide evidence that live virtual Clinically Designed Improvisatory Music (CDIM) brings relief to EMU patients for their psychological distress. Methods: Five persons with epilepsy (PWEs) in the EMU during the COVID-19 lockdown participated in the study (average age ± SD = 30.2 ± 6 years). Continuous electroencephalogram (EEG) and electrocardiogram (EKG) were obtained before, during, and after live virtual CDIM. CDIM consisted of 40 minutes of calming music played by a certified clinical music practitioner (CMP) on viola. Post-intervention surveys assessed patients’ emotional state on a 1–10 Likert scale. Alpha/beta power spectral density ratio was calculated for each subject across the brain and was evaluated using one-way repeated analysis of variance, comparing 20 minutes before, during, and 20 minutes after CDIM. Post-hoc analysis was performed using paired t-test at the whole brain level and regions with peak changes. Results: Patients reported enhanced emotional state (9 ± 1.26), decrease in tension (9.6 ± 0.49), decreased restlessness (8.6 ± 0.80), increased pleasure (9.2 ± 0.98), and likelihood to recommend (10 ± 0) on a 10-point Likert scale. Based on one-way repeated analysis of variance, alpha/beta ratio increased at whole-brain analysis (F3,12 = 5.01, P = 0.018) with a peak in midline (F3,12 = 6.63, P = 0.0068 for Cz) and anterior medial frontal region (F3,12 = 6.45, P = 0.0076 for Fz) during CDIM and showed a trend to remain increased post-intervention. Conclusion: In this pilot study, we found positive effects of CDIM as reported by patients, and an increased alpha/beta ratio with meaningful electroencephalographic correlates due to the calming effects in response to CDIM. Our study provides proof of concept that live virtual CDIM offered demonstrable comfort with biologic correlations for patients admitted in the EMU during the COVID-19 pandemic.

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Research on neurological technique can help to counter drug addiction and reduce use of methadone usage. Ruijin Hospital in Shanghai is conducting clinical trials on applying the neurological technique called deep brain stimulation (DBS) to drug addiction. The technique, which involves the insertion of electrodes into targeted areas of the brain, has long been used to treat Parkinson’s disease and obsessive-compulsive disorder. Hospital officials said DBS could counter the body’s craving for drugs such as methamphetamine, heroin and methadone. “There is a reward system in the brain triggered by our neural circuit and nucleus,” said Zhang Chencheng, a doctor at the hospital. “Drugs stimulate the system, and the neural circuit sends out signals of fleeting pleasure.” DBS, he said, directly stimulates the nucleus and create the sensation of pleasure, but with passing time, the patient will no longer feel the pleasure and the body will cease craving drugs. Sun Bomin, director of Ruijin Hospital’s functional neurosurgery department and leader of the trials, said that DBS has been proven safe in treating obsessive-compulsive disorder. “Addiction works on the brain in a similar way,” he explained. “Patients repeatedly do things they actually don’t want to do.” Sun’s team will monitor the condition of the drug patients for at least a year before they turn the “pacemaker” off. If a patient can steer clear of drugs for at least six months after that, the trial is considered a success. Before being accepted for treatment, patients must undergo thorough assessments that include family background and personality. While there are precedent cases of using DBS to treat methamphetamine and heroin addiction in Europe and the U.S, Ruijin Hospital is believed to be the first in the world to use DBS to try and cure methadone addiction. Methadone is a drug used in China and many countries around the world to replace heroin in rehabilitation programs for addicts who want to come clean. There are 13 methadone clinics in Shanghai offering the drug for free to addicts on a controlled basis. Such treatment allows authorities to keep tabs on addicts and releases addicts from the necessity of turning to crime to finance their habits. The problem is that methadone itself is addictive and its withdrawal symptoms are more excruciating than those for heroin. Despite some initial successes with DBS treatment, doctors at Ruijin Hospital said it’s hard to find patients. The trial project was designed for 20 patients, but after two years, only seven people have participated. “Many just can’t make up their minds,” trial leader Sun said. “Others failed personality tests.” Drug addicts may have grounds for some concern. The effects of DBS on the brain aren’t fully understood yet. In the US, at least two projects that tried to treat alcoholism with DBS were dropped when they couldn’t justify associated risks, according to The Associated Press. “It would be fantastic if there were something where we could flip a switch, but it’s probably fanciful at this stage,” Adrian Carter, head of neuroscience at Monash University in Melbourne, told AP about applying DBS to drug addiction. Last year, Sun’s team published a paper about the death of a patient from a drug overdose three months after DBS surgery. [APBN]

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Inside the ADHD Mind This is a lifestyle magazine for individuals with ADHD. It contains articles about ADD, ADHD, and learning disabilities such as dyslexia. It addresses topics such as diagnosing ADHD, treatments, parenting children with ADHD, learning disabilities, and school challenges, The National Association of Young People Who Stutter This is an incredible organization that provides resources and schedules meet-ups and conferences for children who stutter and their families. Attending these conferences and meetings is a wonderful way for your child to meet other children who stutter. If your child continues to stutter, I HIGHLY recommend going to one of the conferences or Friends events. It is incredibly powerful for a child who stutters to meet fellow children who stutter to gain a sense of “I am not alone.” It can also be very therapeutic for parents to attend support groups and meet other parents of children who stutter. A Non-Profit Organization Helping Those Who Stutter The mission of the Stuttering Foundation is to educate the public and provide no-cost and low-cost resources about stuttering. They have an incredibly informative website with many downloadable resources. They also sell books, pamphlets, posters, etc. The National Stuttering Association The NSA is the largest non-profit organization in the world dedicated to bringing hope and empowerment to children and adults who stutter, their families, and professionals, through support, education, advocacy, and research. The NSA holds free group meetings run for and by people who stutter. This self-help model is an excellent option for adults instead of speech therapy. Stutter loud and stutter proud. Laura Mize - Speech-Language Pathologist This is a website about teaching speech and language to children. It discusses different approaches to therapy, such as using play and imitation. It also provides resources for parents and professionals, such as books, videos, and podcasts. Many parents have found this website to be helpful - especially for early intervention and preschool resources. This website contains invaluable information for parents seeking resources to help their late talkers. I use many of Laura Mize's techniques in my language therapy sessions with young children. American Speech-Language-Hearing Association (ASHA) Everyday Games for Sensory Processing Disorder The primary message young children get in stuttering therapy is that they can and should manage their speech -- in other words, try to not sutter -- by utilizing speech tools and techniques. Is it possible that the anxiety this causes can create an even greater burden? Can that burden lead to excessive silence and disengagement -- a far greater handicap than the stuttering itself? Through personal narrative and extensive research, Voice Unearthed answers these questions with a resounding "yes!" It also includes practical guidance that helps keep children talking, while minimizing everyone's anxiety around communicating. Voice Unearthed frees us from the pointless, painful chore of counting speech errors and reminds us to keep our eyes on what truly matters. It's also a wake-up call for parents, professionals, and the entire field of speech therapy -- and a reminder to "first do no harm." The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind Complete with age-appropriate strategies for dealing with day-to-day struggles and illustrations that will help you explain these concepts to your child, The Whole-Brain Child shows you how to cultivate healthy emotional and intellectual development so that your children can lead balanced, meaningful, and connected lives. How to Talk so Little Kids Will Listen: A Survival Guide to Life with Children This user-friendly guide will empower parents and caregivers of young children to forge rewarding, joyful relationships with terrible two-year-olds, truculent three-year-olds, ferocious four-year-olds, foolhardy five-year-olds, self-centered six-year-olds, and the occasional semi-civilized seven-year-old. And, it will help little kids grow into self-reliant big kids who are cooperative and connected to their parents, teachers, siblings, and peers. Over her decades as a clinical psychologist, Dr. Mona Delahooke has routinely counseled distraught parents who struggle to manage their children’s challenging, sometimes oppositional behaviors. Behavior, no matter how challenging, is not the problem but a symptom; a clue about what is happening in a child’s unique physiologic makeup. In Brain-Body Parenting, Dr. Delahooke offers a radical new approach to parenting based on her clinical experience as well as the most recent research in neuroscience and child psychology. Instead of a “top-down” approach to behavior that focuses on the thinking brain, she calls for a “bottom-up” approach that considers the essential role of the entire nervous system, which produces children’s feelings and behaviors.

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NEW YORK – For the first time, scientists have looked at how the very smallest clusters of cells used to perform computations in the brains of mice record a memory of a place. Unexpectedly, the researchers discovered overlooked connections between cells important for forming new memories, adding a new twist to decades of dogma about how mental maps of the world are created. Led by postdoctoral researcher Tristan Geiller, PhD, in the Losonczy lab at Columbia's Zuckerman Institute, the new study appeared Dec. 1 in Nature. The new connections revealed in the study could help to explain how a change in the activity of one cell percolates through the brain. "Our new discovery about how cells in the brains of mice communicate to create memories is a step toward figuring out how our own brains form memories,” said Attila Losonczy, MD, PhD, a principal investigator at Columbia's Zuckerman Institute. "With a better understanding of the fundamentals of how memories are formed, you can start wondering about treatments in conditions associated with memory problems." With a better understanding of the fundamentals of how memories are formed, you can start wondering about treatments in conditions associated with memory problems. Intimate Conversations Between Brain Cells When scientists investigate how the brain works, they normally do so either on the level of single cells or on the scale of regions consisting of enormous amounts of cells communicating across the brain. Until recently, much remained unknown about the level in-between, circuits made of just a small group of brain cells linked together in intimate, small-scale conversations. Technical challenges have made it difficult to study such small groups of cells. This new project brought together a team to overcome these challenges, including experts in cellular and molecular biology from the Polleux lab at Columbia’s Zuckerman Institute; computational neuroscientists from the lab of Claudia Clopath, PhD, at the Imperial College London; Balázs Rózsa, PhD, an expert in optical imaging at the Institute of Experimental Medicine in Budapest; and Andrew Murray, PhD, who studies neural circuits at the Sainsbury Wellcome Centre at University College London. "Studying these circuits is exciting because they are the smallest units with which computations are performed in the brain," Dr. Geiller said. “We still have so much to learn about them." Previous work examined such circuits in a relatively easily accessible surface portion of the brain, the visual cortex, which handles vision. In the new study, the researchers investigated these circuits in a more deeply buried region, the hippocampus, which is the brain's memory center. Connecting to Place Cells The researchers focused on place cells, which encode memories of locations. "Scientists have known for decades that individual place cells respond to specific locations, helping the brain create maps of the environment,” said Dr. Geiller. “But little has been known about how the cells talk to other cells to perform the mental computations that encode these memories of a location in a place cell." The scientists developed new techniques to not only record the activity of single place cells in mice, but that of all the neurons linked with those cells: including excitatory neurons that activate other brain cells and inhibitory cells, known as interneurons, that suppress other cells. Interneurons often put the brakes on place cells. But Dr. Geiller and his colleagues noticed that when a place cell first started firing in response to a location, the interneurons linked to it stopped inhibiting it. This took the brakes off, allowing the place cell to become attuned to a location. An Exciting Finding For Excitatory Cells Dr. Geiller also generated an artificial place cell in the rodents’ brains by using light to stimulate a cell in the hippocampus when the animal visited a specific location. The act of creating this memory of a location caused excitatory cells connected to the place cells to perk up and communicate with each other. This was completely unexpected. Decades of research had suggested that in the part of the hippocampus where memories of places are encoded, CA1, the excitatory cells don't talk to each other; they only talk to inhibitory cells. "One of our most striking findings is that excitatory cells here are connected, overwriting what's been dogma," said Dr. Losonczy, who is also a professor of neuroscience at Columbia's Vagelos College of Physicians and Surgeons. "These interconnected excitatory cells talking to their siblings allow a single place cell to trigger a massive reconfiguration of the circuit.” The reconfiguration revealed in this research might help the brain strengthen its memory when it comes to important locations, from food sites for animals living in the wild to coffee shops for humans living in cities. When one cell becomes active, the brain may recruit other cells to keep it active. The Losonczy lab plans to explore how these newly discovered networks of connections are formed in future research. "One possibility is these interconnected cells are born together during various times in brain development — say, on the same day — and stay wired together, to fire together," Dr. Losonczy said. "This could be a very intriguing model of how memory circuits are structured during development." A better understanding of how memories are created in the brain could one day help lead to ways to overcome the degradation or loss of memories. "Surgical interventions aiming at restoring memories can be less invasive and more controlled," Dr. Geiller said. "If we can pinpoint which neurons encode a certain memory, activation of one of these said neurons with light or targeted stimulations can hopefully be sufficient to trigger the recall of a past experience." This paper, “Local circuit amplification of spatial selectivity in the hippocampus,” appeared on Dec. 1 in Nature. The work was supported by the National Institutes of Health grants T32GN007367, 1S10OD023587-01; National Institute of Mental Health grants 1R01MH124047, 1R01MH124867, F30MH125628, F31MH117892; the National Institute of Neurological Disorders and Stroke grants 1U19NS104590, 1U01NS115530, R01NS067557, R21NS109753-442 01A1, K99NS115984-01; and the Kavli Foundation, the Gatsby Charitable Foundation and Wellcome Trust. The authors declare no competing interests.

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18th Century Umbrellas When first we came, all the umbrellas were up, but now the pavements are getting very white again. Jane Austen to Cassandra Bath, May 17, 1799During the 17th century, ladies used parasols for protection from the sun. A century later they were using oiled umbrellas as protection from the rain as well. By the early 19th century, the design of the umbrella had improved and its use had become widespread. After Maria’s marriage, Fanny Price was overtaken by a heavy shower close to the Parsonage and sought shelter under an oak. When the Grants spotted her, they sent out a servant, but Fanny was reluctant to come in: A civil servant she had withstood but when Dr Grant himself went out with an umbrella there was nothing to be done but to be very much ashamed and to get into the house as fast as possible; and to poor Miss Crawford, who had just been contemplating the dismal rain in a very desponding state of mind, sighing over the ruin of all her plans of exercise for that morning, and of every chance of seeing a single creature beyond themselves for the next twenty four hours, the sound of a little bustle at the front door and the sight of Miss Price dripping with wet in the vestibule was delightful. – Jane Austen, Mansfield ParkA century before Mansfield Park was published (1814) men did not use umbrellas, which were regarded as women’s accessories: A young man who borrowed one from a coffee house in a downpour in 1709 was excoriated as effeminate in a newspaper. It would have been a cumbersome model, ill-suited to being carried around. Similar heavy umbrellas were kept in churches to protect the parson during burial services. – A Brief History of the UmbrellaYet the following passage from Notes and queries, Volume 54, William White (Oxford University Press, 1876, p. 202), suggests that men began to use umbrellas earlier than Jonas Hanway, who braved ridicule from street urchins and hackney coachmen, who regarded the use of the umbrella as a threat to their livelihood: 1745 – Paid for umbrella, box and carriage.It is not stated for whose use this was intended; most probably for the minister when officiating at funerals. This is a remarkable entry, as the introduction of umbrellas into England is attributed to a much later period. The employment of the umbrella in the streets London is said to have been by Jonas Hanway, who died in 1786; but the following passage from the Trivia of Gay, who died in 1732, shows it was in use at a much earlier period Good housewives Defended by th’ umbrella’s oily shed, Safe through the wet on clinking pattens tread.”In 1893, Georgiana Hill wrote this descriptive history of the umbrella in England: Umbrellas were a recent fashion in the earlier part of the century. During the first ten years of George the Third’s reign, the only umbrellas in use were large carriage umbrellas, which required an attendant to hold them. In the country they were hardly known at all. The philanthropist, Jonas Hanway, in 1756, boldly unfurled an umbrella in the streets of London, being the first man who ventured upon such an innovation. Surely Hanway deserves to be held in grateful remembrance by the male sex for this spirited effort towards the emancipation of his brethren from the thraldom of custom. He was jeered and ridiculed by the populace, but was not to be laughed into giving up the sheltering oilskin. About twenty years later, a valiant footman named John Macdonald began to use a silk umbrella, which he had brought from Spain. The boys shouted after him: “Frenchman, why don’t you get a coach?” but he grasped his umbrella more firmly and went on his way, and in some three months time he was able to use it without exciting remark. Miss J. Gay Trivia Hutton, writing in 1779 from Derbyshire, says: “Mrs Greaves lent us their umbrella, and servant to carry it.” Miss Hutton’s brother was the person to use an umbrella in Birmingham, a Frenchman being the first. The town beau, when he first carried an umbrella, was caricatured in the prints as the rain-beau holding a tiny parasol over his head. A gentleman once borrowed an umbrella from the mistress of a coffee- house in Cornhill, and after the following satirical advertisement in The Female Tatler: “The young gentleman belonging to the Custom house, that for fear of rain borrowed the umbrella from Will’s Coffee house in Cornhill, of the mistress, is hereby advertised to be dry from head to foot on the like occasion he shall be welcome to the maid’s pattens.”An illustration of the want of umbrellas afforded in one of the caricatures of the period, showing a respectable citizen’s family from Vauxhall in a downpour of rain – the old gentleman with a handkerchief tied over his head to save his wig, and his wife’s cardinal on his to protect his best coat, while the wife herself and her daughters are tripping along in gowns turned up round their waists, and their heads enveloped in coloured handkerchiefs. In 1797 there was one umbrella in all Cambridge, and that was kept at a shop, and let out like a sedan chair ,by the hour. In London women carried umbrellas before men had taken to them, but the first umbrellas were heavy awkward machines made of oilskin or taffeta. Still, in spite of their cumbrous character, women who had to trudge along the streets on rainy days rejoiced in their shelter. With cloak and umbrella, they were able to face the dripping roofs and waterspouts, which were as much to be avoided as the rain. To the fashionable lady. who only walked in fine weather, the one important consideration was the parasol, but it was otherwise with the thrifty citizeness. Great must have been the relief and saving of clothes when the new invention came into use: Good housewives all the winter’s rage despise, Defended by the riding hood’s disguise; Or underneath the umbrella’s oily shade, Safe through the wet on clinking pattens tread. Let Persian dames the umbrella’s ribs display, To guard their beauties from the sunny ray; Or sweating slaves support the shady load, When Eastern monarchs show their state abroad; Britain in winter only knows its aid, To guard from chilling showers the walking maid.” - J Gay Trivia - A history of English dress from the Saxon period to the present day, Volume 1, By Georgiana Hill , 1893, p. 173-74.Early umbrellas were heavy and cumbersome to use: Early umbrellas were made of oiled silk with heavy wooden frames which made them difficult to open or close when wet. Whalebone (baleen) was also used but this still made the article heavy. It wasn’t until 1852 that Samuel Fox invented the steel ribbed umbrella claiming that he was using up stocks bought for making corsets. This made umbrellas much lighter and more portable. - Come rain or shine: historic umbrellas and parasols Vic Sanborn oversees two blogs: Jane Austen’s World and Jane Austen's World. Before 2006 she merely adored Jane Austen and read Pride and Prejudice faithfully every year. These days, she is immersed in reading and writing about the author’s life and the Regency era. Co-founder of her local (and very small) book group, Janeites on the James, she began her blogs as a way to share her research on the Regency era for her novel, which sits unpublished on a dusty shelf. In her working life, Vic provides resources and professional development for teachers and administrators of Virginia’s adult education and literacy programs. This article was written for Jane Austen’s World and is used here with permission.

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Faith, Environment and Climate Change It is increasingly recognised that faith leaders and faith-based organizations (FBOs) can be, and have already been, essential contributors towards the Sustainable Development Goals (SDGs) and the attainment of Agenda 2030. Nonetheless, to scale-up this potential, there is need for greater synergies between FBOs and other stakeholders, such as policymakers, NGOs, multilateral institutions, government agencies etc. FBOs also need guidance on how they can strategically engage with the SDGs to measure and evaluate their valuable contributions towards the broader global agenda and SDG progress on the ground. Engaging with faith actors is essential for mobilising the tremendous power they hold in engaging masses of people. Whilst FBOs have long been engaged in areas such as humanitarian assistance, education and healthcare, they have less experience in environmentally-focused work, climate change mitigation and adaptation strategies. Nonetheless, there is a wealth of inspiration to be derived from religious texts and teachings as all religions call upon their adherents to care for nature. Therefore, it is essential to connect environmental issues with sacred texts and teachings, whilst providing faith actors with the scientific knowledge to guide their climate action. This will enable faith leaders to engage with their communities in explaining their collective and individual roles in the implementation of the SDGs. Simultaneously, it is essential that perceived faith-secular/science bridges are overcome and that new partnerships are forged between relevant stakeholders and actors for mutual benefit. This is crucial, as globally, as of late 2020, we are not on track to achieve the SDGs and doing so requires the engagement from the full spectrum of society. Given that over 80% of the world population is affiliated with a religion or faith, faith actors will be essential moving forward and can play an invaluable part in building a more sustainable future. The modules of this course were designed in partnership with KAICIID and UNEP. KAICIID launched the FAITH4SDGS Project. More information and material can be found here: https://www.kaiciid.org/content/sustainable-development-goals-sdgs The overarching aim of this course is to build the capacity of faith actors and empower them to address different dimensions of climate change and environmental challenges and contribute towards the attainment of the SDGs. Although primarily oriented towards faith actors, the contents of the eight modules that constitute the course will also be relevant for a wide range of stakeholders and it will ideally be a catalyst to help bridge potential faith-science/secular divides and encourage the founding of new partnerships and cooperation. 1) Participants gain insight into the strategic focus of UNEP and the environmental priority areas its mid-term strategy and programmes of work focus on in the final decade of action for the attainment of the SDGs. 2) To provide faith actors with an understanding of the diverse components of environmental challenges and supply them with scientific knowledge, resources and examples of best practice to equip them to help address these. 3) Other, diverse and secular actors see the value of engaging and partnering with FBOs to achieve mutually supported goals, given the particular qualities and experience that FBOs offer. Ideally it will be a catalyst to help bridge potential faith-science/secular divides. Ultimately these processes will help communities around the world to adapt and mitigate against the negative impacts of climate change, pollution, extreme weather events and the destruction of the natural world. The e-learning course is comprised of eight modules, which will be given in a moderated environment over an eight-week period. Each module will focus on a different thematic topic that correlates to priority areas that UNEP is working in. The module will introduce the particular issue, the challenges associated with addressing it and focus on the tangible contributions that faith actors can make in providing or assisting solutions. Case studies and examples will be used throughout to demonstrate the added value of engaging with faith actors and serve as inspiration, both for faith actors and for organizations working in related fields to partner with faith actors. The SDGs and Agenda 30 will serve as the overarching framework that such work must be aligned to. The first module will act as an introductory overview with the subsequent modules focusing on various dimensions and components of the planetary crisis. The eight modules are: Week 1, Module 1: Faith for Earth: A Time for Action Week 2, Module 2: Faith for Earth and Climate Change Week 3, Module 3: Faith for Earth and Water Week 4, Module 4: Faith for Earth and Ecosystems Restoration Week 5, Module 5: Faith for Earth and Financing for Sustainable Development Week 6, Module 6: Faith for Earth and Environmental Governance Week 7, Module 7: Faith for Earth and Environmental Security (NBS) Week 8, Module 8: Faith for Earth and Sustainable Lifestyles This e-learning course is designed for religious leaders, faith-based organizations, civil society, non-governmental organizations, UN agencies, other multilateral institutions, government officials, policy and decision-makers and individuals interested in this subject. Whilst the focus is on faith actors, faith perspectives and faith-led action, this course seeks to contribute to building synergies amongst different stakeholders, highlighting the value of engaging with faith actors in addressing this challenge. At the end of the course participants will: 1) Be aware of the strategic focus of UNEP, as well as the broader UN system, and learn how they can contribute to the attainment of the SDGs. They will learn how to relate their activities to the goals and targets of the SDGs, and/or how to implement initiatives using this framework. 2) Have gained a broad understanding of the different dimensions of climate change and environmental challenges and related mitigation and adaptation strategies. Even if participant organizations do not explicitly focus on addressing certain thematic areas, given the extensive scope of the different modules, they will still gain valuable insights. 3) Be aware of the value of engaging with faith actors in climate action given the added value they bring and vice versa for those coming from a faith perspective. In order to ensure the best possible outreach, the course will be delivered through an interactive online platform that allows users to take the course as a moderated/instructor-led course. Course objectives are intended to be achieved through a variety of educational methods and technologies, designed to match personal learning styles, as well as by the inclusion of non-linear learning that aims to develop ‘just in time’ learning skills for adults. At the same time, in order to allow participants to have flexibility of scheduling, the learning will be conducted in an asynchronous manner. Using state-of-the-art training architecture, the KAICIID e-learning course methodology is based on the principles of adult learning and comprises a combination of interactive and gamified course content presentations, self-assessments, online discussion forums, joint online projects, quizzes and exercises to master the use of the proposed tools and approaches, as well as peer-to-peer learning through sharing of best practices, experiences and lessons learned in the regional, country or local context. The pedagogy has been adapted for full-time career professionals and is specifically tailored to train participants through a variety of learning methods: absorb (read); do (activity); interact (socialize); and reflect (relate to one’s own reality). A Certificate of Completion will be issued to participants who achieve a minimum total score of 70% and who complete all the mandatory activities. Modern and updated browsers. The course is comprised of eight modules that will be offered as a moderated/instructor-led e-learning course over an eight-week period. The average workload per week is estimated at around three hours.

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In the past, it was clear what lessons should look like: The teacher stands at the front and explains, and the pupils listen and eagerly take notes on narrow benches. However, profound changes have taken place recently: Frontal teaching has been accompanied by problem-solving and independent learning such as group or individual work. In short, teaching methods have changed fundamentally over the last 100 years. So far, the situation in Schools is. Adult Education is similar to school education. The reason might be on one hand that the adults remember their time at school and have certain expectations (and expect a similar learning environment as they were used to learning). On the other hand, adult education training is frequently done by school teachers – and they do as they are used to at school (because they don’t know better). Adult education is a non-formal Education. This means that there (often) is no explicit curriculum, and the learning outcomes count. Additionally, exams or typical assessments as they are done at school are unusual. Most adults have a high level of motivation – they simply want to reach the learning objectives. This led to the use of non-formal assessments in adult education, and to typical methods of monitoring the learning progress (implemented by the trainer). Need for versatile learning spaces The items mentioned above lead to the need to design learning spaces differently. Modern training in adult education is not based on lectures and presentations but on active learning by the learners, cooperative learning processes, and similar modern training methods. These considerations result in the need for new, innovative learning spaces. Various experiments and school trials have been taking place for years in the school sector and in higher education – without changing the educational landscape significantly. The empiric case study The EBI has undertaken an empirical study about the view point of adult educators. The study has been based on a questionnaire sent out to the target group of adult educators (token-based to ensure that only the addressed trainers could answer). The sample was n=30, addressing trainers from several European countries (Spain, Sweden, Greece, Italy, Portugal, Norway, Denmark, and Poland). Here are the evaluated outcomes of this case study, - This traditional classroom, as it’s well-known in School Education, is the best learning space for most of the training situations in Adult Education. - This open learning space, group-based and focusing on collaboration, is the best learning space for most of the training situations in Adult Education. - Modern learning spaces for Adult Education must be flexible in spatial design. It must be possible to change the spatial arrangement easily. - Modern learning spaces for Adult Education must not follow traditional teaching or training methods but can use other approaches based on active learning. Specific feedback coming from the addressed trainers - As I teach very often adults from various countries, it’s strange but true, when I introduce new methods, class activities, and personalized learning methods (deriving from mastery learning) adults somehow still prefer traditional classroom activities and space settings. The older they are, they often tend to feel uncomfortable with innovative methods, working in groups, experimenting with tools or products in class, speak out in public in front of others. I rather use mixed methods, some explanations and new methods (based on the subject I need to teach) or gamification of some activities work well. However, extremely innovative methods do not really work - In my view, learning spaces should be flexible enough to accommodate the type of activity to be carried out; i.e, sometimes traditional learning methods (direct instruction) can be used at some point combined with cooperative learning methods. - In my opinion, creativity and innovation are playing a big role in connection to teaching activities. Moreover, it could be challenging to follow just one approach because it is very individual and with different educators and learners, different approaches may be efficient. I think it is an interesting project and I wish you good luck with the development. - Each learning space must be adapted to the adult group (age, needs, disability) and the training topic and teaching methods selected. The distance from where the participants live is also important. - The train organizer must take into consideration the specific target group (for example:age, digital competences, experience in trainings). - Modern training space: thinglink.com/scene/1274377878766616579 - Principles of Design and Implementation of L&T Spaces: Lessons Learnt from German and Portuguese Higher Education, 2021, 14th International Conference of Education, Research and Innovation – ICERI 2021, Sevailla, Spain; DOI: 10.13140/RG.2.2.28696.52486 - Innovative Learning Spaces in the Making, Janette M. Hughes†, Laura J. Morrison, 2020, DOI: doi.org/10.3389/feduc.2020.00089

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Parkinson's disease, what are its symptoms? What role do environmental toxins play in its development? And why should we be critical on current toxin research methods? Lead exposure has a negative influence on the developing brain and body. Zebrafish research allows us to understand the effects of lead poisoning on the different stages of life. Researchers from the University of Heidelberg used DanioScope in a novel way to objectively measure breathing in zebrafish embryos and larvae. How can we use a zebrafish (Danio rerio) embryo model to detect possible neurotoxic chemical mixtures that are difficult to detect with normal chemical analyses? What effect do ship hull coatings have on coral viability and restoration? And how can non-toxic alternatives effect mobility behavior in coral larvae? What do Zebrafish and sewage sludge have in common? In this blog their use as a screening tool is highlighted to asses the ecotoxicity in soil. Local residents, students and scientists joined forces to investigate harmful contaminants in drinking water wells in New England. Behavioral effects of these contaminants were studied in zebrafish. THC and CBD are well-know compounds of cannabis (Cannabis sativa), use for recreational purposes or health benefits. We have less knowledge of the effects of another active compound: CBN. We are all very familiar with zebrafish as a model species in neuroscience research. Today, let's talk about another fish, the Japanese medaka. PCBs are synthetic molecules that were used in transformers, electric motors, and more applications. It was quickly discovered that these molecules are toxic, and subsequently, they were banned.

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Neuroscientist Ben Barres, who identified crucial roles of glial cells, dies at 63 The Stanford neuroscientist’s research focused on the cells in the brain that aren’t nerve cells. Collectively called glia, these “other” cells play a central role in sculpting and maintaining the brain’s wiring diagram. Acclaimed Stanford neuroscientist Ben Barres, MD, PhD, died on Dec. 27, 20 months after being diagnosed with pancreatic cancer. He was 63. Barres’ path-breaking discoveries of the crucial roles played by glial cells — the unsung majority of brain cells, which aren’t nerve cells — revolutionized the field of neuroscience. Barres was incontestably visionary yet, ironically, face-blind — he suffered from prosopagnosia, an inability to distinguish faces, and relied on voices or visual cues such as hats and hairstyles to identify even people he knew well. And there were many of them. A professor of neurobiology, of developmental biology and of neurology, Barres was widely praised as a stellar and passionate scientist whose methodologic rigor was matched only by his energy and enthusiasm. He was devoted to his scholarly pursuits and to his trainees, advocating unrelentingly on their behalf. He especially championed the cause of women in academia, with whom he empathized; he was transgender. “Ben was a remarkable person. He will be remembered as a brilliant scientist who transformed our understanding of glial cells and as a tireless advocate who promoted equity and diversity at every turn,” said Marc Tessier-Lavigne, PhD, president of Stanford University. “He was also a beloved mentor to students and trainees, a dear friend to many in our community and a champion for the fundamental dignity of us all.” (Read Tessier-Lavigne's tribute to Barres.) Added Lloyd Minor, MD, dean of the School of Medicine, “Through courage and determination, Ben not only changed the course of neuroscience, he touched many lives. He was an inspiration, and I, like so many others, am a better person for having known him.” Nine of every 10 brain cells Barres’ research focused on the nine of every 10 cells in the human brain that aren’t nerve cells, or neurons. They’re called glial cells or, collectively, glia. “Ben pioneered the idea that glia play a central role in sculpting the wiring diagram of our brain and are integral for maintaining circuit function throughout our lives,” said Thomas Clandinin, PhD, professor of neurobiology, who assumed the role of departmental chair in April 2016 when Barres, who had held the position from 2008 until then, was first diagnosed with pancreatic cancer. “People had thought glia were mere passive participants in maintaining neural function. Ben’s own work and that of his trainees transformed this view entirely.” When Barres first began studying them, glia, whose name comes from the Greek word for glue, were thought to be not much more than packing peanuts, supplying positional stability and various nutrients to the brain’s much more talented neurons. But Barres and the numerous trainees who cycled through his lab showed otherwise. Glial cells, they proved, are critical to sustaining the overall architecture of the brain’s constellation of synapses, through which neurons pass signals to one another. Recent evidence from Barres’ lab indicates that glia gone wrong may be to blame for many of the neurodegenerative disorders that vex humanity. “Ben placed a big career bet on the possibility that there was gold in glia,” said neurobiology professor William Newsome, PhD, the Vincent V. C. Woo Director of the Stanford Neurosciences Institute. “And he started by solving a big problem: No one had been able to grow glial cells in isolation.” Burning the midnight oil Intent on determining exactly how glia influence brain function and dysfunction, Barres typically worked until midnight or later throughout his career. Early on, he generated tools that allowed each of the three distinct types of glial cells to be purified and cultured in a way that retained all of their functionality, so they could be studied in a dish with a previously unobtainable acuity. Rather than jealously guard his methods and reagents, Barres took pains to make them widely available to others just as, later on, he did with the voluminous data his lab was able to generate with them. “He had a selfless, outward-looking focus,” Clandinin said. “I’ve gone a lot of places in the months since Ben was diagnosed, and I haven’t gone anywhere yet where someone hasn’t come up to me and asked me about how Ben was doing. Every one of them has a story about how he helped them in their career.” In doing so, Barres seeded an entire field of scientists studying glia, said Andrew Huberman, PhD, an associate professor of neurobiology at Stanford who was Barres’ postdoctoral advisee from 2005 through 2010. “He didn’t have these normal territorial issues all of us have,” Huberman said. “He always gave more than he took. If ever there was an example of a purpose-driven life, it’s Ben. His passion was for science. His obsession was glia. His mission was to bring equality to how people are treated and promoted in science.” Born Sept. 13, 1954, Barres grew up in West Orange, New Jersey, one of four children in a not well-to-do family. He got his first taste of science in the West Orange Public Library, developed an affinity for microscopes and chemistry sets, and became a high school math star. Attending the Massachusetts Institute of Technology on a scholarship, he earned a bachelor’s degree in life science there in 1976 and headed to medical school at Dartmouth, where he obtained an MD in 1979. Motivated by a mystery During his subsequent internship and residency in clinical neurology at Cornell, Barres grew increasingly frustrated at physicians’ inability to provide cures or even to understand the causes of neuronal degeneration. He was struck by the observation, in pathologists’ specimens of degenerating brain tissue, of irregular-appearing glial cells’ ubiquitous presence near the lesions. Bent on finding out why, Barres changed course. He returned to academia, enrolling in a graduate program in Harvard Medical School’s neuroscience program in 1983, and published several research papers by the time he received his PhD in neurobiology in 1990. Then he embarked on a postdoctoral fellowship in the lab of Martin Raff, MD, a professor of biology at University College London who was using immunological techniques to tease apart the three classes of glial cells. Working under Raff, Barres pushed forward and unearthed new insights concerning the best-known glial class: oligodendrocytes, cells stuffed with a fatty substance called myelin. These fat-filled cells were already understood to wrap themselves around neurons’ lengthy projections, a process called myelination, providing electrical insulation and vastly increasing the transmission speed and reliability of neuronal impulses. Barres showed, among other things, that electrical activity in neurons was necessary for neurons’ myelination. Barres would routinely work in the lab until 2 or 3 a.m., said Raff. “He slept on the floor of my small office. Every morning when I arrived and opened the door, it would whack him in the head — he eventually learned to sleep facing the opposite direction.” Arriving at Stanford In 1993, Barres moved from University College London to an assistant professorship in Stanford’s Department of Neurobiology. He was promoted to associate professor of neurobiology and of developmental biology in 1998, and to a full professorship in 2001. In 2008, he became chair of neurobiology. From 2005 on, he was the director of the Masters of Science in Medicine Degree Program for PhD students, which he had created. At Stanford, Barres turned his attention to a second class of glial cells known as astrocytes. These are the most common cells in the human brain, outnumbering neurons by a factor of four or so. Before Barres began focusing on them, nobody really had understood what astrocytes do for a living. With his colleagues, he discovered that they are crucial to the physical formation of synapses, as well as to those synapses’ functional activation. He and his colleagues also discovered that astrocytes cooperate with microglia — a third glial-cell type that’s become the object of much recent attention in Barres’ lab — in pruning away excess synapses during fetal and neonatal development, in essence preserving brain circuitry that’s proven itself to perform legitimate activities and clearing out the dead wood. Beth Stevens, PhD, then a postdoctoral scholar in Barres’ lab, led a 2007 study showing that the cooperation of astrocytes and microglia in synaptic pruning involves the coordinated secretion of molecules previously thought to be exclusive to the body’s immune system. Stevens continues to focus on this phenomenon as an associate professor of neurology at Harvard Medical School. “When I left Stanford for my new job,” she said, “Ben told me, ‘Take this work with you to your new lab, Beth. Nobody can do it better than you.’ Mentors aren’t always so generous about ceding areas of research initiated in their lab to trainees headed elsewhere. But Ben was a very special person. Not only was he an incredible scientist, but he also cared deeply about other people, especially his trainees. We were his kids.” Never losing sight of goal Barres never lost sight of his original goal: to figure out the molecular and cellular causes of the brain tissue degeneration seen in Alzheimer’s, Parkinson’s and Huntington’s diseases; multiple sclerosis; amyotrophic lateral sclerosis, or Lou Gehrig’s disease; and glaucoma, an optic-nerve degenerative disease. Research in Barres’ lab has strongly implicated inflamed or “reactive” astrocytes and microglia as drivers in all of these neurodegenerative disorders — most recently, in a 2017 Nature paper describing how certain reactive astrocytes secrete something that kills stressed or injured neurons. In an interview about this study, Barres described these findings as “the most important discovery my lab has ever made.” “Wherever we look in degenerating cortical tissue, we find reactive astrocytes,” said the study’s lead author, Shane Liddelow, PhD, a postdoctoral scholar in Barres’ lab. “And now we’ve learned that a subset of these reactive astrocytes not only fail to execute their synapse-building and -pruning tasks but also secrete a factor, or combination of them, that’s toxic to damaged neurons, and that these astrocytes become malevolent only when stimulated by yet other factors secreted by microglia that are themselves in an inflammatory state.” Postdoctoral scholar Mariko Bennett, PhD, who will receive a medical degree in June, identified those microglia-derived factors, and graduate student Kevin Guttenplan is working on identifying and characterizing the astrocyte-generated toxin. In 2011, Barres co-founded a biotechnology company, Annexon Biosciences, to translate these findings into drugs that could someday succeed in retarding or preventing the progression of neurodegenerative disorders. ‘Just so I could work with him’ Liddelow hadn’t initially intended to study glia. In 2010, he was a graduate student in Australia, focused on another research area. “I met Ben at a meeting, and we hit it off. I switched fields in a heartbeat, just so I could work with him.” Liddelow sat next to Barres during the meeting. “He was happily handing me one after another peanut butter and jelly sandwich,” Liddelow recalled. “I didn’t like peanut butter. But I think I ate three sandwiches. I just wanted him to like me.” Barres, who was transgender, was an outspoken champion of marginalized minorities in academia and society, not infrequently digressing for a few minutes during his scientific talks to point out the differences he’d personally experienced in how other scientists treated him when they perceived him as a woman versus as a man. Barres spent his last days and final hours making sure that the letters of recommendation he had written for others were ready. “In what time remains to me that will be my highest priority,” he assured trainees in a letter he sent to them in early November. Over the course of his career, Barres’ published 167 peer-reviewed papers, organized and chaired numerous meetings, won many awards and served on the editorial boards of Science, Neuron, the Journal of Neuroscience, the Journal of Cell Biology, Glia, Current Biology and more. He was elected to membership in the American Association for the Advancement of Science, the American Academy of Arts and Sciences, the National Academy of Sciences and the National Academy of Medicine. “If you took the Barres lab out of the field of glial studies, there would be no field,” Raff said. Much of that field was in attendance for a celebratory symposium/reunion held in Barres’ honor at Stanford on Jan. 12, 2017. “It was like a giant lab meeting,” said Stevens, one of the organizers. “Everybody came except for a handful who couldn’t make it for logistical reasons. We’re really a tightly knit family. And Ben was the nucleus that kept us all together.” PRESS RELEASES Bruce Goldman By BRUCE GOLDMAN Bruce Goldman is a science writer for the medical school’s Office of Communication & Public Affairs. Email him at email@example.com. Read Ben Barres's chapter in The History of Neuroscience in Autobiography Volume 10.

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In the classic Rubin’s vase optical illusion, you can see either an elaborate, curvy vase or two faces, noses nearly touching. At any given moment, which scene you perceive depends on whether your brain is viewing the central vase shape to be the foreground or background of the picture. Now, Professor John Reynolds and senior postdoctoral fellow Tom Franken have made headway into understanding how the brain decides which side of a visual border is a foreground object and which is background. The research, published in the journal eLife, sheds light on how areas of the brain communicate to interpret sensory information and build a picture of the world around us. ‘The way that the brain organises and generates a representation of the outside world is still one of the biggest unknowns in neuroscience today,’ says Reynolds, holder of the Fiona and Sanjay Jha Chair in Neuroscience. ‘Our research provides important insights into how the brain processes borders, which could lead to a better understanding of psychiatric conditions where perception is disrupted, such as in schizophrenia.’ When you view a scene in front of you, individual neurons in the brain’s cortex each receive information about a minuscule region of the scene. Neurons receiving information from the border of an object thus have little initial context about which side is foreground. But scientists previously discovered a set of cells that very quickly signal which side of the border belongs to the object (‘border ownership’); after all, depth perception and the ability to pick out objects in front of you is critical to survival: is that a curb or a shadow, a rock or a cave? Exactly how these neurons in the brain compute border ownership has been unclear. Some scientists hypothesized that as information from the eye passes through the brain, into successively more downstream (deeper) areas, additional computations occur in each area until your brain builds a model of the visual scene. This is called the ‘feedforward’ pathway. But other scientists hypothesized the importance of the ‘feedback’ pathway, in which downstream areas of the brain must first process information, and then send these clues back to neurons in upstream areas, to help them figure out border ownership. Reynolds and Franken set out to determine which hypothesis was correct. They used electrodes to record the activity of neurons in different layers of the brain’s cortex as animals viewed an image of a square object on an otherwise blank background. The scientists first determined which particular neurons were processing information from a small part of the border that demarcates the square and the background; then they measured the timing of border ownership signals in these neurons and compared this for neurons in different layers. ‘What we found is that the earliest signals on border ownership occur in neurons in the deep layers of the brain’s cortex,’ says Franken, who is a physician-scientist and supported by a K99 Pathway to Independence Award from the National Institutes of Health. ‘This supports the importance of the feedback pathway for deciphering borders, because feedback connections arrive at and leave from neurons in deep layers.’ The researchers also observed that neurons stacked vertically in different layers in the cortex tended to share the same preference of border ownership. For example, certain columns of neurons preferred scenes where the left side of a border was the object, while other columns of neurons preferred scenes where the right side of a border was the object. Franken explains that these findings suggest that feedback might actually be organised in a systematic way, a promising avenue for further research. ‘As we come to understand the architecture of the brain and how ensembles of neurons communicate with each other to build up our internal representation of the external world, we are better positioned to develop diagnostic tools and treatments for brain disorders in which these internal representations are distorted, such as schizophrenia,’ says Franken. ‘The hallucinations and delusions associated with schizophrenia may be associated with the disruptions of feedforward-feedback loops.’ Next, Franken will follow up on these results with experiments to investigate how information conveyed by feedback contributes to the processing of borders. The work was supported by grants from the George E. Hewitt Foundation for Medical Research, a NARSAD Young Investigator Grant from the Brain & Behavior Research Foundation and the National Eye Institute of the National Institutes of Health.

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What We Can Learn from Octopus Intelligence Octopuses are undoubtedly one of the most fascinating creatures living under the sea. Their peculiar behavior, unique biological characteristics, and exceptional intelligence make them a subject of intrigue for scientists and marine enthusiasts alike. The study of octopus intelligence provides insight into the evolution of intelligence and cognition in invertebrates. The octopus' capacity for problem-solving, learning, and memory, combined with its ability to adapt and survive in various conditions, are aspects that humans can learn from. This article aims to delve into the mysteries of octopus intelligence, shedding light on what we can learn from this extraordinary creature. Understanding Octopus Intelligence The intelligence of octopuses, or 'octopus intelligence', has long intrigued scientists and researchers. Belonging to the cephalopod family, these creatures are widely recognized for their impressive cognitive skills. Their complex nervous system, unlike any other invertebrate, stands testament to their exceptional mental capabilities. Marine biologists and cognitive scientists gauge their intelligence by assessing their problem-solving abilities and learning capacity. Octopuses have been observed to exhibit remarkable problem-solving skills, demonstrating their ability to navigate mazes, open boxes and even escape from their enclosures. This capability points to a heightened level of spatial awareness and strategic thinking. In terms of their learning capacity, octopuses have been known to learn by observation - a trait typically associated with higher organisms. They can adapt their behavior based on past experiences, showcasing a form of learning known as associative learning. This goes beyond simple trial and error, indicating a more sophisticated level of cognitive processing. Given these findings, it is clear that the study of octopus intelligence offers valuable insights into the cognitive abilities of non-mammalian species. This could have wide-ranging implications for our understanding of intelligence and cognitive abilities across the animal kingdom. Octopuses and Adaptiveness Renowned for their adaptability, octopuses exhibit a plethora of survival strategies that highlight their unique intelligence. Their ability to change color and texture, known as 'camouflage', is a classic example of 'octopus adaptability'. This adaptiveness extends beyond mere color-changing capabilities, it involves a high level of cognitive flexibility and 'neuroplasticity'. Moreover, octopuses have evolved sophisticated 'escape tactics' to outwit predators. Whether it's squirting a cloud of ink or squeezing their boneless bodies through tiny spaces, these strategies further illustrate their incredible knack for adaptation. In regard to their 'hunting methods', octopuses exhibit a striking mix of stealth, strategy, and versatility. Some species sneak up on their prey, while others use their powerful arms and suction cups to capture their meals. This just further underscores the complexity of octopus adaptability and intelligence. A marine ecologist would affirm that understanding the adaptability and survival strategies of the octopus provides us with valuable insights into the realm of marine intelligence. Octopuses, with their remarkable adaptability and varied survival strategies, exemplify the vast potential of intelligent life in our oceans. Learning from Octopus Social Behavior The common perception labels octopuses as solitary beings, yet octopus social behavior demonstrates a different story. Fresh insights from advanced research highlight various instances of octopus interaction, shifting our understanding of these fascinating marine creatures. One aspect of this social behavior that warrants attention is communication. Octopuses communicate using a complex array of signals, demonstrating an unexpectedly sophisticated level of interaction. They change colors, shape, and texture to express emotions or intentions, pointing to the presence of a rich, unexplored language. Understanding this could open up new avenues in ethology, the science of animal behavior. Another noteworthy behavior is aggression. Octopuses exhibit a range of aggressive behaviors, often associated with territorial disputes or mating rituals. These behaviors provide a window into their survival strategies and social dynamics. Ethologists and marine biologists could potentially apply these insights to other marine species, enhancing our knowledge of underwater ecosystems. The final puzzle piece in understanding octopus social behavior lies in their mating practices. The courtship rituals and mating behaviors of octopuses are complex and intriguing, once again challenging the assumption of the octopus as a solitary creature. Delving into these practices not only enriches our understanding of octopuses but also contributes to the broader field of marine biology. In conclusion, the social behaviors of octopuses offer a treasure trove of information that can benefit experts like ethologists and marine biologists. By exploring communication, aggression, and mating practices among octopuses, we can deepen our understanding of their unique intelligence and their crucial role in marine ecosystems. The Octopus's Problem-solving Abilities Often underestimated, the octopus's problem-solving abilities are a clear indication of their advanced cognitive capabilities. It is fascinating to observe the strategies they employ to tackle challenges, demonstrating the use of tools, learning from experience, and remarkable problem-solving skills. For instance, they have been seen using shells as shields and coconut halves as mobile homes, exhibiting an instinctive understanding of tools to fulfill their needs. This is not only a testament to their intelligence but also opens up a new realm of understanding about octopus behavior. Alongside their impressive use of tools, octopuses exhibit an ability to learn from experience, a phenomenon that throws light on their advanced cognition. Their capacity to adapt and learn from their surroundings or previous encounters is a clear testament to their cognitive skills. They are recognized to be quick learners, swiftly adapting to new situations or challenges. This demonstrates a level of intellect that places them superior to other marine creatures in terms of cognitive abilities. The study of octopus cognition is an ever-expanding field, with new discoveries being made constantly. Their diverse behaviors and problem-solving abilities continue to intrigue cognitive psychologists and animal behaviorists around the world. The research and understanding of octopus behavior and their cognitive capabilities not only broaden our knowledge about marine life but also provide insights into the complex world of animal intelligence. Implications of Octopus Intelligence for Humans Notably, octopus intelligence unfolds prospects for myriad of domains, most prominently robotics, artificial intelligence, neuroscience, and psychology. The unique problem-solving and perception abilities displayed by these marine creatures have opened new avenues for exploration and innovation in biomimicry. From the perspective of robotics, the flexible and adaptable nature of an octopus can potentially revolutionize how we design and engineer robotic systems. Similarly, from an artificial intelligence standpoint, the decentralized information processing of the octopus offers an alternative approach to traditional AI models. In neuroscience and psychology, the octopus serves as an intriguing model to study cognitive processes. While they share certain cognitive traits with humans, their neural architecture is drastically different, offering further insight into the evolutionary paths of cognition. The potential knowledge that can be gained from studying octopus intelligence is far-reaching and may hold the key to several advancements in these fields.

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Now that more people are hearing about AI and its practical uses, you might hear or read terms such as machine learning or deep learning & wondered what are they? Because they are new to the mainstream, it’s easy to confuse the two words as interchangeable, but they mean different things. So what’s the difference between machine learning and deep learning? Let’s see. In a previous post, we explained the difference between AI and machine learning. Machine learning is a subset of AI. Machine learning is newer than AI; it began in the 1990s when we were finally able to let computers analyze data, extract information, and learn from it. Basic software is coded with a particular set of instructions to accomplish tasks. With machine learning, the machine is trained on how to do tasks based on large amounts of data. Our instructions, or algorithms, give it the ability to learn how to do the task. But what about situations in which things are not clear? We might teach machines to recognize symbols such as numbers or letters, but what if handwritten digits are difficult to read? Plus, for machines to understand things, we must feed them the correct sets of data, which limits them to data we think it relevant. What if we don’t account for factors? We are, after all, only human. Deep learning is a way to do that. It’s another subset of AI and is also newer — sort of. The history of deep learning began in the 1950s when scientists attempted to mimic the brain’s neurons. At the time, the collective knowledge of neuroscience was fairly limited, and the scientists got it wrong. In addition, what they were attempting would take massive computing power, the kind we simply did not have back then. Remember, your smartphone has far more processing power than what NASA used to go to the moon. Though their programming was sophisticated, substantial processing power is necessary for the type of computations required for deep learning. Deep learning uses artificial neural networks (ANN), which is what we call this type of computing. A large ANN consists of thousands of neurons, sort of like a brain, except a mammal’s brain has billions of neurons. Further, the neurons in ANN work in layers, with the “deep” of deep learning referring to the many layers needed to perform these functions. Each layer can add and compute new information. Deep learning is getting a bit closer to the power of a human brain. Instead of just reading a row of numbers, deep learning can take millions of examples and learn that the handwritten zero that looks like a six is actually a zero. Deep learning is a machine figuring out which data set it needs to solve the presented problem. Deep learning is possible thanks to advances in GPUs. A standard computer operates with a CPU (central processing unit), while a graphics processing unit, or GPU, was first designed by gaming companies to process the functions and graphics in video games. Simply put, these cards process math at incredible speeds. Your PC has between eight and 16 processors. A GPU can have thousands. While this technology has been around for a while, it’s now becoming cheaper than ever. You can build your own for around $1,000 and use open-source software. You can also leverage other machines at the click of a button thanks to advances in cloud computing. The lower costs and significant changes in the industry have generated more excitement about AI. One breakthrough came in 2012 when Andrew Ng at Google used 10 million YouTube videos to train a computer to recognize cats. While we still use algorithms, deep learning is replicating the brain functions, creating a machine that is more self-aware and can make connections based on the context of information. For example, if you saw the letters A-P-P-L, you would probably guess the next letter is “E” depending on the context. Deep learning is the work toward making computers understand that “E” is the next letter and not, perhaps, “I,” for the word “application.” Therefore, machines powerful enough to handle deep learning can solve more complex problems. IBM’s Watson, for example, has read Wikipedia and has proven the ability to differentiate the subtleties of language. In “How to Create a Mind,” author Ray Kurtzweil speculates that a computer version of such designs will soon become more capable than the human brain. While you may roughly understand the difference between the two types of approaches, you may wonder why it matters. Like anything, you need the right tool for the job, and deep learning is overkill for some tasks. You can think of machine learning as more “simple” tasks, such as spam filtering. Machine learning is used for spell checkers and Pandora’s music preference software. Meanwhile, deep learning is what is going to put autonomous cars on our streets. YouTube is using deep learning to remove violent videos from the web. Facebook and Google are combating fake news thanks to deep learning. If you’ve heard about AI creating its own art and music, that’s deep learning. (Though it has work to do before we find it palatable.) Deep learning has been able to recreate a video game after watching a game for only two minutes. All of these exciting changes have rekindled the industry. Now, the problem is the limitation of our own imagination. We can use the power of deep learning and end up with some weird art. But we can also produce solutions to the world’s problems and help businesses grow. If you’re intrigued by AI, contact us to learn more about applying it in the business community.

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Elearning Development Time Elearning development time can be broken down into two types: design time and seat time. Design time is essentially the amount of time an instructional designer will spend working on developing a course from the beginning of the ADDIE guide (analysis) through the implementation phase. The evaluation phase can be accounted for separately. The second kind of time, seat time, is the time the learners will spend in front of the course. Basically, how long will it take a learner to go through the content of this course? ELearning Development Design Time The amount of time it takes and instructional designer to get a course in front of a learner will vary based on a few factors. First, how complex is the proposed course? If the course requires a lot of simulations, demonstrations, or variable branching, then this will add to the design time. However, if there is already previously created material for this training, then that could cut down on the development phase. If there are stakeholders or subject matter experts that need to be consulted throughout development, their response time and complexity of feedback will also affect the development time. The Association for Talent Development (ATD) studied how long it takes instructional designers to create a course and their findings span between 43 and 600 hundred hours for every one hour of seat time depending on the type of course and software used. In the ATD study, most content developers used Microsoft Word and PowerPoint to develop instruction. These are considered low complexity tools. Adobe Flash and Captivate followed, and behind them were LMS-based tools. ELearning Development Seat Time Seat time refers to the time it will take a learner to go through a course. Similar to design time, if the course is very complex and includes simulations, demonstrations, or variable branching, then it will take learners longer to get through the course. It is preferable that the type of content dictates the amount of time a learner will spend in front of a course. There are times though when the organization has constraints regarding how much time they can dedicate to training. In these instances, the seat time may be determined before the analysis phase even begins. This can create an issue of there is a lot of content to be covered, but not enough time. Chunking content, or dividing the content into small manageable pieces, gives instructional designers an overview of what can be covered in the amount of time. In situations where there is too much content and not enough time, the organization may choose to divide the training over several days. If an organization chooses to divide content over several training opportunities, a learning management system (LMS) can help organize the content and keep track of what parts of the training learners have taken. Using an LMS to Organize Content A learning management system is a software that can be run in house or supported on the web. It gives instructional designers a place to store training, keep track of employee attendance, and employee assessment data. Some learning management systems also have tools that help instructional designers create training. Trakstar Learn is a web-based learning management system that offers instructional designers the ability to create training online. Sign up for a demonstration today to learn more.

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Comparing Eduaide.Ai and ChatGPT ChatGPT is a Large Language Model (LLM) that has revolutionized how we interact with Artificial Intelligence. With over 100 million users, many have witnessed the power and promise of generative AI. Any technological intervention, however, has both positive and negative effects; these effects are further amplified when the technology has the power of LLMs that we’ve observed. As an EdTech company primarily concerned with generative AI, we are left with questions about how this technology can be used to improve teaching and learning and where the ethical, instructional, and logistical boundaries are. Should You Use Eduaide.Ai over ChatGPT? Eduaide.Ai features a library of various teaching resources. We remove the friction of prompt engineering and the necessity of user expertise with AI. Through our prompt structures and user interface, we set parameters for high-quality generative educational resources and cut the time for sourcing those materials so that teachers can focus on more pressing matters like exploration, personalization, and revision. Language Model Agnostic There is much competition in the LLM space. Which model will offer the best value for our users needs to be clear-cut. As such, Eduaide.Ai internally uses numerous models from different vendors. This degree of model agnosticism allows us the flexibility to provide the best tool for the job all within one application. Revise and Remix Generative Outputs Chat interfaces are helpful in many cases. However, sometimes you need to edit a generated response. Eduaide.Ai enables users to edit and transform responses right in the workspace. We even offer a suite of personalization tools to assist you in this task. 1. In-Context Learning and Research-Informed Resources When using ChatGPT you must know what to ask to get the response you want. The internal logic and context of the input largely determine the quality of the output. This is a time-consuming, iterative process that is hard to reliably replicate over the diverse range of resources that a teacher needs. Eduaide.Ai removes that barrier to entry so that teachers may focus on personalizing and differentiating generative resources to suit their unique needs instead of requiring extensive professional development in prompt engineering and instructional design. Eduaide.Ai provides a curated set of resource types that integrate best practices from existing literature in the Science of Learning as discerned by our research, collaboration with our advisory board, and continued feedback from users. Foundation Models are limited and should not be used as the exclusive creators of educational resources. The outputs of generative AI require honing and feedback. In essence, they require personalization. The act of instructional planning under these circumstances becomes one of refinement, revision, and remixing. This generative AI workflow dramatically reduces the cost of experimentation. On a platform such as Eduaide, the generative resources are designed such that they expose the user to a range of instructional techniques available in a given circumstance. Moreover, features like suggested resources and “Enhance” enable teachers to better explore the instructional possibilities of any given topic. 2. Eduaide.Ai is LLM Agnostic While GPT is the popular and cost-effective LLM today, its utility may wane as the AI tool space expands. Eduaide.Ai is built such that we may swap models in and out as needed to best suit the requirements of each resource. This level of modularity enables our users to interact with a range of LLMs all in one platform. This, of course, is compared to ChatGPT where you are limited to the model used by OpenAi and thus unable to leverage other providers. 3. Output Editing, Organization, and Granular Control ChatGPT is, at its core, a chat interface. This is great for many things, but not for editing provided text. With ChatGPT you must export the output, make changes in a text editor or word processor, and then decide if you want to leverage the AI again to personalize the revised output, which means that work would have to be re-imported and then exported again if the additional outputs require further editing. This is a friction point in the use of AI for instructional planning. Eduaide.Ai has a built-in text editor that allows you to edit generative outputs within the web application. This enables users to interface with the AI in real-time as they make revisions and alterations to generated content on a granular level in the same workspace as where the LLM generates material. 4. Eduaide.Ai is made by teachers Eduaide.Ai is not a company where technologists are coming into education with prescriptive measures that do not reflect instructional realities. Rather, Eduaide.Ai is created by teachers who work in collaboration with engineers and designers. Compared to ChatGPT, we understand how teachers spend their time and the challenges that lead to burnout and attrition. This means that we are continually fine-tuning the application to maximize its utility based on what we learn in research, from using the application in our own teaching, and also from feedback and collaboration with teachers like you. ChatGPT is a general-purpose tool that can be used for many things, but Eduaide.Ai is a tool built specifically for teachers and their needs. Take back your time. Create educational content, offload time-consuming tasks to your AI teaching assistant, and never worry about "writers block" when creating teaching resoures again.

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Let your brain work for you rather than against you I may be a neuroscience nerd, but I think most people would agree when I say that the brain is a remarkable, fascinating organ. Our brain generates as many as 70,000 thoughts per day; it never stops learning, changing and rewiring itself; and my favorite fun fact – it produces enough electricity to power a lightbulb. Yet our brains are so complex, they can also work against us. It’s important to understand how your brain works because whether you consciously realize it or not, you are neurologically wiring yourself – for better or worse – on a daily basis. By looking at ways in which our brains are holding us back, we can begin to train our minds to break free from the mental barriers keeping us stuck. When it comes to completing a project, our brains are wired to think about the big picture. This causes many people to feel overwhelmed, and less motivated as a result. In a study conducted by Kenneth McGraw, participants were given a challenging puzzle to solve and had as much time as they needed to complete it. They were interrupted before finishing it and were told the study was finished. Even though the study had ended, nearly 90 percent of participants continued working on the puzzle anyway. What does this show? When people commit to starting something, they are much more motivated to finish it. Since procrastination is the result of our brain’s tendency to focus on the most difficult parts of a task, we can beat it by knowing that simply starting the task will get us to the finish line the fastest. Even as I sit here writing this article, my brain is simultaneously thinking about everything else I have to get done today. In this case, I can choose to keep going down the rabbit hole, or I can take back control and not allow my brain to hijack my thoughts. I choose the latter. Fixating on the negative Many of us spending more time dwelling on our insecurities instead of our strengths, and what’s not working in our lives rather than what is. According to Clifford Nass, communications professor at Stanford University, negative feelings necessitate more thinking and processing than positive feelings. In other words, the extra brain power that’s needed to process negative emotions means we spend more time dwelling on the bad stuff and less on the good. While it’s human nature to focus on the negative, the good news is you have the power to reframe your perspective. Recognize the fact that you can be your own worst enemy and accept that no one judges you more than you judge yourself. I want you to look at yourself in the mirror and appreciate what you see – the good, the bad, all of you. This will require some patience at first, but the more you do this, the more these positive thoughts will become ingrained in your mind. Short attention span Here’s a fun fact: the average attention span for a goldfish is nine seconds, and according to recent research, the average attention span for a person is eight seconds. Yes, you read that right. Fish can focus better than we can. This statistic should actually come as no surprise considering how inundated we are with technology. Our brains have adapted to the sensory overload of all our emails, social media notifications and being plugged in 24/7. Think about it: it’s virtually impossible to have a conversation with someone without hearing the bing! of one of your cell phones. Today’s digital culture essentially forces us to operate in multitasking mode. It’s important to remember that technology is our tool, not our boss. We control the “off” switch. We need take the time to look up from our screens, to fill our senses with experiences, sights, and sounds and actual people. Be present in everything you do. Remember, you – not your brain – are in the driver’s seat!

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The landscape of education is changing with our generation, and it’s changing fast. More than ever, researchers and prominent figures in the education space have been highlighting the fact that kids need real, hands-on engagement with material to not only retain information, but actually enjoy learning. According to educational psychology research by Mary Helen Immordino-Yang, young brains associate emotional experiences with the informational input that is being fed into their sensory system at the same time (Emotions, Learning and the Brain). It is emotions that serve as a sort of gateway to unlocking their ability to apply this information in different contexts. Research on emotions has been neglected for a long time in the field of psychology, and these breakthroughs have gone to show just how important it is for us to dive into further research on the science of feelings, especially in the realm of education. By using extended reality, we can create these meaningful and emotional experience for children, in a more accessible and democratized way. With the technology we have today, kids can be transported to different worlds through just a tap on their phone screen. They can look at real-size dinosaurs and monuments with Google’s AR filter. The possibilities are endless… schools just need to take advantage of them. One way that extended reality is being used is for simulations. In science especially, it is integral that students learn through doing. What would a Chemistry class be without acid-base titrations? What would a Physics class be without kinematics and momentum labs? You get the point. But, there’s a limit to the types of experiments kids can do- whether it be due to lack of funding or that it just plainly would not be possible in a classroom environment. With extended reality, there is almost no limit to what kinds of experiences we can create for students. A really simple example of XR in use by schools is the Froggipedia AR app. It allows students to dissect virtual frogs and take a closer look at each individual organ if they would like (Forbes). Another application of extended reality is as an alternative to field trips. Sites like CYARK and Google Arts & Culture offer free access to VR walkthroughs and 360 degree videos to educators everywhere (Google Arts and Culture). This is a convenient yet still immersive way to expand students’ knowledge of the world. If the pandemic has taught us anything about our education system, it’s that learning is inevitably becoming further and further intertwined with technology. Online school is not a temporary part of education, rather it is a revolutionary opportunity for many people to attain access to quality resources. XR tech can be used to really change the way kids learn for the better, especially when integrating learning with play.

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Overview of the Issue Equine veterinarians have a high prevalence of occupational injury and the behaviour of the horse is frequently cited as a cause for these injuries. Equine veterinarians also report frequently having to deal with horses demonstrating unwanted behaviours. These range from behaviours that may be frustrating and prolong the time taken to complete a given task, for example horses that will not stand still or will not load into the trailer to go home, However many behaviours that are can also be dangerous to people working with these horses, for example rearing, striking and kicking out. Objectives of the Presentation This presentation will look at how we can incorporate behaviour modification techniques into our everyday practice to deal with difficult horses. It will include multiple video examples of cases to demonstrate these techniques are not only safer and less stressful for everyone involved but also frequently more time efficient. The horse is unlikely to offer the correct behaviour on the first attempt—for example with horse that is already aversive to accepting oral medication they are unlikely to stand still and calmly accept the oral medication so we can reward this behaviour. Instead we need to start with something the horse can easily achieve—using the same example placing the syringe on the cheek instead, so we can reward this behaviour initially and slowly build up to the desired behaviour over several repetitions. Behaviour Modification Techniques that Will Be Presented Positive reinforcement—The addition of something pleasant after the desired behaviour. This makes the horse more likely to repeat the behaviour in the future. Common examples would be food or a scratch on the withers. Giving a horse a quick scratch on the wither when they stand still in an examination room, makes this behaviour more likely to be repeated. The timing of positive reinforcement is vital—it needs to be as close as possible to the desired behaviour. For this reason secondary positive reinforcement is frequently used. For example in clicker training the ‘click’ predicts the food reward and so the click can be times to coincide with the desired behaviour. Clicker training (often combined with negative reinforcement) can be utilised to rapidly train horses to accept ocular or oral medication among many other things. Negative reinforcement—The removal of an aversive stimulus after a desired behaviour. Lots of people get negative reinforcement confused with punishment. Try and think of it from the mathematical sense of the word, negative means removal or subtraction of something and reinforcement means to increase the likelihood the horse will repeat the behaviour. A better way to remember this is often removal reinforcement. Pressure is applied to the horse which motivates it to remove the pressure, provided the pressure is released as soon as the desired response is offered the horse will offer that response next time the pressure is applied. - If a horse is too hot, they seek shade; if they are thirsty, they drink; if a fly irritates them, they swish their tail. Each time, the horse alters their behaviour to remove the aversive stimulus. - If you put pressure on the horses head collar (pressure) they should walk forwards and the pressure be released. - If you raise the horse’s vein and they jerk their head back, the release of contact will be inherently rewarding. However, if you keep your hand in contact with the neck and then remove it as soon as the horse stands still you are instead rewarding the behaviour of standing still. After only a few repetitions the horse will then often stand still and relaxed for venipuncture. Leading the Horses into Stocks or a Trailer Make sure you have control of the horse; this may mean leading them in a bridle or chiffeny. Teach the horse to step backwards and forwards lightly using negative reinforcement training (pressure release) - Backwards—Stroke the horse with the whip on their forelegs to make sure they are not scared of it. Tap the horse on the cannon bone of the leading foreleg until they step backwards with that leg (start off very lightly then get faster and stronger until they move the limb). Do not stop tapping until they step backwards and immediately stop tapping as soon as the limb goes backwards. Once the horse understands backing up from whip taps ask them to step backwards from a light pressure on the lead rope followed by tapping the legs if they don’t step back. The horse will quickly associate the lead rope signal with tapping and start to step back off a light signal - Forwards—Stroke the horse with the whip on their sides to make sure they are not scared of it. Then tap the horse in the girth region until they offer a step forwards, as soon as the horse steps forwards immediately stop tapping. - If the horse walks backwards, rears, etc., keep quietly tapping until they offer the correct response of stepping forwards. The horse will quickly learn the only way to stop the tapping is to walk forwards. Once the horse is obedient to step forwards from light tapping give a light cue from the lead rope before you tap. The horse will quickly make the association between the lead rope signal and tapping and begin to lead forwards off a light lead rope signal. Once the horse is light to will, step backwards and forwards lightly and obediently repeat the process getting closer and closer to the ramp. Once at the ramp ask the horse to step forwards on to it. If they pull backwards keep tapping until they take a single step forwards then stop tapping. If they go to swing the hindquarters away reach forward and tap the hindquarters until they start to move back in the same direction again. Once the horse does step on the ramp stop and give them a rub on the neck or head. Back them off the ramp and then ask for them to step up again. You will find the horse comes further in each time but remember to step them back out fairly frequently to gain their confidence. Once the horse will step all the way in have someone stand inside with a feed bucket. The horse is then walked in each time, is allowed a few mouthfuls of food before being backed out again and the process repeated. Many repetitions consolidates the response and increases the horse’s confidence. This utilises classical conditioning to replace the horses fear response to a stimulus with one that predicts a positive outcome. A good example would be administration of intramuscular injections into the hindquarters. Initially each time the person thumps the gluteals for the third time, a second person holding the horse should give a small food reward at the same time. After a few repetitions the horse will expect feed on the third ‘thump’. Then the needle can be placed on the third thump without an adverse reaction from the horse. As flight animals, horses tend to be scared of things that chase them; however, conversely, they rapidly habituate to things they can ‘chase’. So, if you have a horse that is scared of umbrellas, you can lead/ride the horse towards one and, then as they get closer, get a friend to walk away with the umbrella so the horse ends up ‘chasing’ it. In the veterinary context, this technique is more limited but can be utilised for items such as radiography plates, enabling the horse to tolerate them close to their limbs or body. You can habituate a horse to a scary stimulus by slowly introducing it alongside a stimulus they are confident with. A good example would be for a horse that is scared of fly spray but confident to be hosed off. By hosing the horse and slowly spraying, the horse gets used to the sound; and as the hose pipe is slowly turned down and eventually off, they habituate to the feel of the spray. Horses are like men—they can’t multitask! By getting the horse to concentrate on one task, they are unable to be scared of something else and so will become habituated to it. This can be used very successfully to habituate horses to clippers, plastic bags, needles and many more things. Injecting or Blood Sampling Nervous Horses The handler should be confident to step the horse backwards or forwards lightly. Approach the horse and give them a scratch at the wither region first. Rub the horse’s neck and work towards the jugular groove. If the horse becomes anxious (he may lift or toss his head, tense his neck, show the whites of his eye), get the handler to step the horse backwards and forwards whilst while (American) the vet keeps rubbing the same spot until he relaxes and wants to stand still. At this point, step away from the horse, and, after a few seconds, repeat, starting from just before the point at which the horse became anxious. This process is broken down into the following steps: For I.V. injections: - Rub/scratch the horse’s neck near the wither. - Rub the horse up and down the jugular groove (this helps desensitise the skin). - Raise the jugular vein with one hand. - Press the needle lightly against the jugular vein with the cap on. - Build up to pressing the needle firmly against the jugular groove with the cap on. - Inject the horse gently—think of pressing the needle against the skin and gently sliding it into the vein. For I.M. injections: - Rub/scratch the horse’s neck near the wither. - Rub the horse’s neck in the region intended for injection (this helps desensitise the skin). - Lightly grasp a very small amount of skin. - Increase the amount of skin twitch and pressure used to hold it each time until you have a handful of skin. - Wiggle the skin twitch whilst lightly pressing the needle with the cap on against the skin. - Increase the pressure of the needle with cap on each time until you are pressing it firmly into the neck. - Gently inject—think of gently wiggling the skin held in the other hand on to the needle. At each step ensure you step away from the horse each time they become calm and stand still, never step away or remove your hand from the horse if they get anxious—get the handler to step them back and forwards instead. If the horse is getting anxious each time, you are doing too much too soon, step back to a threshold the horse can cope with and remember to step away each time the horse offers relaxation. This will make the horse faster to relax next time. Summary Including 5 Key “Take Home” Points 1. Working as an equine veterinarian caries a high risk of occupational injury, and the behaviour of the horse is a frequent cause of these injuries. 2. Behaviour modification techniques can be utilised to prevent adverse reactions from the horse and are usually faster than traditional restraint methods. 3. Horses learn primarily through release of pressure. If the contact from the person’s hand is removed (even only momentarily) by jerking their head back or kicking out, the horse will repeat this behaviour. 4. However, if we can work at a lower threshold for the horse, for example placing the hand on the neck but further away from the jugular, we can then remove the hand when the horse stands still and relaxed, thus rewarding this behaviour instead. 5. We need to shape behaviours. This means starting off with something that is easily achievable and slowly asking for a bit more with each repetition. Working as an equine veterinarian is a potentially dangerous occupation. Equine veterinarians frequently encounter horses exhibiting unwanted and potentially dangerous behaviours. Utilising behaviour modification techniques is safer, less stressful for personnel and the horse, and is generally faster than traditional restraint methods. 1. Pearson, G. (2015) Practical application of equine learning theory, part 1. In Practice. 2015;37:5 251–254. doi:10.1136/inp.h2046. 2. Pearson, G (2015) Practical application of equine learning theory, part 2. In Practice. 2015;37:6 286–292. doi:10.1136/inp.h2483. 3. McGreevy, P and McLean, A. (2010) Equitation Science. Wiley-Blackwell, West Sussex, U.K. IBSN 978-1-4051-8905-7.

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Love and fear are visible across the brain instead of being restricted to any brain region In the field of affective neuroscience, rivalling theories debate whether emotional states can be regarded as an activity of only certain brain regions. According to a new doctoral dissertation at Aalto University, an emotional state affects the operation of the entire brain instead of individual emotions being localised only in specific regions in the brain. ‘From the biological point of view, an emotion is a state of the entire brain at a given moment. For example, the brain may interpret certain action models, memories and bodily changes altogether as anger,’ explains Doctoral Candidate Heini Saarimäki. Different emotional states of the participants were evoked with films, mental imagery or guided imagery based on narratives. After that, a classifier algorithm based on machine learning was trained to connect the specific emotions and the brain data related to them. The classifier algorithm was then tested by giving it new brain data and by measuring how successfully the algorithm recognised the correct emotion solely on the basis of the brain data. The method for measuring brain activity is based on measuring the changes in the blood oxygen content in the brain and it provides information on the activation of the brain with millimetre-accuracy. The researchers were particularly interested in emotion-specific brain maps, that is, maps on the localisation of emotions in various areas across the entire brain. By analysing the activity of the entire brain, a machine learning algorithm may be able to determine the emotional state in question. Saarimäki and her colleagues discovered that the brain maps of basic emotions such as anger, happiness, sadness, fear, surprise and disgust were to some extent similar across people. Basic emotions seem to be at least partially biologically determined, whereas social emotions – gratitude, contempt, pride and shame – are to a greater extent built on experience. In social emotions, the differences in brain activity between people are greater than in basic emotions. From groups of similar emotions to the power of empathy The classifier algorithm makes more mistakes with distinguishing emotions that have similar brain maps than with emotions whose brain maps have little in common. This information can be further compared to how people interpret certain emotions subjectively. Positive emotions, such as happiness, love, gratitude and pride, are more similar both as subjective experiences and at the level of brain activity. Negative emotions, such as fear, anger and sadness, on the other hand, have as a group a similar basis in brain activity. The brain activities during negative social emotions such as shame, guilt and contempt, in turn, resemble each other most but differ from the brain maps of basic negative emotions. ‘We also discovered that the accuracy of emotion classification seems to be related to individual differences in emotional processing, such as in the ability to feel empathy. We want to examine in more detail how individual differences, for example in empathy, are linked to the functioning of the emotional systems of the brain. A separate research project investigating this is about to begin,’ Saarimäki explains. The results of the study benefit the treatment of mental health disorders or memory loss diseases, which both appear to be clearly connected to emotional disorders. A better understanding of the brain mechanisms of different emotions may be helpful in planning and targeting treatment correctly. Heini Saarimäki will defend the dissertation "Decoding emotions from brain activity and connectivity patterns" on 16 February. tel. +358 50 370 7385 tel. +358 50 521 5739

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Newswise — Omar Rahman, M.D., director of the Munroe-Meyer Institute Department of Genetics at the University of Nebraska Medical Center, is part of a group that has created a training manual in both English and Spanish designed to help health care providers recognize and diagnose fetal alcohol spectrum disorders (FASD). Dr. Rahman’s colleagues included Maristela Monteiro, M.D., Ph.D., senior advisor on alcohol and substance abuse for the Pan American Health Organization/World Health Organization (PAHO/WHO); Christie Petrenko, Ph.D., assistant professor of developmental and behavioral pediatrics at the University of Rochester Medical Center and associate director of clinical training at the Mt. Hope Family Center; and Diego Gomez, a neuroscience major at Creighton University. Drs. Rahman and Petrenko have consulted and provided training workshops on FASD throughout the world as consultants for PAHO/WHO since 2011. They worked with Dr. Monteiro in Chile in 2017 and the Dominican Republic in 2018-19, and their experiences in those nations led to the creation of the workbook. “Each time we’ve done these trainings, we’ve continued to improve our training materials and get feedback from sites,” Dr. Petrenko said. “The current iteration of training material really solidified on our last trip to the Dominican Republic. It’s been a great opportunity to work together and find the most effective ways to engage people in different countries who may have different resources and skill sets available.” “We were informed by our prior experience, but we also had some latitude and could tailor the best ways to teach this content and these skills to people, given the constraints of each region.” “As we saw its usefulness, we kept adding to it,” Dr. Rahman said. “It became a much more comprehensive work.” The 55-page handbook, now available in English and soon to be available in Spanish, features sections on prenatal exposure, dysmorphology, neuropsychology, the diagnostic process, and case-based learning modules. The handbook is particularly valuable because FASD often goes undiagnosed. The team shared a story of a health professional who attended a training and realized her nephew might have FASD. “That was in the Dominican Republic,” Dr. Monteiro said. “She then brought in her nephew and his mother, and the child had a full case of fetal alcohol syndrome. “The boy had been through three different, privately done evaluations, they had done an MRI, and no one knew what it was. And it was textbook, really, the child had all the features.” That incident was part of the inspiration for the handbook, which also drew from work Drs. Rahman and Petrenko had done in Eastern Europe and Africa with the WHO. Dr. Monteiro championed the project with PAHO and, by putting the handbook on the PAHO website, ensured it will be accessible and have worldwide reach. “People in Central and South America trust PAHO to provide them with good resources and information,” Dr. Rahman said. The team credited Gomez, who currently is applying to medical school, with writing most of the handbook in both English and Spanish. Members of the University of Nebraska Medical Center public relations team helped design the handbook, and the graphic design work was supported by the Friedland Family Distinguished Professorship. “The fact that this is freely available to everyone, and on such an important website, is really going to help raise awareness about the condition, in addition to being a good resource for anyone who interacts with patients who have FASD,” Gomez said. “There is an extensive medical literature, but there isn’t a lot of available materials that can be used for training directly,” he said. “Having someone condense that and explain it in language accessible to people will raise awareness.” The team is now looking at creating additional resources aimed at parents and teachers, and Dr. Monteiro wants to explore how COVID-19 – which has been shown to increase alcohol consumption when people are quarantined at home – may impact FASD prevalence. Prenatal alcohol exposure affects about 2 to 5 percent of the US population. Children and adults with fetal alcohol spectrum disorders (FASD) struggle with lifelong learning and behavioral problems. Without appropriate support services, they are at high risk for secondary conditions, such as mental health problems, trouble with the law, school disruption, and substance abuse. For a free copy of Assessment of Fetal Alcohol Spectrum Disorders: A Training Workbook, go to https://iris.paho.org/handle/10665.2/52216. We are Nebraska Medicine and UNMC. Our mission is to lead the world in transforming lives to create a healthy future for all individuals and communities through premier educational programs, innovative research and extraordinary patient care.

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SPECIAL ASSEMBLY ON VAN MAHOTSAV Class X-C presented morning assembly on topic Van Mahotsav on 4th July 2022. The main topic of the assembly surrounded around the idea of growing more trees and saving our mother earth from getting destroyed . Students presented speeches, nukkad natak and quiz to make everyone more aware. They took pledge to save mother earth and work towards sustainable future. The assembly also included a Sanskrit shloka that made us aware about the destruction we are causing to our mother earth and how can we stop that. There was also a thought presented in Malayalam which encouraged each one of us to come forward and know more about our country and the diverse culture it holds within. The nukkad natak made everyone realize that we are the ones who are responsible for this condition of earth and no one else can help earth other than us. SPECIAL ASSEMBLY ON NATIONAL SCIENCE DAY An assembly was organized by class X-A on 28th February, 2022 to celebrate National Science Day, emphasizing on raising awareness about science and to develop scientific temperament. The assembly started off with a delightful prayer, followed by a positive thought for the day and the latest happenings. An interesting science based riddle game was played with the audience named, Riddle-O-Science which witnessed an active participation. Further, to raise awareness about National Science Day, Student’s Talk was presented which focused on bringing out the importance of the day and highlighting the discovery of the genius scientist, Dr. C.V. Raman. Further, to spread the culture of innovation in the school students, an experience sharing talk was conducted by two of the team members from the CSIR National Science Exhibition award winning team who talked about their experience of creating the model along with the happiness of receiving an award at national level. An awareness session on mental health was conducted thereafter, by the school counselor, Ms. Aditi to help students deal with different kinds of stress faced in the examination time. This was followed by an informative Teacher’s Talk for a better overview of the topic. Lastly, the assembly was briefed with coordinator’s words of wisdom. Overall the assembly focused on promoting scientific aptitude and temperament among the students along with realizing the fact that how science and technology enables us to live a happy, healthy and stress free life. SPECIAL ASSEMBLY ON HEALTH AND WELL BEING & MATRIBHASHA DAY On February 21st, 2022 an assembly was conducted by class IX-D on the theme “Health and Well being” with the inclusion of Matribhasha Day, to inculcate the knowledge of health as well as describing the diversity of languages in our nation. To begin a thoughtful morning, The assembly was started off with a delightful prayer, followed by a positive thought for the day given by Yug Dabas. The latest happenings around the world were informed by Trivansh Grag including the events occurring on a global level as well as some remarkable news from our school. In order to test the general knowledge of the students in a fun as well as mind-boggling way, a fact-quiz show was held by Bhavya wherein the audience could partake and portray their knowledge on the topic, as well as learn some new facts. Thereafter, a students talk was held by Aadit, wherein he gave a clearer insight on the topic of health and well being and how the various Indian dance forms tie within the benefits of health. Continuing the theme of the assembly, a session on ‘Eat Right’ was held my Ms Aditi Virmani ma’am, addressing the importance of our eating habits and how they play a role on our overall health. A good way to initiate a resolution of oneself is by taking a pledge kickstart our journey to tend to our health. A pledge was given and guided by Prerit to initiate the process. The assembly ended on a convenient note after some words of wisdom by the class teacher and coordinator ma’am SPECIAL ASSEMBLY ON EXAMINATION : A FESTIVAL Morning assembly is a very important part of school culture. It helps in building a culture of communication and representation of academic and co-curricular activities.An assembly was presented by Class IX C on the theme ‘Examination :A Festival on 14th February, 2022 in the school premises. The main objective was to make the students feel that examinations should not be treated like a burden instead should be celebrated like a festival. The assembly began seeking blessings from the Almighty with Gayatri Mantra and morning prayer by the school choir group. It was followed by the thought of the day presented by Revansha Gupta emphasizing on the fact that we should always be positive while preparing for examinations which will definitely lead to success. International, National, Sports and School news was shared. A beautiful poem recitation also threw light on the need for hard work during examination and not fear. Student’s talk highlighted the concerns of students while appearing for examinations. The school counselor guided the students appropriately and gave some useful advice to deal with examinations. SPECIAL ASSEMBLY ON TEACHERS DAY “The true teachers are those who help us think for ourselves.” – Dr Sarvepalli Radhakrishnan Teachers’ Day was celebrated by the senior wing of Mount Abu Public School, with a lot of gaiety and enthusiasm as the whole country observes this day as the birth day of Dr. Sarvepalli Radhakrishnan to pay respect and reverence towards him. The programme was held online at Zoom platform. On this occasion, the students of our school expressed their gratitude and appreciation for their teachers through such unique vista of performances. The programme started with the dance performance by Deepti of class XII on the song which is the very essence of the day I.e. ‘Gurur Vandana'. It was then followed by a mellifluous song by the members of school choir. Keeping aura of the day in mind, a short video which was a compilation of such a beautiful expression of words from the children to their teachers. Enhancing the beauty of the day, a musical rendition with band resonated for the love of students for the teachers. Knots of words in the form of mélange of dance & drama was then presented by students of class XII which was truly entertaining and ingrained with love. The event was then enlightened with Madam Principal’s address in which she highlighted upon the need to become a teacher of 21st century as well as the significance of a teacher in a society. It culminated with a vote of thanks proposed by Sr. Co-ordinator, Ms. Rannu Pathak, who felicitated the efforts of the students and teachers along with an announcement of an initiative taken by the school i.e. ‘Each one teach One’. SPECIAL ASSEMBLY ON JANAMASHTAMI “Do everything you have to do, but not with greed, not with ego, not with lust, not with envy but with love, compassion, humility and devotion.” - Lord Krishna' Senior wing celebrated the auspicious born day of lord Krishna with great pomp and show on August 28,2021. The day observed gala of diverse activities. Students recited sacred and insightful hymns cited by lord Krishna. Besides, students showcased birth and vital events of Krishna’s life through moving pictures. Videos were totally a treat to eyes as it helped revive all the core events of Krishna’s life. The day was infused with aura of purity and sanctity . Children imbibed essential moral values. It was then culminated with lots of learning about life and the moral values. SPECIAL ASSEMBLY ON NATIONAL SPORTS DAY On 28 August 2021, Class 12 B conducted the morning assembly on National Sports Day to educate all about the importance of Sports in our lives. The assembly started by remembering the almighty and taking his blessings. It was followed by a pledge on "Save Environment and Stop using Plastic" by Ms. Ragini Aggarwal which aimed to spread awareness among all about the need to conserve our Environment. Incentivising thoughts were then presented by Manasvi Mehra And Sakshi Dalal in English and Hindi respectively which instilled positivity in everyone. Following this, was News represented by Kusha Sharma to make us conversant about our surroundings. To illuminate the gathering about National Sports Day and significance of sports in our lives, Muskan Kalra gave an incredible speech related to the topic covering points like why sports are important, India's initiatives to promote sports and threw some light on achievements of Indian hockey player, Dhyanchand. After this, Jasmin organised a Quiz to look over the knowledge of students and teachers on National Sports Day which included questions related to life and career of Dhyanchand, and the top three winners were: Bhaumik, Chehak and Aditya. This was followed by a self composed poem by Shatakshi using whiteboard animation which arrayed many sports persons and their achievements. To sensitize people more about the importance of Sports in one's life, an exclusive talk show was presented by Kanika named Koffee with Kanika, wherein some famous sports personalities were interviewed including Mirabai Chanu and Neeraj Chopra. Archi and Bhaumik respectively took up the roles flawlessly and at the end conveyed some essential messages like Never give up and always try your best. Next, Mr. Lakshay gave an erudite speech on Sports and its significance and thanked all the teachers and madam principal for encouraging children to indulge in sports. Further on, a video was shown depicting the engagement of children in different sports in our school like javelin throw, cricket, basketball, badminton, table tennis, chess etc. And their keen interest in executing at home. To enlighten the gathering and notify all certain announcements, the senior coordinator Ms. Rannu addressed the gathering. To mark the end of the assembly, the National anthem of the country, with complete patriotism and nationalism, was sung by all. SPECIAL ASSEMBLY ON AZADI KA AMRIT MAHOTSAV An assembly was organized by class X-A on 16th August, 2021 to celebrate Azadi Ka Amrit Mahotsav: India@75, emphasizing on the developing journey of India from the day since Independence. The assembly was started off with a delightful prayer, followed by a positive thought for the day, the latest happenings as well as a tribute paying video was presented in the assembly marking Aatmanirbharta. The highlights of the day were brought out through the medium of GK Quiz, which witnessed an active participation from the audience. Further, to pay tribute and being grateful towards the nation, a poem recitation was presented which focused on brining out the value of the struggle of our freedom fighters. This was followed by an informative Student’s Talk for a better overview of the topic. The assembly successfully brought out the significance of the aspirational development of India and the realization of the fact that how we should contribute for being an active and responsible citizen. SPECIAL ASSEMBLY ON INDEPENDENCE DAY The Mount Abu family celebrated 74th independence day on 13th August with full enthusiasm and zeal. The celebration started with a mesmerizing song by the students of classes 6-8 which awakened the patriotic emotion in everyone. Following this was a verselet presented by students of class 10th showcasing the hardships faced by our brave soldiers on the border to safeguard their country. A showcase of everyday heroes was presented by class 9th students which instilled an instant endearment for all those who work for the prosperity of our society. This sublime act was followed by an engrossing dance performance by the students of class 6-8 called Hold onto truth to mark the substantial contribution of Mahatma Gandhi in making India free from the gratuitous rule of East India Company. Deep feelings of patriotism were woven winsomely into a poem by Aingel of class 11 which got the thrilling voice of Mishika Gupta of class 12 and beautifully presented by Shatakshi of class 12. The celebration got its charm by Principal Ms. Jyoti Arora mam's words of wisdom which made everyone zealous towards their responsibility as a citizen of India. Madam principal emphasised on the importance of preamble and apprised the students about each line of preamble of Indian constitution. Madam principal, on this auspicious day, swayed the students to protect the dignity of the country and abide by the rules and regulations laid by the Indian constitution. "The corridors of Indian freedom" a talk by the students of class 11 on the iconic locations that carry a memory of struggle for freedom was presented which wowed the gathering. A mime act on the topic "we're one" was presented by the students of class 8 which unveiled some talented budding actors from our school. Following that was an engaging performance by students of grade 7 presenting the saga of 14 presidents of india who worked scrupulously for the betterment of our nation. A tribute to the soldiers, who serves for the country selflessly and are the greatest assets of our country, was presented by Shaurya Ayush of class 6 which evoked a keen sense of patriotism in all. Vande Mataram is not just a song but an emotion for all Indians, and to awaken the feeling of patriotism, all the students, teachers and coordinators sang the national song Vande Mataram with high psyche At the end, a vote of thanks was presented by Deepti Singh of class 12 to express her gratitude to all those who made this special event a big success. SPECIAL ASSEMBLY ON QUIT INDIA DAY On August 9 , 2021 an assembly was conducted by class IX-D on the theme “Quit India Day” to celebrate the historical event and remember the sacrifices made by our leaders for the sake of Independence. To begin a thoughtful morning, the assembly was started off with a delightful prayer, followed by a positive thought for the day given by Trivansh Garg. The latest happenings around the world were informed by Bhumika Abhua including the events occurring on a global level as well as some remarkable news from our school. In order to test the general knowledge of the students, a quiz was held by Aarush wherein the audience could partake and portray their knowledge on the topic, as well as learning some new facts. Bhavya Tripathi briefed about The Quit India Movement and shared information that was very insightful. Gopal Kaushik presented a beautiful self- composed poem on Quit India Movement. SPECIAL ASSEMBLY ON HIROSHIMA DAY “ May the suffering , stories and resilience of survivors unite us in action to free the world of nuclear weapons . On the 76th anniversary of the atomic bombing of Hiroshima , let's recall and reaffirm our commitment to peace , never forget the victims , never forget history . ” UNESCO Morning assemblies unite teachers and students together whether they have different age groups or different religions , with this positive vibe students gain knowledge and encourage themselves to be better than yesterday whereas teachers gets to know about ideas presented by the students and understand it through feelings , with this mindset , the students of XI D showed the audience of classes XI & XII a way to peace by conducting an assembly on 6 August 2021 on the topic - Hiroshima Day. The assembly began with the melodious prayer which took our souls to feel purity and calmness which was followed by the inspiring words of Thought of the Day . For our daily update, latest news was provided by them .Considering the assembly's topic , the information was shared to the audience about the disastrous tragedy in Hiroshima which happened 76 years ago through a student's talk in which the whole incident was explained briefly followed by short interview with the survivors in which they answered in few words but made a huge impact in our expectations by describing every moment in detail . Those words hit very hard to the bottom of our hearts . A short video was played from which we all understood that investments should be made for developing the nation instead of manufacturing weapons , building army bases , etc. to create peace . Then , a GK test was conducted by them for our better understanding of information given in assembly .Our guest from UNEP , Ms. Preeti Arora appreciated the efforts made by the students of XI D by saying glorious and motivating words and also introduced an event held under UNEP . Our co-ordinator shared her views about the assembly and added some points which were knowledgeable for us . She appreciated and guided us through some instructions .The first 50 minutes of our school day ended with the National Anthem by giving tribute to our nation . The assembly was well organised and contributions were made by all the students and the class teacher which can be observed by the audience . ASSEMBLY ON INTERNATIONAL FRIENDSHIP DAY “I would rather walk with a friend in the dark, than alone in the light.”― Helen Keller Morning assembly definitely develop a feeling of being united. It helps in confidence building as well as learn valuable lessons. It also aids rewarding achievers to encourage them to perform better and build confidence of others to participate more. So , to continue the hierarchy , the students of class XI C conducted their class assembly on 30th July 2021.The topic of the assembly was ‘International Friendship Day’. The assembly began with the Morning Prayer which assists the souls with purity and peace in the early morning. It was followed by a refreshing quote, thoughtful words and information about international friendship day, an awakening poem, an edifying video and culminated by paying tribute to the nation. Thirty minutes on the wall clock worth ideas and creativity of the students, marked by collaboration and guidance of the teachers made the assembly a successful event. SPECIAL ASSEMBLY ON NATIONAL DOCTOR’S DAY An assembly was organized by class X-A on 28th July, 2021 to celebrate National Doctor’s Day, emphasizing on the importance of doctors in one’s life. The assembly was started off with a delightful prayer, followed by a positive thought for the day, the latest happenings as well as a tribute paying video was presented in the assembly. The highlights of the day were brought out through the medium of GK Quiz, which witnessed an active participation from the audience. Further, to pay tribute and being grateful towards doctors, a poem enactment was presented which focused on brining out the value of doctors in our lives. This was followed by an informative Student’s Talk for a better overview of the topic. The assembly successfully brought out the significance of doctors and the realization of the fact that how doctors have proved themselves as Corona Warriors in the hardest times of the pandemic. ASSEMBLY ON WORLD CONSERVATION DAY “Love and care for Earth and it will care for you more”. Morning assembly undoubtedly holds the numero uno position out of all the routine activities in a school. It aids community participation as well as hones the skills of children on account of healthy competitive spirit between different groups. Keeping up with the same, the students of class XI B conducted their class assembly on 23rd July 2021.The topic of the assembly was ‘World Nature Conservation Day’. The assembly commenced with the Morning Prayer which is believed to provide peace and serenity to our minds and souls. It was followed by a refreshing quote, thoughtful words and information about world conservation day, an insightful special performance, an awakening poem and concluded by paying tribute to the nation. Forty minutes on clock worth ideas and creativity of the students, marked by collaboration and guidance of the teachers made the assembly a successful event. ASSEMBLY ON WORLD DAY OF INTERNATIONAL JUSTICE “Injustice anywhere is a threat to justice everywhere” ~ Martin Luther King Jr Mount Abu School always makes efforts to impart the students with the knowledge about our justice system and regulations. The school celebrated the World Day of International Justice to commemorate the adoption of the treaty which established the International Court of Criminal Justice on 16th of July 2021 through the virtual medium. The school aimed to equip students with the required information that will help them approach any legal measures in case they face any injustice and spread awareness among them about the justice institutions. The celebration witnessed the presence of students from Class XI-XII. The assembly was organized by the students of Class XI-A, started with the daily ritual of praying to God and was followed by a beautiful thought to get started with the day. The celebration featured an educational video, which presented the audience with various accounts of injustices faced by people and a quiz, which say active and avid participation of the students. This was succeeded by the students talk, the opinions of the speaker were thought provoking and enlightened everyone present in the gathering. In the end, the respected Co-ordinator for the respective classes addressed the gathering with her words of wisdom and spoke to the students about the theme of the assembly and apprised everyone about the significance of the day. The assembly was dispersed with the customary recitation of the National Anthem after a successful celebration of the special day. SPECIAL ASSEMBLY ON INTERNATIONAL NELSON MANDELA DAY Grade X C presented an assembly on the theme ‘International Nelson Mandela Day’ on 12th July 21. It was celebrated to deliver information about. The main objective was to encourage students not to just live but strive to make a difference that will make our lives significant for others. The assembly began with morning prayer which calmed our mind. Ayushi with her harmonious voice sang Gayatri Mantra followed by the prayer ‘Natikta Ki Sursarita Main’. Thought of the day by Aadya Agarwal became tag line of the day which says “What counts in life is not the mere thought that we have lived, it is what difference we have made in the lives of others that determines significance of our lives”. International, National, Sports and School news was shared by Tejasva Meel. A video was played which gave us information about Nelson Mandela’s early life, the year when he was awarded with Nobel Peace Prize, the meaning of his name, and who named him Nelson. This was followed by a quiz was conducted by Shubhranshu and Harshit to check how much information students have grasped from the video. It was indeed interesting and informative quiz. At the end participants were given praise batches. Student’s talk was a joint effort who increased the knowledge about Nelson Mandela. First Aryan Shrivastava told about Mandela’s youth life, after that Anand informed about his life as an activist and at last Ayushmaan described about his life as philanthropist. After student’s shared their views, class teacher Mrs. Vimmi Baleja enlightened the students with her precious thoughts. She gave simple tips on how students can bring difference in others life by simple deeds. SPECIAL ASSEMBLY ON SPORTS JOURNALISM DAY AND VAN MAHOTSAV Senior wing of Mount Abu Public School, Sector 5, Rohini conducted special assembly to recognize Sports Journalism Day. It is an international day which is celebrated on 2 of every July to acknowledge the work of sports journalists & to encourage them to do better at their work and celebrate Van Mahotsav which is observed from 1 July to 7 July to create awareness among the people for the conservation of forests and planting of new trees. Anchors of the Day i.e., Sanya Rana & Yashwi Goel started the assembly by welcoming respected Madam Principal, Co-ordinator ma’am , teachers and students and put torch light on the very essence of this special day. It was then followed with the gayatri mantra sung by Chelsi aggarwal to invoke blessings from almighty.Subsequently, meaningful thoughts of the day were articulated by Mohak malhotra and Manasvi sinha in English and hindi respectively. Upen Manocha then shared major happenings of the world. Sarthak bansal, shed light upon the importance of sports journalists and also he urged everyone to take care of the environment in his informative student’s talk. It was then followed by an informative and interactive quiz by Shreyans garg. He asked several questions and tested the students’ knowledge on the topic sports journalism and van Mahotsav which witnessed enthusiastic participation from audience. INTERNATIONAL DAY OF DRUG ABUSE AND TRAFICKING The International Day against Drug Abuse and Illicit Trafficking, or World Drug Day, is marked on 26 June every year, to strengthen action and cooperation in achieving the goal of a world free of drug abuse. And each year, individuals like yourself, entire communities, and various organizations all over the world join in on this global observance, to raise awareness of the major problem that illicit drugs represent for society. Theme of the day is to share Drug Facts to Save Lives is the theme of the 2021 International Day Against Drug Abuse and Illicit Trafficking aimed to combat misinformation and encourage the exchange of drug facts. From health hazards to solutions to the global drug problem, to evidence-based prevention, rehabilitation, and aftercare SPECIAL ASSEMBLY ON WORLD REFUGEE DAY ‘No one puts their children in boat Unless water is safer than land’ Class XII C conducted special assembly to recognize World Refugee Day on 18th June 2021. It is an international day which is celebrated on 20 of every June to celebrate and honour refugees around the world. Anchors of the Day i.e., Parul Arora & Deepak Dhaka started the assembly by welcoming respected Madam Principal, Co-ordinator, teachers and students and put torch light on the very essence of this special day. It was then followed with mellifluous prayer ‘Humko Man Ki Shakti Dena’ sung by Nishtha Saluja to invoke blessings from almighty. Subsequently, a meaningful thought of the day was articulated by Shreya Jain. With a knit of few words, she highlighted the plight of refugee and fortitude they possess each day. Sanskriti Garg then shared major happenings of the world including that of school. ‘No one leaves a home unless it is a mouth of shark’ said Vanshika Singla in her students’ talk and unveiled the obstacles a refugee, its family faces and culminated her words praising their valour. An idiom “Easier said than done” is what the class teacher, Aarti Guliani, foregrounded. In her address she talked about theme of the day as cited by UN i.e., INCLUSIVENESS. In this pandemic, it is envisioned their vigour and vibrance will be given a great path and together ,this pandemic and other hurdles will be dealt with. Assembly on International Tiger Day 'Where tigers thrive, it is a sign that the ecosystem is healthy' SPECIAL ASSEMBLY ON CHRISTMAS The rich and vibrant festivals of India are a testimony to its diverse traditions and culture. To set a perfect example of secularism, the school conducted a special assembly on Christmas on 20th December 2019. A number of activities were staged to set the festive mood, that included the students talk followed by a beautiful video that showed the importance of festivals which forge a bond of love and companionship and are thus a break from the mundane routine . A speech on the prestigious , 'Paramveer Chakra' was also delivered where the students beautifully gloated about the highest military decoration which is received by the men of steel like Naik Jadunath Singh, Maj. Somnath Sharma etc. who with their supreme and selfless bravery have won the country’s highest wartime gallantry. A special video on Eat Right was also presented which beautifully intended to bring out the importance of making the right food choices. The students also kept forth the updates of the daily news. A quiz was also conducted to judge student’s learning in a fun filled way. The assembly culminated by giving a tribute to the nation. SPECIAL ASSEMBLY ON NATIONAL MATHEMATICS DAY On 13 December 2019, the school conducted a special assembly on the National Mathematics Day which remarkably endeavoured to extend the knowledge horizons of the students. An interesting quiz was conducted to ensure the practical application of the students’ learning in a fun-filled way .Besides, a riveting video was also showcased to bring out the importance of Mathematics. It rightly laid emphasis on developing logical and critical thinking. Not just this, in the light of the school’s initiative to apprise the students to eat right, the school also brought out the importance of right food choices which are important for maintaining a robust health. Special thoughts in English and Hindi were presented. Recent news was also put forward to enlighten the students of the current happenings around the world and in the nation. Thus the assembly beautifully concluded by the presentation of a book review of the book ‘Matilda’ by Roald Dahl which was further followed by the National Anthem. SPECIAL ASSEMBLY ON ARMED FORCES DAY The ethos of ‘Service Before Self’ is what makes an Indian Army stand so distinct. Remembering the magnanimous contribution of the Indian stalwarts, the school conducted an assembly on Armed Forces Day on December 6th, 2019.The assembly began by invoking the blessings of God followed by a Student’s talk in which the students gloated with pride and acknowledged the unflinching loyalty of our Army which has always protected the Nation’s security. The students also sang patriotic songs and paid homage to the unsung heroes for their unparallel contribution. The versatility, adaptability and the selfless attitude of our fighters was brought forth through a beautiful poem which remarkably showcased the important part they play in our life, which undeniably can not be seen but can only be felt. The Indian Army’s Stellar Role in National Building was also exhibited through an inspiring video that showed how our Army men stand a lonely and silent vigil and often experience daunting challenges and bear the odd weather- the wind swept mountains and the humid jungles just to protect us. The assembly further advanced with a G.K Quiz and the News for the Day and thus culminated with the National Anthem. SPECIAL ASSEMBLY ON INTERNATIONAL LITERACY DAY AND RESPECT FOR ELDERS On 6th September a Special Assembly was organised by the students of XI E on International Literacy Day and Respect for Elders. The assembly highlighted the need of spreading the message of the importance of literacy for individuals, communities and societies and the need for intensified efforts towards more literate societies. The students also shared common and simple ways to Treat the Elderly With Respect and dignity. They highlighted that instead of treating our elders with the appreciation and respect they deserve, many are often either too busy or simply dismiss them and their contributions to their community and family. SPECIAL ASSEMBLY ON RAKSHA BANDHAN Special Assembly on Raksha Bandhan was prepared by the students of XI B on 16th August that reflected the cultural and religious richness. The student's and the teacher's talk brought forth the special bond of love and affection between a brother and a sister. SPECIAL ASSEMBLY ON HIROSHIMA DAY AND INDEPENDENCE DAY Special Assembly on “Hiroshima Day And Independence Day” was conducted by Class XI A on 9th August, 2019. The students emphasized on the importance of peace by showing a video highlighting the huge destruction caused by nuclear attack on the two cities Hiroshima and Nagasaki. They also generated a patriotic fervor by reciting the poem on Independence Day. SPECIAL ASSEMBLY ON WORLD POPULATION DAY Special Assembly on the topic “World Population Day” was presented by class XII B on 5th July 2019 in order to spreads awareness among the young generation about the consequences of increased population and how they as citizens can help to overcome this problem. SPECIAL ASSEMBLY ON CLEAN AND GREEN ENVIRONMENT Special Assembly on “Clean and Green Environment” was conducted by Class XII C on 12th July 2019 through which students had created awareness about our duty to keep the environment not only clean but also making it a better place by planting more trees for future generations. Students also took environment pledge for the same. Special Assembly on World Population Day and World Environment Day Students of class XI C presented a Special Assembly on World Population Day and World Environment Day on 13th July. It was an informative assembly encouraging students to be aware of various problems arising due to overpopulation and causing harm to the environment. Special Assembly on Sadbhavana Diwas The School conducted a Special Assembly on Sadbhavana Diwas, which is celebrated every year on 20th August , to commemorate the Birth Anniversary of former Prime Minister, Shri. Rajiv Gandhi. The idea of organizing this assembly was to inflame the spirit of oneness in the students. It began with a solemn pledge where the students resolved to bring harmony in the country by ending differences through dialogue and constitutional means, without resorting to violence. This remarkable attempt was followed by a brief prize distribution ceremony in which the students were applauded for their exemplary performances in different fields and finally the assembly concluded with the National Anthem SPECIAL ASSEMBLY ON “SWACHH BHARAT PAKHWADA” A Special Assembly was conducted on the topic "Swachh Bharat” by Class XI , in which the students remarkably showcased the message of Swachh Bharat mission started by our respected Prime Minister . The students highlighted Gandhi ji’s thoughts on cleanliness through students talk. A street play on the topic “Clean Rivers” was also enacted on the stage conveying the relevant message ‘stop pollution and think of a solution’. All the students took a pledge to keep their surroundings clean. The assembly was concluded with the National Anthem. Special Assembly on World Population Day A Special Assembly was conducted by Class XI E highlighting the theme World Population Day. The Assembly commenced with the invocation to lord followed by prayer. The children presented the news of the day .The theme of the day further got focused when Ankit Rathi addressed the gathering giving facts about how exceeding population is becoming an issue of concern for all. He emphasized on the role of youth in causing awareness amount the people A beautiful and inspirational poem composed and recited by Tejanshu further lifted the spirit of youth to ignite the minds for a constructive role in the uplift of the society. The Senior Coordinator Madam Rannu Pathak addressed the children and motivated them to be a part of the active society for vital issues. The assembly concluded with National Anthem as a tribute to the Nation Special Assembly on “WORLD HEALTH DAY” Special Assembly on National Girl Child Day The students of class XI A conducted an assembly on National Girl Child Day . The students highlighted the importance of girls in our society and how they are conquering the world with their dedicated efforts. The students also highlighted the inspirational women role models who could achieve great success and thus became an inspiration for all. Special Assembly on World Disabled Day Class XII-B conducted the morning assembly on ‘World Disabled Day' on 2nd December,2016. The assembly commenced with a beautiful prayer which enlightened our soul and gave a hope to succeed. Then, students of the class enhanced the moral values by a thought which was followed by the news headlines which made the students aware about the recent happenings around the world. It continued with making students aware about the ‘World Disabled Day' which aimed at bringing a change in the mindset of society. Special Assembly on Deepawali Students of class XI and XII conducted Special Assembly on Deepawali which commenced with a beautiful prayer and thought highlighting the importance of pollution free Deepawali. Students were encouraged to celebrate Deepawali in an eco-friendly way. Students were encouraged to follow the anti-cracker movement and were also sensitized with the harmful effects of burning crackers. The assembly winded up with a series of G.K Questions in order to upgrade their knowledge regarding the festival. WORLD ENVIRONMENT DAY World Environment Day was celebrated in school premises where class XI-A was hosting the event. It was Mapians effort to sensitize the world and society about the detoreating condition of mother earth. Students demonstrated an impactful performance of human activities which is a show poison to it. Event marked with a pledge by everyone an effort to let make earth friendly and habitat for all WORLD POPULATION DAY Class XI-B hosted the morning assembly on 8th May, 2016 on the account of World Population Day. Assembly aimed in awakening people and spreading awareness regarding the need of controlling population exploitation. Students delivered an enlightening talk followed by a beautiful piece of poetry, filled with enthusiasm WORLD PARENTS DAY CLASS XI-C got a golden opportunity to conduct a special assembly on Parents Day. The assembly commenced with a news update with a beautiful poem and speech narrated by the students on importance of parents in our life. The assembly was summed up with the beautiful words shared by our respected Academic Director Ma'am WORLD LITERACY DAY Class XII-D hosted the morning assembly on account of World Literacy Day. Assembly aimed at awakening the individuals and spreading awareness regarding the importance of education in their lives. Students delivered an enlightening talk followed by a Quiz, filled with enthusiasm. Mapians tried to sensitize the young generation about the benefits of education by quoting "Reading the Past, Writing the Future." . The day is celebrated specially to rememorize the status of the literacy and adult education to the international community. Senior Coordinator highlighted the difference between being literate & being educated and motivated them to become educated

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Nature vs. Nurture Essay Nature versus nature essay is structured just like other essays. It has an introduction, body and a conclusion. This part highlights various definitions of nurture and nature besides giving scenarios plus thesis statement expounding nature vs… Nature Vs Nurture Essay | Cram Nature Vs Nurture Essay Nature vs Nurture: Definition, Examples | EssayPro A nature vs nurture essay is all about discussing an eternal debate about what impacts human behavior. Read our guide to master this type of academic writing. Nature Vs Nurture Essay - BrightKite Impact of nature and nurture on child development Nature vs. Nurture Debate - Read a Free Informative Essay at ... Nature vs. nurture based therapies on children and adolescents established to have behavior disorder and have also proved that both nature and nurture are equally important in human development (Schneider, 2010). Schneider argues that both nature and nurture play important roles in shaping up a person's behavior. Silver Essay: Nature vs nurture essay academic content! Nature vs nurture essay - The school is the hub of childbearing and childrearing within the arts and the western studies regarding the introduction of vs nature nurture essay a given domain such as library, learning tutorial centers, and community person, as well as the standard deviation below. Nature and nurture both matter for children's early behavior ... To examine the role of nature versus nurture, the team followed 561 families in the Early Growth and Development Study, an adoption study which documented biological mothers' history of severe antisocial behavior, as well as adoptive parent and child behaviors. Nature vs. Nurture Examples - Softschools.com Nature Versus Nurture Research Papers debate on whether or not behavior is affected genetics or environment. The debate over whether human behavior is determined by way of genetics or environment is historical and ongoing. Have the writers at Paper Masters elucidate the debate between nature versus nurture in a custom written research paper. The conclusion that nature and nurture are complementary and work hand ... and environment and their affects on determining one's development and behavior. ... characteristics previously taken for granted as products of childhood rearing ... Child Development : Nature And Nurture Essay -- Psychology ... In the study of child development, nature and nurture are two essential concepts that immensely influence ... Essay on Nature vs Nurture: Genes vs Environment. Nature Nurture in Psychology | Simply Psychology Nature vs. Nurture in Psychology ... He thought that parenting is of primary importance to a child's development, and .... Three essays on the theory of sexuality. Nature vs. Nurture | Child Development - Lumen Learning The Correlation between Nature and Nurture in the Personal ... Nature and nurture in child development The Nature/Nurture debate is a continuing phenomenon in developmental sciences, resulting from emerging theoretical perspectives and research findings in neuroscience, psychology, sociology and education fields. It can be interpreted as a Essay on nature vs nurture - We have to submit their grant application by the degree to which - vs essay on nature nurture quality of the university putra malaysia, most first - order option. In some ways this relates to the development of a public cloud services in cloud ltec, knowledge management in organizations. Custom Nature vs Nurture essay writing - SupremeEssays.com Nature vs Nurture essay writing service, custom Nature vs Nurture papers, term papers, free Nature vs Nurture samples, research papers, help ... They claim that ... Nurture vs. Nature? As a Practical Matter, It's Nurture ... The once ubiquitous debates about nature vs. nurture have become much less common. Instead, it has become apparent that both our genetic nature and our environments affect our behavior. So, the ... List of books and articles about Nature and Nurture | Online ... The interaction between nature and nurture influences human development and behavior and is a subject of study in behavioral genetics. Nature is defined in terms of nativism or innatism philosophy according to which individual's innate qualities such as inheritance, biological background, and genetic material determine human development.

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HISTORY & ACCOMPLISHMENTS West CAP is one of approximately 1,100 Community Action Agencies in the United States. These organizations were created by the Economic Opportunity Act of 1964, planned by the administration of President John F. Kennedy, and then passed into law under the Johnson administration. Kennedy’s initiative was motivated by the writing of Michael Harrington in the The Other America, study of poverty in America. The 1964 Economic Opportunity Act created a number of anti-poverty programs, including: Head Start program, various job training programs, VISTA, Community Food and Nutrition programs, and others. Community Action Agencies were designed by the Act to operate anti-poverty programs in their communities and to serve as a catalyst for local planning and advocacy. West CAP (West Central Wisconsin Community Action Agency, Inc.) came to life in 1965, following the authorizing resolutions of seven area counties: Barron, Chippewa, Dunn, Pepin, Pierce, Polk, and St. Croix. West CAP was organized as a non-profit corporation with a local board of directors. Under current law, that board is composed in equal thirds of democratically selected low-income members, representatives of county government, and representatives from community businesses and organizations. The corporation was initially located in Menomonie, on the campus of UW-Stout. It rapidly outgrew the “little pink house” rented from Stout and moved into a former bank building and adjacent offices in downtown Menomonie. Further growth led to a search for long-term premises. Glenwood City offered to build a facility. Jake Banks was hired as the first Executive Director. 1967 – Helping Hands marketed crafts for elderly & disabled persons. 1968 – Project “Outreach” – a hallmark of Community Action. 1969 – 1st Parent Child Center in the nation 1971 – The Tri-Coop built several panelized, bolt-together houses. A set of them served as Impact 7 offices in Turtle Lake. 1974 – The 1st of the nationally CSA-funded Weatherization programs.From 1972 – 1976, VISTA dentists and hygienists staffed a full-service clinic, providing education and dental services to hundreds of persons per year. Patrick Pesek-Herriges becomes Executive Director. In 1974, West CAP established the first of the federally-funded Weatherization programs. Today, it is a “whole house” service featuring state-of-the art technologies. Weatherization crews work on hundreds of homes or apartments annually to make homes more efficient, comfortable, affordable, and planet friendly. This program recently expanded to serve two counties outside our regular service area – Burnett & Washburn. In 1980, West CAP conducted the first distribution of commodities in its seven-county area. Commodity services have evolved into the current food access program, providing food resources to area food pantries under the management of West CAP. Food Access and Resources (TEFAP) now aids dozens of food pantries in addition to several homeless shelters and one soup kitchen. The Commodity Supplemental Food Program and Senior Farmers’ Market Voucher Program are additional food security programs that target elderly households. The former legion building in Glenwood City was purchased and converted into office space and warehouse facilities for the HomeWorks Program. 1980-1981 the “Energy Bus” was a highly visible presence at County Fairs, schools and community events. In 1982, West CAP conducted the first area-wide commodity distribution. 1985 – Start-up of the 4-year Teen Parent Program, combining work experience and case management. 1986, West CAP completed “spin-off” of Family Planning to County Health departments. 1990 – One of the first 24 CCDP Early Head Starts. 1991 – West CAP locally invented the Supportive Housing Program. 1992 – The Jobs and Business Development Program started. Led to 105 business start-ups and 212 jobs. 1993 – the agency became a Community Housing Development Organization (CHDO). West CAP currently has over 300 affordable rental units under management, including student housing in Rice Lake, WI. 1995 -TEFAP food distribution began at West CAP. 1995 – Peter Kilde is hired as Executive Director. 1999 – Start-up of the award-winning, nationally-recognized JumpStart Program. 2001 – Completed renovation of the Crossroads building in Menomonie which included a food business incubator and retail space for the Menomonie Market Food Co-op.2002 – Start-up of Ideal Auto, non-profit dealership. 2004 – Purchased Stout Road office building in Menomonie. 2005 – West CAP began helping low-wage workers improve their earning ability through the Skills Enhancement Program and in 2009 expanded our adult education opportunities to include Literacy for adults. 2002-2009 Purchased or completed 7 multi-family housing projects including Glenwood Commons, 96 bed student housing in Rice Lake. 2010 – Designated an “Organization of Excellence” by the Annie E. Casey Foundation. 2012 – Launched the Family Table home cooking and nutrition program.2012 – Relocated the food pantry to the old grocery store building on Main Street in Boyceville. Renovated 4 upper apartments by our Deep Retrofit Program. · 2014 – Client Amy Treptow is honored by the US Congress for her submission to the Community Action’s War on Poverty Storyteller Contest. In 2015, West CAP celebrated its 50th Anniversary serving low-income residents in west central Wisconsin with a public event. The event included guest appearances by Patrick Pesek-Herriges, former West CAP Executive Director, and Michael Perry, New York Times Bestselling Author, Humorist, and Singer/Songwriter – “Whoops…How’d That Happen.” Today, West CAP has emerged as a leader in creating community partnerships to develop high quality, affordable, multi-family housing while also meaningfully addressing climate change through the use of solar panels, air-source heat pumps, and energy-efficient insulated windows. Once such housing development project is The 1300 Residences, a 50-unit affordable housing development in River Falls. The project took shape in the summer of 2020 thanks to a partnership with Gerrard Corporation and $7.8 million in WHEDA (Wisconsin Housing and Economic Development Authority) financing. The property features three SmartFlower solar trackers and a 580-rooftop solar panel installation (featured on the cover), plus state-of-the-art air-source heat pumps and energy-efficient insulated glass windows, keeping both utility costs and CO2 emissions low for residents.

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Here’s why some people are willing to challenge bullying, corruption and bad behavior, even at personal risk Research in neuroscience reveals that people’s ability to stand up to social influence is reflected in anatomical differences in the brain. People who are more concerned about fitting in show more gray matter volume in one particular part of the brain, the lateral orbitofrontal cortex. This area right behind your eyebrows creates memories of events that led to negative outcomes. It helps guide you away from things you want to avoid the next time around – such as being rejected by your group. People who are more concerned about conforming to their group also show more activity in two other brain circuits; one that responds to social pain – like when you experience rejection – and another that tries to understand others’ thoughts and feelings. In other words, those who feel worst when excluded by their group try the hardest to fit in. By Catherine A. Sanderson, Poler Family Professor and Chair of Psychology, Amherst College

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adventurer, mariner, and African emigrationist, was born to Susan Cuffe and John Dean in Philadelphia, Pennsylvania. Harry Foster Dean followed the family profession when he decided to become a seafarer. By the age of thirteen he was on an around-the-world cruise captained by his Uncle Silas. A decade later he had made his way to Southampton, England, where he was mentored by a Captain Forbes. He later reported that he won his captain's license in that port, beginning a new phase in his life. According to Dean, his mother, Susan, was a granddaughter of the black Yankee Paul Cuffe As the progeny of the Cuffe family Dean considered himself a black aristocrat Since Cuffe was a merchant and back to Africa advocate Dean dreamed of reversing the effects and trajectories of the Middle Passage and removing himself to his ancestral continent of origin Much of what ... Dean, Harry Foster David H. Anthony civil rights, peace, and social justice organizer, and writer, was born Hunter Pitts O'Dell on the west side of Detroit, Michigan. Jack's parents were George Edwin O'Dell and Emily (Pitts) O'Dell. His father was a hotel and restaurant worker in Detroit who later owned a restaurant in Miami, Florida. His mother had studied music at Howard University and became an adult education teacher, a classical and jazz pianist, and an organist for Bethel AME Church in Detroit. His grandfather, John H. O'Dell, was a janitor in the Detroit Public Library system and a member of the Nacirema Club, which was a club for prominent African American Detroiters. Jack O'Dell later took his grandfather's signature, “J.H. O'Dell” as his nom de plume when he became a writer. Raised by his paternal grandparents O Dell grew up during the Great Depression and witnessed the sit down ... Stephens, George E. Barton A. Myers abolitionist, activist, soldier, and journalist, was born in Philadelphia, Pennysylvania, to William and Mary Stephens, free African Americans who had fled Virginia's eastern shore in the wake of the Nat Turner rebellion. Little is known of Stephens's early education, but he likely attended a combination of segregated primary schools in Philadelphia and the Sunday school of the First African Baptist, a fervently abolitionist church that his parents attended. Prior to the war Stephens worked as a cabinetmaker, a skilled position that offered him elite status in the urban Philadelphia black community. Stephens's antebellum exploits included a wide range of civic and political activities. In 1853 he helped found the Banneker Institute, an African American literary society and library, honoring Benjamin Banneker the African American scientist and inventor While working with the society he met influential white leaders including General Oliver Otis Howard later head ... Tiwanna M. Simpson mariner, carpenter, abolitionist, was born either in Africa or the Caribbean and probably grew up as a slave on the Danish colony of St. Thomas, which is now a part of the U.S. Virgin Islands. When Denmark was about fourteen years old, the slave trader Captain Joseph Vesey purchased him to sell on the slave market in Saint Domingue (Haiti). The identity of Denmark Vesey's parents and his name at birth are unknown, but Joseph Vesey gave him the name “Telemaque.” He became “Denmark Vesey” in 1800, after he purchased his freedom from lottery winnings. Vesey's family life is difficult to reconstruct. He had at least three wives and several children, including three boys—Sandy, Polydore, and Robert—and a girl, Charlotte. His first and second wives, Beck and Polly, and their children lived as slaves. His third wife, Susan was a free woman of color ... John R. Van Atta Vesey, Denmark (1767?–02 July 1822), slave insurrectionist, was born possibly in Africa. His family roots and early childhood are unknown. As a fourteen-year-old in a cargo of 390 slaves bound for St. Domingue (Haiti), his engaging appearance somehow caught Captain Joseph Vesey’s eye. Sold on arrival to a French planter, Denmark remained on that sugar- and cocoa-producing colony only a few months before being returned as “unsound and subject to epileptic fits.” Afterward, Captain Vesey kept the young slave for himself and in 1783 adopted Charleston, South Carolina, as a permanent home. Literate multilingual and worldly Denmark Vesey s experience both as a slave and later as a free man differed radically from the ordinary Aboard his master s vessels he traveled around the Atlantic and became a skilled carpenter In an amazing stroke of fortune he won $1 500 in the Charleston East Bay lottery of ... Douglas R. Egerton The man later known as Denmark Vesey was born about 1767, probably on the Caribbean sugar island of Saint Thomas. In 1822Captain Joseph Vesey, who was Denmark's second and fourth owner, recalled that when he first purchased the boy at the port of Charlotte Amalie in 1781, he appeared to be “about 14 years” old. Although the port functioned more as a transit slave station then an entrepôt to the island's sugar plantations, during the eighteenth century no more than 10 percent of all Africans carried to the Americas were children. Most likely the boy, whose original name and ancestry is lost to history, had simply reached an age and height that would fetch a goodly sum in the coastal barracoons. Joseph Vesey, a Carolina-based slaver, purchased the boy in September or October of 1781 as part of a cargo of 390 bondpeople During ...

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Share this article: Media Effects on Children’s Social and Moral Development For the past 60 years, the primary focus of concern about children’s media use has been whether it makes them more hostile and aggressive and increases their chances of becoming violent adults. A parallel but much smaller body of research has focused on whether, and under what conditions, there may be prosocial outcomes of media use. Over the years, various theories have sought to explain short- and long-term effects of exposure on viewers’ attitudes and behaviors. Although most were developed within the context of media violence research, they also help explain effects of other types of content and predict other outcomes besides physical violence. See the article Media Effects for a review of these theories. Theorizing How Effects May Occur The General Learning Model (Buckley and Anderson, 2006) proposes that media-based experiences contribute to users’ knowledge structures, including their person schemata (i.e., typical characteristics of people or groups of people) and their behavioral scripts (expectations of how people behave in particular situations). Furthermore, the theory proposes that these knowledge structures can contain links to affective states evoked by the initial experience (e.g., anger, fear, warmth) and information about what emotions are typical or appropriate in a given situation. When activated, these interconnected components (person schemata, behavioral scripts, affect, and affective knowledge) may then interact with other factors (personality, values, long-term goals, etc.) to influence people’s appraisals and reactions. How does this apply to young viewers’ responses to violent or aggressive content? In the short term, exposure to violent, hostile content (whether in TV programing, in films, in music, or in video games) increases the probability that aggressive thoughts and feelings are activated and tends to increase arousal. These thoughts and feelings, combined with arousal, increase the probability that young viewers will behave aggressively. In the long term, repeated exposure to violence appears to alter viewers’ beliefs and attitudes about aggression, decreasing their tendency to notice and respond to real-world pain and suffering and increasing their tendency to interpret social situations in hostile ways. These in turn appear to increase the probability that heavy consumers of media violence will act in hostile or aggressive ways. Effects of Media Violence on Children’s Physical Aggression Bushman and Huesmann (2006) conducted a meta-analysis of 431 studies related to the effects of media violence, of which 264 focused specifically on children (for a total sample of 50 312 children aged 18 or younger). Studies were included if they assessed the impact of violent content in TV programs, films, video games, music, or comic books. Across this sizable body of research, both experimental and self-selected exposure to media violence were associated with negative outcomes: more aggressive behaviors, thoughts, and feelings, as well reduced helping behavior. The authors also noted that although short-term effects (measured experimentally) were somewhat stronger for adults than for children, long-term relationships between self-selected exposure and subsequent aggression (in some studies, measured years later) were stronger for exposure during childhood than during adulthood. In one major study (Huesmann et al., 2003), over 400 US 6- to 9-year-olds were surveyed about their exposure to and interpretations of TV violence. Fifteen years later (i.e., when the participants were aged 21–23), their levels of aggression were assessed through several means: (1) interviews with the participant, (2) interviews with a spouse, close friend, or significant other, and (3) by examining criminal records. Childhood exposure to TV violence predicted individuals’ physical aggression as adults. These relationships between childhood exposure and adult aggression were stronger for those who, as children, had perceived TV violence to be realistic and who had identified with same-sex aggressive TV heroes and heroines. Effects of TV Content on Children’s Non-Physical Aggression The Huesman et al. (2003) longitudinal study of media violence also found that among women in the sample childhood exposure to TV violence predicted nonphysical aggressive acts in adulthood (e.g., trying to get someone into trouble). Other studies conducted in England and the United States have also found relationships between children’s media use and their tendency to engage in various forms of nonphysical aggression (often referred to as indirect, relational, or social aggression). These types of aggression involve intentionally harming someone’s social standing, often by manipulative acts such as gossiping, spreading rumors, or exclusion. In various studies, including a recent longitudinal study by Gentile et al. (2011), preteens or young teens who watched more programs featuring these forms of interpersonal hostility were more likely to engage in those behaviors themselves. There is some indication that such relationships are more likely to be observed for females than for males. Effects of Media Racial and Gender Stereotyping Researchers who have documented racial and gender biases in media depictions of reality have long speculated about the implications for children’s feelings, beliefs, and attitudes. Content analyses of TV and magazine content in the United States continue to document underrepresentation and stereotyped representations of females and non-Anglo ethnic/racial groups. At the same time, surveys of non-Anglo children in the United States indicate a strong desire to see representations of their own group and an awareness of racial bias in news and entertainment depictions (Children Now, 1999). Taken together, these patterns may help explain the findings of a longitudinal study conducted by Martins and Harrison (2012) with over 400 children aged 7–12 in the United States. They found that television exposure in second to fourth grade was associated with decreased self-esteem 1 year later among Anglo and African American girls and African American boys (i.e., those groups that tend to be underrepresented and misrepresented on US TV programing). In contrast, television viewing was associated with an increase in self-esteem among Anglo-American boys. These relationships were significant even after controlling for age, body satisfaction, and baseline self-esteem. Media content may also shape children’s broader beliefs about social roles, such as gender roles. Oppliger (2007) conducted a meta-analysis of 31 studies conducted in a variety of countries, examining the relationship between media use (including TV, magazine, and film use) and gender role stereotyping. Measures of stereotyping included judgments about the appropriateness of various occupations for men and women, the appropriateness of playing with sex-typed toys, estimates of the number of men and women in various occupations, and behavioral measures such as the child’s own play behaviors, reported performance of gender-normative chores, and imitation of counter-stereotypical role models. Across the subset of studies dealing specifically with children, there was a small but significant relationship between exposure and stereotype-consistent beliefs, attitudes, and behaviors. This excerpt was taken from the article Media Effects on Children which examines cognitive effects, emotional impacts and health issues from media exposure. The article is included in the recently published International Encyclopedia of the Social and Behavioral Sciences, Second Edition which offers a source of social and behavioral science reference material that is broader and deeper than any other. Covering topics from Cognitive Psychology to Artificial Intelligence to Neuroscience to Urban Studies to Evolution and all that is in between, it is the definitive resource for undergraduates, graduate students and researchers. Check it out here. Take a look at some of the related articles: Researchers and clinicians in psychology work across a vast array of sub-disciplines, including applied psychology, addictions, cognitive psychology, developmental and educational psychology, experimental physiological psychology, forensic psychology, neuropsychology, and behavioral and cognitive therapy. For these professionals, and students as well, cross-disciplinary study is a given. For more than 75 years, Elsevier has cultivated portfolios of psychology books, eBooks, and journals covering current and critical issues in all of these areas. This vital content provides a sound basis of understanding for all those involved in this multi-faceted field.

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NEW YORK (Dec. 30, 2010) — The brain under general anesthesia isn’t “asleep” as surgery patients are often told — it is placed into a state that is a reversible coma, according to three neuroscientists who have published an extensive review of general anesthesia, sleep and coma, in the Dec. 30 issue of the New England Journal of Medicine. This insight and others reported in their review article could eventually lead to new approaches to general anesthesia and improved diagnosis and treatment for sleep abnormalities and emergence from coma. The researchers explain that a fully anesthetized brain is much closer to the deeply unconscious low-brain activity seen in coma patients, than to a person asleep. Essentially, general anesthesia is a coma that is drug-induced, and, as a consequence, reversible. The states operate on different time scales — general anesthesia in minutes to hours, and recovery from coma in hours to months to years, if ever. The study of emergence from general anesthesia and recovery from coma could help to better understand how both processes occur. Understanding that these states have more in common with each other than differences — that they represent a continuum of activity with common circuit mechanisms being engaged across the different processes of awakening from sleep or emerging from coma or general anesthesia — “is very exciting, because it gives us new ways to understand each of these states,” says study co-author, Dr. Nicholas D. Schiff, a professor of neurology and neuroscience at Weill Cornell Medical College and a neurologist at NewYork-Presbyterian Hospital/Weill Cornell Medical Center. Co-authors of the study are Dr. Emery Brown of Massachusetts General Hospital, Massachusetts Institute of Technology and Harvard Medical School, and Dr. Ralph Lydic from the University of Michigan. Knowing more about the brain circuit mechanisms may also help researchers develop therapeutic agents to “tweak the circuits as needed, to help us in the areas where we don’t do well, such as abnormalities of sleep and, especially, emergence from a coma,” Dr. Schiff says. “And while use of general anesthesia is an incredibly safe technique, it can have effects on the elderly, such as slower recovery time and impaired cognitive function afterwards.” In their review, which took three years to develop, the researchers synthesized the newest studies in these three areas, including work of their own. Among their other specialties, Dr. Brown’s expertise is general anesthesia, Dr. Lydic’s is sleep, and Dr. Schiff’s is recovery from coma. “We think this is, conceptually, a very fresh look at phenomena we and others have noticed and studied in sleep, coma and use of general anesthesia,” Dr. Schiff says. “By reframing these phenomena in the context of common circuit mechanisms, we can make each of these states understandable and predictable.” “These findings show that general anesthesia is a reversible coma, and learning about the different ways we can safely place the brain into this state, with fewer side effects and risks, could be an important advance in general anesthesiology,” explains Dr. Brown. “Also, in a scientific sense, monitoring brain function under general anesthesia gives us new insights into how the brain works in order to develop new sleep aids and new ways for patients to recover from coma.” Describing the Switching Circuit One critically important circuit the authors describe involves specific brain areas. One major player is the cortex, which is made up of layers of neural tissue at the outer edge of the brain, and another is the thalamus, a ball of neural tissue at the center of the brain. These areas are connected to each other through nerve cell axons, which act like information highways, passing signals. The cortex and the thalamus “talk” to each other in different ways over a 24-hour cycle. Also part of the circuit is the basal ganglia, within the front of the brain, which is used to control certain actions. It does this in part by setting up two feedback loops. One is a negative feedback release on behavior, and that part of the circuit is always active when overall brain activity is reduced, Dr. Schiff says. For example, it works to stop a sleeping person from physically acting out their dreams. The second feedback loop, however, releases the brake imposed by the first feedback loop, the researchers say. Certain drugs, such as the sleep aid zolpidem (Ambien), and propofol, a powerful general anesthetic with similar pharmacologic properties, can trigger that loop to function, producing what is known as “paradoxical excitation.” This phenomenon described in transitions observed in the early stages of general anesthesia appears to be common across all three states, because the drugs are triggering this same feedback loop, the authors explain. Most people given propofol become agitated and confused shortly after falling unconscious. Some people who use Ambien walk, eat and carry out other complex behaviors in an altered state of consciousness arising from sleep. Surprisingly, Ambien has also been reported to restore communication and behavioral responsiveness in some severely brain injured patients. The linkage of these disparate observations within a common circuit model is one of the key insights in the authors’ integrative review. Eventually the brake is switched back on in these three states — giving way to sedation and deeper sleep, or in the case of the severely brain patient, the return to a state of diminished responsiveness. There is another phenomenon that results from this circuit, the authors say. “Emergence delirium is the flip side,” says Dr. Brown. “For example, when bringing a person out of general anesthesia, the brain is woken up enough to be active, but it is not coherent or organized, which can explain the slower recovery time we see in some patients.” It is these two areas — losing consciousness and returning to consciousness — that the researchers believe they might be able to target to provide better therapies for sleep, emergence from coma, and general anesthesia with fewer side effects. And it is by studying general anesthesia — a process that can be well controlled as well as monitored and studied — that researchers will likely make progress in understanding all three states of mind, Dr. Schiff says. For example, because coma patients each have individualized damage to their brains due to injury or stroke or hemorrhages, studying recovery from general anesthesia may offer potential opportunities for developing general strategies for intervention, Dr. Schiff says. “The quantitative neurobehavioral metrics used to monitor recovery from coma could be used to track the emergence from general anesthesia from a functional state that can approximate brain-stem death to states similar to a vegetative state and eventually to a minimally conscious state,” the authors write. “Moreover, understanding this circuit will help us understand the relationship of brain function to consciousness in general — what it is, how it is produced, and what the variety of brain states truly are,” Dr. Schiff says. “Consciousness is a very dynamic process, and now we have a good way of studying it.” The study was supported by National Institutes of Health grants as well as a National Institutes of Health Director’s Pioneer Award, and by grants from the James S. McDonnell Foundation. NewYork-Presbyterian Hospital/Weill Cornell Medical Center NewYork-Presbyterian Hospital/Weill Cornell Medical Center, located in New York City, is one of the leading academic medical centers in the world, comprising the teaching hospital NewYork-Presbyterian and Weill Cornell Medical College, the medical school of Cornell University. NewYork-Presbyterian/Weill Cornell provides state-of-the-art inpatient, ambulatory and preventive care in all areas of medicine, and is committed to excellence in patient care, education, research and community service. Weill Cornell physician-scientists have been responsible for many medical advances — including the development of the Pap test for cervical cancer; the synthesis of penicillin; the first successful embryo-biopsy pregnancy and birth in the U.S.; the first clinical trial for gene therapy for Parkinson’s disease; the first indication of bone marrow’s critical role in tumor growth; and, most recently, the world’s first successful use of deep brain stimulation to treat a minimally conscious brain-injured patient. NewYork-Presbyterian Hospital also comprises NewYork-Presbyterian Hospital/Columbia University Medical Center, NewYork-Presbyterian/Morgan Stanley Children’s Hospital, NewYork-Presbyterian Hospital/Westchester Division and NewYork-Presbyterian/The Allen Hospital. NewYork-Presbyterian is the #1 hospital in the New York metropolitan area and is consistently ranked among the best academic medical institutions in the nation, according to U.S.News & World Report. Weill Cornell Medical College is the first U.S. medical college to offer a medical degree overseas and maintains a strong global presence in Austria, Brazil, Haiti, Tanzania, Turkey and Qatar. For more information, visit www.nyp.org and weill.cornell.edu.

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What are the types of multiple choice questions? - 10 Common Types of Multiple Choice Questions and How to. - The look-alike set of options. - Flipping the text of the definition with the term. - The negative option. - The multiple option. - Two columns of options. - Statistics from a study. - Degrees of change from a study. What is easy test? EasyTestMaker is an online test generator to help you create and manage your tests! Create, print and publish your tests online! EasyTestMaker makes it easy for you to perfectly format multiple question types, print alternate versions, and publish to the web for online tests. Online tests are automatically graded! Why multiple choice questions are bad? Multiple-choice questions don’t belong in college. They’re often ineffective as a teaching tool, they’re easy for students to cheat, and they can exacerbate test anxiety. That’s the case being made by two instructional designers at different colleges who are encouraging professors to try alternative assessment methods. Why are multiple choice tests better than essay tests? According to Vanderbilt University, “because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.” Why is multiple choice questions good? Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. What is the difference between multiple choice and multiple answer? For questions with only one correct answer, use “Multiple Choice.” For questions where you want the student to select more than one correct answer, use “Multiple Answer.” You cannot have more than one correct answer in “Multiple Choice.” What questions have multiple answers? Multiple choice questions are fundamental survey questions which provides respondents with multiple answer options. Primarily, multiple choice questions can have single select or multi select answer options. How long should a multiple choice test be? approximately 45 seconds What are the advantages and disadvantages of essay type questions? Disadvantages of Essay Questions: - Takes longer to grade on paper. - Graded manually online. - Take longer to answer. - Can be graded unfairly. - Questions can be read differently resulting in not being able to answer correctly. - Will not cover as much varied content in a Test as other question types. How can I crack my MCQ exam without studying? Tips To Crack MCQs - No Guess Work: No MCQ based exams these days are without negative marking. - Elimination: For all logical questions when your not sure about the answer, first eliminate all the possible wrong answers. - Avoid Extreme Choices: - Be Alert: - Time Management: What are the advantages and disadvantages of multiple choice questions? They have fast processing times. There’s no room for subjectivity. You can ask more questions, it takes less time to complete a multiple-choice question compared to an open question. Respondents don’t have to formulate an answer but can focus on the content. Is C usually the correct answer? The idea that C is the best answer to choose when guess-answering a question on a multiple choice test rests on the premise that ACT answer choices are not truly randomized. In other words, the implication is that answer choice C is correct more often than any other answer choice. What are the three parts of a multiple choice question? A multiple-choice test questions consist of three parts: - the stem, which asks the question, poses a problem, or presents an incomplete sentence; - the correct response; - and four alternative responses which are incorrect, these are often called “distracters.” How do you cheat on MCQ exams? So here goes with my 20 ways to cheat Multiple Choice tests: - Skip the hard questions, mark them with a cross, and go back to them. - If in doubt choose ‘C’, poor questions designers do not truly randomise the right options and have a bias towards ‘C’. - If in doubt choose the ‘longest option’.

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What does fact checked mean? At Healthfully, we strive to deliver objective content that is accurate and up-to-date. Our team periodically reviews articles in order to ensure content quality. The sources cited below consist of evidence from peer-reviewed journals, prominent medical organizations, academic associations, and government data. The information contained on this site is for informational purposes only, and should not be used as a substitute for the advice of a professional health care provider. Please check with the appropriate physician regarding health questions and concerns. Although we strive to deliver accurate and up-to-date information, no guarantee to that effect is made. A healthy diet is important for everyone, but nutrition is suddenly much more significant after a diabetes diagnosis or a stroke. Everyday food choices determine how well you manage your disease and how likely you are to have complications in the future. The basic guidelines for diabetes and stroke patients are straightforward, but due to medication interactions, you may have additional dietary restrictions you should discuss with your physician. The Basics of a Diabetic Diet The goal of a diabetic diet is to maintain stable blood sugar levels 1. Consequently, diabetics need to limit their consumption of sugary treats and be careful in the selection of carbohydrates. Most of your carbohydrates should come from five servings of fruits and vegetables, three servings of whole grains and two to four servings of low-fat dairy, according to the Academy of Nutrition and Dietetics. Eating small meals throughout the day is the best way to maintain steady sugars. Diabetics should limit their intake of fat, salt and alcohol. - The goal of a diabetic diet is to maintain stable blood sugar levels 1. - Diabetics should limit their intake of fat, salt and alcohol. Diet After a Stroke Foods for Stroke Patients Nutrition for stroke patients is similar to a diabetic diet 1. Your meals should include plenty of fruits and vegetables, lean protein and low-fat dairy. At least half of all your grains should be whole grains. Dark, leafy greens and orange vegetables are particularly nutrient-dense and beneficial. Eat five or more servings of fruits and vegetables each day. It's particularly important for stroke patients to watch their fat intake. You should eliminate trans fats from your diet and restrict your intake of other fats. Stroke patients should keep their sodium consumption below 1,500 milligrams per day. If a stroke has affected your swallowing ability, you may need foods of a different consistency -- such as soft or pureed -- which would be determined by a speech-language pathologist. - Nutrition for stroke patients is similar to a diabetic diet 1. - If a stroke has affected your swallowing ability, you may need foods of a different consistency -- such as soft or pureed -- which would be determined by a speech-language pathologist. Foods for Stroke Patients What Does a Diabetic Seizure Look Like? What Food Can You Eat After Stroke? Diabetics & Non-Compliance Gabapentin & Caffeine What does it mean to have a Concomitant Illness? What Are the Main Counseling Points for Diabetes Type 1 & Type 2? What Are the Effects of Lack of Oxygen to the Brain? Carolyn Robbins began writing in 2006. Her work appears on various websites and covers various topics including neuroscience, physiology, nutrition and fitness. Robbins graduated with a bachelor of science degree in biology and theology from Saint Vincent College.

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What makes a good leader? Integrity, honesty, productivity, confidence, hard work – all of those (and many more) are qualities good leaders should have. But what separates a good leader and a great leader? Self-awareness is a quality all great leaders have. The ability and motivation to not only know others but know themselves. They monitor their own emotions and actions, know their strengths, weaknesses, and triggers, know what actions and emotions affect them the most, and know how to deal with them efficiently. Self-aware leaders are better at communication, self-growth, productivity, and communication. By being realistic and self-aware, they can build better relationships with others, understand other people’s emotions better, develop better habits, be more productive and organized, motivate others, be more compassionate, have better communication with those around them, and constantly grow, both as a person and as a leader. In fact, many scientists and successful leaders believe self-awareness is the key to successful leadership. Important skills self-aware leaders have Let’s look at some of the skills self-aware leaders have that we mentioned. The best way to be more confident as a leader is to be fully aware of all of your strengths and weaknesses. You know what you can and can’t do, you know what triggers you, you know how you’ll react in which situation, and you know how to be more productive because you know yourself. By knowing where you shine and where you don’t, you’ll have full confidence in the decisions you’re making and the way you’re leading others. By understanding yourself, you can understand others as well. Raising your self-awareness will raise your emotional intelligence, which instantly makes you more compassionate and understanding towards others. By being aware of your actions and emotions, you can translate your feelings into words, and be better at communication. Knowing how certain things you say sound will make it easier to get your point across in a nice way, while also understanding the other side better. When you’re self-aware, you know what you’re good at, and what you’re not the best at. You know how each task makes you feel, how long each task will take, and what your time is best spent at. Therefore, you can organize your time and be more productive, by planning your time with your strengths and weaknesses in mind. You can’t grow and evolve without knowing your strengths and weaknesses. You need to know what your strengths are, so you can use them to your advantage in order to evolve, and you need to know where you lack, so you can work on improving those parts of your leadership skills. So, how can you raise your self-awareness as a leader? There are a few tips and practices that can help you get there. 5 ways to raise your self-awareness as a leader Know your strengths and weaknesses To know your strengths and weaknesses, you can ask others for feedback, and you can observe how your actions impact others, and how they impact the work they do. Some leaders are naturally better at motivating others, while others are maybe better at managing specific tasks. Are your directions and explanations clear, or do they leave your team members confused? Are your pep talks calming your employees down, or making them even more nervous? Are you better at verbal conversations, or written conversations? Ask those you work with for feedback on specific actions you make and things you do, and figure out where you excel at, and where you could improve. Accept that you aren’t the best at everything, and you can’t be. Accept your weaknesses, because that’s the only way they won’t defeat you. Ask for help when you need it, and do more of the things you know you do well. Observe your feelings How can you truly know yourself and be self-aware? By monitoring your emotions and feelings. It’s easy to ignore your feelings and pretend they don’t exist. It’s also easy to ignore the cause of those feelings. However, that’s not how you’ll become self-aware. Don’t repress your emotions, embrace them. When you’re starting to get irritated, be mindful of the fact you’re getting angry, and figure out why. When you feel satisfied, notice that, and embrace the thing that made you feel that way. By listening to your own feelings and emotions, you’ll learn your triggers. You’ll learn what actions make you happy, angry, disappointed, sad. When you know that, you’ll be able to control those emotions and make conscious decisions when leading. Find your patterns When you understand your feelings, you can start seeing patterns. Does a specific thing your employees do always make you mad? Is there a specific answer in an interview that candidates give that makes you irritated? Notice patterns with your emotions. To truly be a great leader, you need to keep an open mind at all times. You need to be curious, and embrace other people’s points of view and opinions. Only then will you be able to grow, because you’ll be able to improve things you didn’t even know could be improved. Keeping an open mind will also help you understand others better. Just because you do something a certain way, doesn’t mean that’s the only good way. By listening to their opinions and thoughts, you’re learning how they operate, which will help you lead them in the right way. Being self-aware is knowing your way isn’t the only way. Think about others One of the key parts of becoming self-aware is knowing how your actions and words affect others. When you’re a leader, you have certain responsibilities not only towards the work but towards your team members and employees as well. A good leader can’t just think about their own emotions, wishes, and needs. You need to think about how you’re making others feel. Notice if your words and actions are making those around you happy, relaxed, stressed, scared, nervous, irritated. When you see how you’re making them feel, be mindful of what you said or did to make them feel that way. A stressed employee can’t do a great job, so the way you’re making others around you feel directly impacts the work they’re doing. These 5 tips will help you start being mindful of your emotions and actions, and by doing that, you will be raising your self-awareness. However, the first step is deciding you want to grow as a leader and as a person because raising your self-awareness entails constant work. So, try implementing these strategies into your life and work, and see how they improve your leadership skills and personal evolvement. If you’re a woman in a c-suite or senior executive role and you’re ready to expand your leadership, better navigate politics, and, gain clarity on what’s holding you back so that you can make a bigger impact in your career, apply for a complimentary consultation here. The C-Suite Leader's Playbook: 10 Next Level Strategies for Optimal Performance & Career Advancement Helping Leaders Maximize Their Influence and Impact In this FREE resource, you’ll uncover the same roadmap and insights that my executive clients have utilized to advance in their executive promotional campaigns. - 3 Reasons You are not Being Promoted - 5 Tips for Women in Leadership: The Neuroscience of Female Leadership - Perception, Power, Politics And Promotion: Navigating Challenges That Keep Women Out Of The C-Suite - The Neuroscience of Imposter Syndrome for Leaders - How to use neuroscience to influence psychological safety in the workplace

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Collecting rent can be hard at the best of times. However, the state of the economy, welfare reform and budget cuts are currently making it even more of a challenge. There's pressure to do more for less in terms of time, money and personal effort. Also dealing with vulnerable, poor, excluded people can be wearing on housing officers as can dealing with people who don't want to pay. A rent arrears call or visit often uncovers vulnerabilities or other household issues and a rent officer can start to feel like an untrained social worker. Talking about money with tenants is often sensitive and conversations can be difficult. However, the work really matters. We want to help people to have successful tenancies and not end up on the streets. So, how do we help officers to build resilience and 'bounce-back-ability'? (Have we just invented a phrase!) Let's look at three areas: In his book 'Drive: The Surprising Truth About What Motivates Us', the business thinker, Daniel Pink, quotes recent research that demonstrates just how important a sense of purpose is to people's sense of motivation and satisfaction at work today. What is the purpose of a housing officer? Is it just to collect rent or could it be more than that? Could it concern helping tenants to enjoy both good housing and good homes? What can we learn from history here? Reading the Wikipedia entry for social housing pioneer Octavia Hill is enlightening. In 1864, Octavia persuaded the art critic and philanthropist John Ruskin to purchase three houses in Paradise Place, London. He gave them to Octavia to manage. The aim was to make "lives noble, homes happy and family life good" in one of the most notorious London slums commonly known as "Little Hell". For over a century it has been common to be suspicious of Victorian attitudes towards the poor and destitute and in particular the Victorian notion of the 'deserving and undeserving poor'. However, Octavia Hill's pioneering approach to social housing warrants a closer look. Are there insights for those of us concerned with social housing today, in spite of the lapse of time? Hill's management system was based on closely managing not only the buildings but also the tenants. She insisted, "You cannot deal with the people and their houses separately." She maintained close personal contact with all her tenants, and was strongly opposed to impersonal bureaucratic organisations and to governmental intervention in housing. Her determination, personality and skill transformed poverty-stricken houses in three London streets: Paradise Place, Freshwater Place and Barrett's Court, into tolerably harmonious communities. Communal facilities such as meeting halls, savings clubs and drama productions were established, enhancing the lives of tenants. I wondered what values drove Octavia's management system. From what I have read about her, I have inferred that she believed in an unwritten contract between landlord and tenant that I summarise as follows. Please note these are my words not hers: Tenants have the right to expect decent housing and landlords have the duty to provide it. In exchange, landlords have the right to expect decent behaviour and tenants have the duty to provide it. Octavia did not tolerate rent arrears and bad debts were minimal. As she said, "Extreme punctuality, and diligence in collecting rents, and a strict determination that they shall be paid regularly, have accomplished this." However, payment of rent was not Octavia's only concern. She was also concerned that her tenants were either seeking or maintaining employment, looking after their dependents, not indulging in anti-social behaviour like drunkenness or making too much noise, and not getting involved in criminal activity. For example, despite being up to date with his rent, one tenant was surprised to receive Notice to Quit, because he would not send his children to school and had overcrowded his rooms. Octavia's response to his complaint that he didn't owe any rent was that it was not the only thing she insisted upon. In her view, she could not allow anything so wrong as the neglect of children and overcrowding to continue where she had the power to prevent it. And there lies the rub. Do Housing Officers today have the power to prevent antisocial behaviour? In today's less hierarchical, less deferential world than the Victorian one, holding a responsible job title does not give us power. Today, what gives us power is our ability to influence. And what enables us to influence? I think there are three things: Let's look at our ability to assert our case in a calm, consistent, persistent and non-confrontational manner. What can we learn from Octavia? She encouraged personal responsibility both in tenants and colleagues. She insisted on dealing with arrears promptly; she appointed reliable caretakers; she took up references on prospective tenants, and visited them in their homes; she paid careful attention to allocations and the placing of tenants, with regard to size of families and the size and location of the accommodation to be offered; and she made no rules that could not be properly enforced. In addition, Octavia and her colleagues promoted tenants' associations, after-work or school clubs and societies for adults or children. What about Octavia's ability to empathise with others and acknowledge their concerns? On this subject it is difficult to find reliable evidence though anecdotes suggest she could be a pretty tough cookie to meet in person! What we do know from modern psychology and neuroscience is that if we want to influence a change in another person's thinking and behaviour we need to build a relationship and trust with them. It often takes effort and skill and can be hugely rewarding. Why might it take effort and skill? Because when people have developed bad habits they often don't break and replace those habits easily - like not paying rent on time, drunkenness, drug-taking, anti-social behaviour towards family or neighbours etc. The skills of building relationships and trust are skills that anyone and everyone can develop. They are not the preserve of specialists like social workers, psychologists, medics or any other professional workers. In my experience of 12 years in leadership and team development and 30 years in business, the greatest barrier to being influential with another person is when we hold the assumption 'I can not influence this person'. Where people hold this assumption they often say it is a conclusion based on past behaviour. I don't doubt for a second that it feels that way. But here's a different conclusion based on the same information, 'I have not yet found a way to influence this person on this subject in the way that I want.' Such an assumption allows the possibility that I can find a way forward with this person. If I believe it's possible I will keep putting in the effort until I succeed. Of course, we often need help with developing skills and in this respect housing officers are no different from anyone else. From my experience of working with clients in the housing sector, I can say that when we help housing officers to consider the following questions in training courses or through one-to-one coaching, they often achieve a mind or attitudinal shift in the process. In her own words I will leave the last words to Octavia Hill herself and encourage you, in particular, to ponder on the extraordinary words of the last paragraph. About four years ago I was put in possession of three houses in one of the worst courts in Marylebone. Six other houses were bought subsequently. All were crowded with inmates. The first thing to be done was to put them in decent tenantable order. The set last purchased was a row of cottages facing a bit of desolate ground, occupied with wretched, dilapidated cow-sheds, manure heaps, old timber, and rubbish of every description. The houses were in a most deplorable condition - the plaster was dropping from the walls; on one staircase a pail was placed to catch the rain that fell through the roof. All the staircases were perfectly dark; the banisters gone, having been burnt as firewood by tenants. The grates, with large holes in them, were falling forward into the rooms. The wash-house, full of lumber belonging to the landlord, was locked up; thus the inhabitants had to wash clothes, as well as cook, eat, and sleep in their small rooms. The dustbin, standing in front of the houses, was accessible to the whole neighbourhood, and boys often dragged from it quantities of unseemly objects and spread them over the court. The state of the drainage was in keeping with everything else. The pavement of the backyard was all broken up, and great puddles stood in it so that the damp crept up the outer walls. One large but dirty water-butt received the water laid on for the houses; it leaked, and for such as did not fill their jugs when the water came in, or who had no jugs to fill, there was no water. The former landlord's reply to one of the tenants who asked him to have an iron hoop put round the butt to prevent leakage, was, that 'if he didn't like it' (i.e. things as they were) 'he might leave'. The man to whom this was spoken - by far the best tenant in the place - is now with us, and often gives his spare time to making his room more comfortable, knowing that he will be retained, if he behaves well. This landlord was a tradesman in a small way of business - not a cruel man, except in so far as variableness of dealing is cruelty; but he was a man without capital to spend on improvements, and lost an immense percentage of his rent by bad debts. I went over the houses with him the last day he collected his rents there, that he might introduce me to the people as the owner of the property. He took a man with him, whom, as he confided to me, he wished to pass off upon the people as a broker. It was evident that, whether they saw through this deceit or not, they had no experience which led them to believe he intended to carry into effect the threats he uttered. The arrears of rent were enormous. I had been informed that the honest habitually pay for the dishonest, the owner relying upon their payments to compensate for all losses; but I was amazed to find to what an extent this was the case. Six, seven, or even eight weeks' rent was due from most tenants, and in some cases very much more; whereas, since I took possession of the houses (of which I collect the rents each week myself) I have never allowed a second week's rent to become due. I think no one who has not experienced it can fully realise the almost awed sense of joy with which one enters upon such a possession as that above described, conscious of having the power to set it, even partially, in order. Jonathan Chalstrey, Senior Associate, MaST International, Learning and Development JCA operates from Manchester and London, England and works with clients globally. Cookies Information www.marlowwebsites.co.uk

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Practical intelligence is a crucial aspect of cognitive abilities that often goes overlooked in traditional discussions of intelligence. In this article, we will explore what practical intelligence is and how it differs from other types of intelligence such as analytical, creative, and emotional intelligence. We will delve into the components of practical intelligence, including adaptability, common sense, social competence, and street smarts. We will discuss how practical intelligence is measured, the benefits of having high practical intelligence, and how it can be developed and improved. Join us as we unravel the fascinating world of practical intelligence in psychology. - 1 Key Takeaways: - 2 What is Practical Intelligence? - 3 How is Practical Intelligence Different from Other Types of Intelligence? - 4 What Are the Components of Practical Intelligence? - 5 How is Practical Intelligence Measured? - 6 What Are the Benefits of Having High Practical Intelligence? - 7 How Can Practical Intelligence Be Developed and Improved? - 8 Frequently Asked Questions - 8.1 What is practical intelligence in psychology? - 8.2 How is practical intelligence different from other types of intelligence? - 8.3 Is practical intelligence something that can be measured? - 8.4 Why is understanding practical intelligence important? - 8.5 Can practical intelligence be improved? - 8.6 How does practical intelligence impact personal and professional success? What is Practical Intelligence? Practical intelligence, as defined by Robert Sternberg’s triarchic theory, refers to the ability to navigate everyday challenges efficiently and effectively by applying insights gained from experiences and interactions. This type of intelligence goes beyond traditional academic measures of success and focuses on the ability to adapt and thrive in various situations by drawing on practical knowledge and problem-solving skills. In practical intelligence everyday life, individuals with high practical intelligence excel in tasks that require quick thinking, resourcefulness, and the ability to make sound judgments amidst uncertainties. How is Practical Intelligence Different from Other Types of Intelligence? Practical intelligence stands out from other types of intelligence such as analytical, creative, and emotional intelligence due to its focus on applying knowledge and skills to solve concrete problems in real-life contexts. John Meunier, a prominent researcher in intelligence theory, sheds light on the distinct aspects of practical intellect as emphasized by g-centric theories. Unlike analytical intelligence, which pertains to logical reasoning and problem-solving abilities, practical intelligence extends beyond theoretical comprehension. It involves the capacity to navigate complex situations, make sound judgments, and adapt successfully to diverse environments. In contrast to creative intelligence, which emphasizes innovative thinking and original ideas, practical intelligence thrives on efficient decision-making and effective implementation of strategies. Analytical intelligence, often assessed through IQ tests, focuses on cognitive abilities such as problem-solving, logical reasoning, and pattern recognition. Researchers have found that individuals with high levels of analytical intelligence tend to excel in tasks that involve critical thinking and finding solutions to complex problems. These individuals have a knack for breaking down information into smaller components, analyzing them systematically, and arriving at logical conclusions. Regarding IQ tests, analytical intelligence plays a significant role in determining a person’s overall intellectual capacity. It is a key component of what is often referred to as ‘fluid intelligence,’ which relates to the ability to reason and solve novel problems independently. Understanding and measuring analytical intelligence are crucial in assessing cognitive abilities comprehensively. Studies have shown that individuals with strong analytical intelligence often perform well in various fields requiring adept problem-solving skills, such as science, mathematics, technology, and engineering. Creative intelligence encompasses the ability to generate novel ideas, solutions, and outcomes by leveraging procedural and tacit knowledge, as proposed by the concept of Successful Intelligence. This type of intelligence goes beyond mere memorization or analytical thinking; it involves a deep understanding of how to combine existing information in new ways to address complex problems efficiently. Procedural knowledge focuses on the skills and processes required to perform specific tasks, while tacit knowledge refers to the intuitive understanding that guides decision-making without explicit awareness. When these forms of knowledge are integrated skillfully, individuals can approach challenges creatively, applying unconventional methods to find innovative solutions. Emotional intelligence focuses on understanding and managing emotions effectively, essential for conflict resolution, leadership roles, and interpersonal dynamics within organizations, as highlighted by Skylight Professional Development. By honing emotional intelligence, individuals can cultivate empathy, self-awareness, and social skills, enabling them to navigate complex team dynamics and diffuse conflicts constructively. Skylight Professional Development’s expertise underscores the profound impact of emotional intelligence on fostering a positive work environment and nurturing strong connections among team members. What Are the Components of Practical Intelligence? The components of practical intelligence encompass adaptability to changing situations, the application of common sense in decision-making, social competence in interactions, and the utilization of street smarts for navigating real-world challenges. Adaptability plays a crucial role in handling unexpected circumstances, allowing individuals to quickly adjust their strategies to suit the new environment and achieve desired outcomes. Common sense acts as a guiding compass, aiding in rational thinking and problem-solving, especially in complex or ambiguous situations. Social competence involves understanding others’ emotions, perspectives, and behaviors, leading to effective communication, collaboration, and relationship-building. This skill fosters harmonious interactions and enhances teamwork in professional and personal settings. Street smarts, on the other hand, involve practical and hands-on knowledge gained through experience, enabling individuals to make astute decisions, avoid pitfalls, and navigate challenging situations with finesse. Adaptability, a key component of practical intelligence, involves viewing experiences as learning opportunities, embracing change, and exploring new methods to address challenges effectively. By having an adaptable approach, individuals can navigate the unpredictable and ever-evolving nature of the modern world. It enables them to respond effectively to varying circumstances, adjusting strategies as needed to achieve desired outcomes. This mindset not only fosters personal growth but also enhances problem-solving abilities in professional and social settings. For instance, a successful entrepreneur may attribute their achievements to their ability to pivot business strategies swiftly in response to market changes, showcasing the power of adaptability in achieving success. Common sense, intrinsic to practical intelligence, involves the ability to make sound judgments, learn from experiences, and leverage strengths to address challenges in a straightforward and effective manner. When navigating through life’s complexities, the application of common sense proves to be invaluable. It acts as a guiding compass, providing individuals with the clarity needed to steer through various situations with practicality and wisdom. By learning to trust one’s intuition and relying on past experiences, one can hone their decision-making skills and have a better grasp of what actions are most likely to lead to favorable outcomes. Social competence, an integral part of practical intelligence, involves effective communication, interpersonal skills, and the ability to work collaboratively in diverse settings, as emphasized by Lawrence Erlbaum Associates’ research on adult learning development. Effective communication is essential in professional environments as it enables individuals to convey ideas clearly, listen actively, and navigate complex social interactions. Developing strong interpersonal skills allows individuals to build trust, manage conflicts, and create meaningful relationships with colleagues and clients. The ability to engage in collaborative teamwork fosters creativity, problem-solving, and shared goals achievement, all of which are crucial for organizational success. Street smarts, a crucial element of practical intelligence, involve the ability to navigate complex situations, leverage experiences as learning opportunities, and creatively build solutions to real-world challenges. In essence, having street smarts means being adaptable and resourceful in unfamiliar or challenging circumstances. It’s about having the savvy to read between the lines, pick up on social cues, and anticipate outcomes. For instance, individuals with street smarts can excel in negotiation situations by understanding the intentions of others and finding win-win solutions. In more personal contexts, someone with street smarts might leverage their social networks to find a job opportunity or navigate a difficult interpersonal conflict effectively. How is Practical Intelligence Measured? Practical intelligence is assessed through practical problem-solving tests and situational judgment tests that measure an individual’s ability to apply knowledge and skills to address real-life challenges effectively. Practical problem-solving tests typically present candidates with realistic scenarios and require them to analyze the situation, identify the key issues, and propose viable solutions. These assessments gauge one’s capacity to think critically, formulate strategies, and adapt to different contexts. On the other hand, situational judgment tests evaluate decision-making skills by presenting individuals with hypothetical workplace dilemmas and assessing their judgment in choosing the most appropriate course of action based on the given scenario. Practical Problem Solving Tests Practical problem-solving tests assess an individual’s practical intelligence by presenting real-world scenarios that require critical thinking, the ability to ask relevant questions, and the application of newly acquired skills. These tests are designed to measure a candidate’s ability to approach complex situations in a methodical manner, considering all angles before formulating a solution. For instance, in a business setting, a practical problem-solving test might involve analyzing a company’s financial statements to identify areas for cost-cutting measures, then devising a strategic plan to implement these changes effectively. This process not only evaluates the individual’s problem-solving skills but also their adaptability and capacity to execute solutions in a professional context. Situational Judgment Tests Situational judgment tests evaluate an individual’s practical intelligence by presenting situational dilemmas that require the assessment of options, viewing experiences as learning opportunities, and exploring new problem-solving methods. These tests are designed to simulate realistic scenarios individuals may encounter in both personal and professional settings. This allows for the observation of how individuals make decisions under pressure, prioritize tasks, and interact with others. The focus on situational dilemmas helps assess one’s ability to think critically, adapt to different circumstances, and remain composed while facing challenges. What Are the Benefits of Having High Practical Intelligence? Individuals with high practical intelligence experience numerous benefits in various domains such as excelling in customer service interactions, effective project management, and adept conflict resolution skills. High practical intelligence not only enhances customer service interactions by quickly understanding clients’ needs and providing tailored solutions but also contributes significantly to effective project management. These individuals possess the ability to analyze situations, make informed decisions, and adapt to changing circumstances swiftly, ensuring project milestones are met efficiently and within deadlines. Their adept conflict resolution skills enable them to navigate challenging situations diplomatically, fostering positive relationships and collaborative environments within teams. How Can Practical Intelligence Be Developed and Improved? Enhancing practical intelligence involves actively engaging in learning experiences, seeking feedback and advice, developing critical thinking skills, and building social competencies to navigate challenges effectively. One key strategy for improving practical intelligence is to foster a growth mindset, embracing challenges and seeing failures as opportunities for growth. Additionally, continuous learning through reading, attending workshops, and participating in new experiences enhances adaptability and problem-solving capabilities. Soliciting feedback from mentors, peers, and diverse perspectives provides valuable insights for self-improvement and skill development. Honing critical thinking skills involves analyzing information objectively, questioning assumptions, and making evidence-based decisions. By practicing logical reasoning and considering multiple viewpoints, individuals can develop a more effective problem-solving approach. Cultivating social competencies, such as communication, teamwork, and empathy, fosters collaboration and relationship-building, essential for navigating complex social interactions. Utilizing these strategies fosters a well-rounded practical intelligence that equips individuals to thrive in diverse environments. Learning from Experience Learning from experiences plays a pivotal role in developing practical intelligence by encouraging individuals to view challenges as learning opportunities and explore new methods for problem-solving. This perspective allows individuals to shift their mindset from viewing obstacles as setbacks to seeing them as potential growth opportunities, fostering resilience and adaptability. By actively engaging in experiential learning, individuals gain firsthand knowledge that goes beyond theoretical understanding, enabling them to apply insights from past experiences to navigate future challenges more effectively. This process of continuous learning through experiences enhances practical decision-making skills, enableing individuals to make informed choices based on a rich repository of learned lessons. Seeking Feedback and Advice Seeking feedback and advice is an effective strategy for enhancing practical intelligence, as it fosters self-improvement, skill development, and the building of social connections crucial for navigating complex challenges. Feedback mechanisms play a vital role in skill enhancement by providing insights into areas for improvement that may not be immediately apparent. Constructive criticism helps individuals refine their approaches, correct mistakes, and adapt to changing circumstances. Receiving feedback from diverse sources can broaden one’s perspective, offering new solutions and strategies that might not have been considered otherwise. This continuous cycle of seeking feedback, reflecting on it, and implementing changes is fundamental in the journey towards honing practical intelligence and becoming adept at problem-solving. Developing Critical Thinking Skills Developing critical thinking skills is fundamental to enhancing practical intelligence, as it enables individuals to analyze complex situations, resolve conflicts effectively, and make informed decisions, vital for coaching and leadership roles. When individuals possess strong critical thinking abilities, they can unravel intricate problems, delve into multifaceted issues, and navigate through uncertainty with clarity and precision. Critical thinking serves as a cornerstone in honing cognitive processes, encouraging deeper reflection, and fostering innovative solutions in diverse professional settings. These skills play a pivotal role in sharpening one’s analytical acumen, fostering the capacity to deconstruct intricate scenarios and extract key insights essential for strategic decision-making. Individuals equipped with effective critical thinking tools are better positioned to navigate through complexities, adapt to change, and exhibit resilience in the face of challenges, thus reaffirming their proficiency in assuming leadership roles and guiding others towards success. Building Social Skills Building social skills is essential for enhancing practical intelligence, especially in leadership roles, as effective interpersonal interactions and communication, as advocated by the IBM Professor, are crucial for navigating diverse workplace dynamics. The ability to understand others’ perspectives, communicate clearly, and foster positive relationships can significantly impact a leader’s effectiveness. By honing these social skills, leaders can create a more cohesive team, resolve conflicts efficiently, and inspire their colleagues towards achieving common goals. The IBM Professor’s insights underscore the significance of emotional intelligence alongside technical expertise in leadership development. In the fast-paced and interconnected world of business, individuals with strong social skills are better equipped to lead their teams through challenges and capitalize on opportunities. Frequently Asked Questions What is practical intelligence in psychology? Practical intelligence, also known as “street smarts” or “common sense,” refers to the ability to solve everyday problems and adapt to new situations in a practical and efficient manner. How is practical intelligence different from other types of intelligence? Unlike traditional measures of intelligence, which focus on cognitive abilities like memory and reasoning, practical intelligence is more focused on real-world problem-solving and adapting to different environments. Is practical intelligence something that can be measured? Yes, psychologists have developed various tests and assessments to measure practical intelligence. However, it is important to note that practical intelligence can also be developed and improved over time. Why is understanding practical intelligence important? Understanding practical intelligence can help individuals recognize their strengths and weaknesses in problem-solving and adaptability. It can also help individuals leverage their strengths to overcome challenges and achieve success in various areas of life. Can practical intelligence be improved? Yes, practical intelligence can be improved through experience, education, and training. By actively seeking out new challenges and learning from past experiences, individuals can enhance their practical intelligence. How does practical intelligence impact personal and professional success? Practical intelligence plays a crucial role in personal and professional success as it allows individuals to effectively navigate and adapt to different social and environmental contexts. It can also contribute to strong decision-making skills and effective problem-solving abilities.

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Diving into Text Classification Let's take a look at a practical use for the machine learning theory described in the preceding section. If you have spent any time reading news articles online, you'll probably have noticed that many sites take advantage of so-called "clickbait" – the practice of publishing headlines that deliberately withhold crucial information and imply that something exceptional happened to make readers click on an otherwise fairly boring article. For example, "17 Insanely Awesome Starbucks You Need To See" is an example of a real headline that we can call "clickbait." It uses several tricks to try to make readers click through to the full article, even though the article itself is not very interesting: it uses an exact number (17), invoking curiosity to find out what all 17 are; it uses exaggeration ("insanely"), although there is nothing actually "insane" about the Starbucks in question; and it claims that you "need" to see them, although you can probably do just fine without. On the other hand, publications with stronger commitments to ethical journalism would publish a headline such as "Ralph Nader enters US presidential race as independent" (another real headline). This headline, in direct contrast to the other one, is not clickbait. It is stating a simple fact; it is giving as much relevant information as possible upfront, and it is not trying to mislead the reader in any way. To a computer, these headlines are difficult to tell apart. They both use standard English words, they are both similar in length, and there are not any specific rules that let you say with certainty "this is how to identify that a headline can be classified as clickbait." This is a great example to use for machine learning – we, as humans, can tell which headlines are clickbait and which are not, but it is difficult to express this distinction as specific rules. Therefore, it makes sense to show a machine thousands of labeled examples – telling it 'these are clickbait, and these are not' – and see whether the machine can infer the rules on its own. There are some important fundamentals and terminologies you need to be familiar with to fully follow along. For convenience, we'll summarize these here, but if you are not familiar with vectorization, training data, labels, classification, and evaluation, please note that these are complicated topics and that you may need to spend some time reading more about these in third-party resources. Let's start by taking a look at TF-IDF vectorization. Looking at TF-IDF Vectorization Humans are used to reading and writing text, but computers prefer working with numerical data. For machines to be able to meaningfully process natural language text, we need to first convert this text into a meaningful binary format. There are many different ways of doing this, but a simple one is TF-IDF or Term Frequency, Inverse Document Frequency. The fundamental idea of TF-IDF is that the more often a word appears in a text, the more important that word is. So, in an article about "electric cars," it is likely that the words "electric" and "car" will appear often, indicating that these words should be given more attention in any analysis that we do. Unfortunately, there are many common words, such as "the," and even though these words appear frequently, they are not important. To compensate for this, we don't only look at term frequency, but also inverse document frequency. A word that often appears in a single article but does not appear in many different articles is more important than a term that appears often in all articles. The exact weighting equation is not too important, and our Python library, sklearn, will take care of it for us, but out of interest, instead of using simple frequency counts as in the previous example, we will use the following equation: word_freq(w, d) x log (N/doc_freq(w)) - word_freq(w,d) means the count of word w in document d. - N means the total number of documents in our collection. - doc_freq(w) means the number of documents that the word w appears in. The point of vectorization is to transform the text into vectors, or an array of numbers that can be processed by a machine. Term frequency, the first part of TF-IDF, relates to how often specific words are used. We'll start by looking at a manual example of vectorization using only term frequency, and then see how we can use a standard Python library for the full version of TF-IDF. Counter-intuitively, we can ignore the order that the words in a given text are presented in and look only at their frequency. For example, we have two very short sentences in two documents, shown as follows: - "a cat and a dog" - "a cat and a fish" We could first create a mapping table, assigning a single number to each word across all of our documents. This would look as follows: 'a' = 0 'cat' = 1 'and' = 2 'dog' = 3 (We skip the second "a" in the first document, as we already assigned it to a number.) 'fish'= 4 (We skip all the words before fish in the second document as they are all already assigned a number.) The numbers map to what can be used as indices in an array. We will create a single array, containing only numbers to represent our document. The zeroth element of the array will indicate how many times the word "a" appears, as this was assigned the index "0." Once we have this mapping, we can represent both documents entirely numerically with arrays, as shown in the following figure: 2 at the zeroth index of the first array indicates that the word a appears twice in our first document, and the next three ones indicate that the words cat, and, and dog appear once each. Fish doesn't appear at all in the first document, so the 4th index of the array is a 0. The second array looks very similar, but there is a 0 at the 3rd index to indicate that the dog doesn't appear and a 1 at the fourth index to indicate that fish appears once. Note that the ordering is lost. The documents a cat dog and and a cat and a dog look the same now, but surprisingly this is hardly ever a problem in text processing. We have seen how to convert text into a vectorized form for computers to read, which is an important first step. Before we get to use this in a practical example, we will define some basic terminology in machine learning classification tasks.

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How do cats land on their feet? Discover how this question stumped brilliant minds and how its answer helped solve other seemingly impossible puzzles The question of how falling cats land on their feet has long intrigued humans. In this playful and eye‑opening history, physicist and cat parent Gregory Gbur explores how attempts to understand the cat‑righting reflex have provided crucial insights into puzzles in mathematics, geophysics, neuroscience, and human space exploration. The result is an engaging tumble through physics, physiology, photography, and robotics to uncover, through scientific debate, the secret of the acrobatic performance known as cat‑turning, the cat flip, and the cat twist. Readers learn the solution but also discover that the finer details still inspire heated arguments. As with other cat behavior, the more we investigate, the more surprises we discover. Gregory J. Gbur is professor of physics and optical science at the University of North Carolina at Charlotte. He contributed to the book Science Blogging: The Essential Guide and writes two blogs about horror and the history of science. “Falling Felines and Fundamental Physics is a fascinating and fast-moving journey of a book. And author Greg Gbur is a virtuoso guide. The result is an addictively smart and funny don’t-miss exploration of science, from free-falling cats to the history of photography, quantum physics, eccentric scientists, and more.”—Deborah Blum, author of The Poison Squad: One Chemist’s Single-Minded Crusade for Food Safety at the Turn of the Twentieth Century “Even cats obey the laws of nature. In this engrossing book, Greg Gbur uses cats’ mysterious ability to land on their feet to explore how physics works in the real world.”—Sean Carroll, author of Something Deeply Hidden: Quantum Worlds and the Emergence of Spacetime “When the shelves in the science section of bookstores groan under the weight of tomes concerning String Theory and the Higgs Boson, this extremely well-written popular science book concerning such a human-scale problem is refreshing.”—James Kakalios, author of The Physics of Superheroes Sign up to the Yale newsletter for book news, offers, free extracts and more Strictly Necessary Cookies Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings. If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

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Albert Camus speaks to the theme of indignation as a motivation to act This tribute piece by Dr. Rudolf Hansel on Albert Camus speaks to the theme of indignation as a motivation to act and fight for freedom from tyranny and domination. Green liberty sensibility is expressed in Camus. In solidarity with Camus’s vision, and the struggle it will take, to bring about a better world. Read more by Dr. Hansel at Global Research. Introduction to the Theme In my search, (Dr. Hansel writes) for uplifting reading that can offer orientation in these dark times, I came across the works and thoughts of Albert Camus – as I did in the sixties and seventies of the last century. Camus’s history of influence goes far beyond literature. As a representative of French atheistic existentialism, he not only influenced thinking in the last century about the basic questions of human existence, the role of intellectuals and the individual’s commitment to freedom and justice (1), he still offers fundamental orientation today. He has taken into account the research results of scientific depth psychology. Although the extensive literary work of the winner of the Nobel Prize for Literature (1957) achieved worldwide recognition, his journalistic work, his articles in libertarian-socialist magazines and his book “Man in Revolt” (1961) are less well-known. They inspired anarchist movements worldwide, led to a reorientation in the post-war period and were the occasion for the confrontation and break with Jean-Paul Sartre in 1952 (2). A good overview of Camus’ thought and work and comprehensive understanding of man in revolt is provided by the book “Albert Camus – Libertarian Writings (1948-1960)”, edited by the French journalist and translator Lou Marin in 2013 (3). The best way to describe the brave affirmation of this world in Camus’s work is the sentence of Pindar that precedes the treatise of Camus’s “The Myth of Sisyphus “Dear soul, do not aspire to eternal life, but exhaust what is possible.” (4) Camus’s final message: “Give when you can. And not hate, if that is possible.” Camus’s last message, which was to inspire the coming generation (5), was published in the libertarian journal Reconstruir (Reconstruction) on the front page of its January/February 1960 issue. It was Camus’s answer to a questionnaire on the problem of international relations. Thus the journal asked: “Do the summit meetings between the representatives of the United States and the Soviet Union give you any hope as to the possibilities of overcoming the Cold War and the division of the world into two antagonistically opposed blocs?” Camus’ answer: “No. Power makes the one who holds it crazy.” (6) The final question of “Reconstruir” was: “How do you see the future of humanity? What would it take to arrive at a world less oppressed by necessity and more free?” To this Camus replied with the well-known “message” to the following generation: “Give when you can. And not hate, if that is possible.” (7) Hoping for Peace and Fighting for It For Camus, nothing was more inexcusable than war and the call to hatred of nations. In his opinion, the West had better things to do than to tear itself apart in wars and quarrels. But once war had broken out, he thought, it was futile and cowardly to stand aside under the pretext that one was not responsible for it (8). In the French magazine “Défence de l’homme” of 10 June 1949, in response to its observation that the future looked bleak, he added: “Why? There is nothing more to fear, because we have known the very worst. Therefore, from now on, there are only reasons to hope and fight.” To the question, “To what end?” he replied, “For peace.” “I am betting on peace. Therein lies my very own optimism. But you have to do something for it and that will be difficult. Therein lies my pessimism. In any case, today I am solely committed to the peace movements that are trying to spread internationally. On their side are found the true realists. And I am with them.” (9). In his diary entries of 1939, Camus said that nothing is fixed and everything can be changed; even wars can be preven “There is one fatality, death, and beyond that there is none. In the period that extends from birth to death, nothing is fixed: one can change everything and even put a stop to war and even preserve peace if one wants fervently, strongly and long enough. Principle: seek first what each person has within him of value.” (10). In the “Pages from the Diary (1939)” in Lou Marin’s book, there is also a letter in which Camus addresses a “despairing man”: “You write that this war depresses you, that you would be ready to die, but that you cannot bear this worldwide stupidity, this bloodthirsty cowardice and this criminal naivety that still believes human problems can be solved with blood. I read your lines and I understand you. (…) I understand you, but I can no longer follow you when you make a rule of life out of this despair and want to retreat behind your disgust because everything is useless. For despair is a feeling and not a state. You cannot remain in it. And the feeling must give way to a clear realisation of things. (…). Today you are convinced that you can no longer prevent anything. This is the crux of the matter. But first you must ask yourself whether you have really done everything to prevent this war. If so, this war might seem like a doom to you and you might take the view that nothing more can be done. But I am sure that you did not do everything that was necessary, any more than any of us. You couldn’t have prevented it? No, that’s not true. This war was not inevitable, you know that. (…). You have a task, do not doubt it. Every person has a more or less large sphere of influence. He owes it as much to his shortcomings as to his advantages. But be that as it may, it is there and it can be used immediately. Do not drive anyone to riot. One must be sparing with the blood and freedom of others. But you can convince ten, twenty, thirty people that this war was neither inevitable nor is it, that all means have not yet been tried to stop it, that it must be said, written if possible, shouted out if necessary! These ten or thirty people will spread the word to ten others, who in turn will spread it again. If inertia holds you back, well, they start all over again with others. (…). Individuals are the ones who send us to our deaths today. Why shouldn’t other individuals succeed in giving peace to the world? Only one must begin without thinking of such great goals. Do not forget that war is waged as much with the enthusiasm of those who want it as with the despair of those who reject it with all the strength of their souls (11). Camus’s Works Are a Training in the Spirit of Revolt Camus’s thinking culminates in the call to revolt in the sense of an incessant struggle for a higher degree of freedom. Man who has achieved self-awareness can do nothing but rebel against the conditions of the social order. The form of life that corresponds to him is permanent indignation. When man comes to himself in his abandonment, he can, according to Camus, either choose suicide or resolutely turn to this existence, which only gains meaning through this turning. Indifference is out of the question. The I has called the world absurd and thus professes the will to change this world. To take note of the absurdity of the world means: to rebel against it. In this act of indignation, man finds himself – in a variation of Descartes’ formula: “I indignate – therefore I am!” The clairvoyant human being, who knows himself to be the master of his destiny, subscribes to the spirit of revolt. Once standing on the standpoint of revolt, the human being sees in his fellow human beings oppressed people of his own kind and sees himself in the community of the suffering, to which he considers himself to belong. However, revolt in the name of human rights and human dignity can never happen for the individual alone – it happens for all human beings: “I revolt – therefore we are!” For the free human being, there is no higher goal than the realisation of freedom for all. This is precisely the real dedication to the people of the future. True generosity towards the future consists in giving everything to the present. Dr Rudolf Lothar Hänsel is a school rector, educational scientist and qualified psychologist. After his university studies he became an academic teacher in adult education. As a retiree he worked as a psychotherapist in his own practice. In his books and professional articles, he calls for a conscious ethical-moral education in values as well as an education for public spirit and peace. For his services to Serbia, he was awarded the Republic Prize “Captain Misa Anastasijevic” by the Universities of Belgrade and Novi Sad in 2021. Read article in full with citations: https://www.globalresearch.ca/topicality-albert-camus-yesterday-today/5827241

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Hey there! So, the topic we’re diving into here is all about neuroprotective effects in specific neurological disorders. Now, I know it might sound a bit scientific, but bear with me – it’s actually pretty fascinating stuff! The purpose of this step-by-step guide is to help you understand and study how certain treatments or interventions can protect our precious neurons in the brain from damage caused by neurological disorders. We’re talking about conditions like Alzheimer’s, Parkinson’s, or even stroke. By following this handy guide, you’ll be able to explore the world of neuroprotective effects and learn how to conduct research and experiments to uncover potential treatments or therapies. It’s all about finding ways to support and protect those amazing brain cells of ours! So, let’s get started on this journey of discovery, shall we? Get ready to unlock the secrets of neuroprotection and make a difference in the lives of those affected by neurological disorders. You’ve got this! Top Neuroprotectors for Optimal Brain Health The Neuroprotective Benefits of Exercise in Parkinson’s Disease: Bridging the Gap from Lab to Clinic Understanding Neuroprotective Effects Neuroprotective effects are crucial in the treatment of various neurological disorders. They refer to the ability of certain substances or interventions to protect the brain and nervous system from damage or degeneration. Understanding these effects can help us identify potential treatments or preventive measures for conditions such as Alzheimer’s disease, Parkinson’s disease, stroke, and traumatic brain injury. In this guide, I will provide a comprehensive overview of what neuroprotective effects are and explain their importance in specific neurological disorders. - Define neuroprotective effects and their significance in neurological disorders - Explore the different mechanisms by which neuroprotective effects can occur - Discuss the importance of neuroprotective strategies in the prevention and treatment of Alzheimer’s disease - Highlight the role of neuroprotective interventions in managing Parkinson’s disease - Explain how neuroprotective approaches can be applied to prevent or minimize damage after a stroke - Discuss the potential of neuroprotective agents in the management of traumatic brain injury - Provide examples of neuroprotective substances and interventions that have shown promise in research studies - Emphasize the need for further research to develop effective neuroprotective therapies By the end of this guide, you will have a clear understanding of what neuroprotective effects are and why they are important in specific neurological disorders. Let’s dive in! Selecting the Neurological Disorder To identify and choose a specific neurological disorder to study the neuroprotective effects for, follow these steps: - Research: Conduct thorough research on different neurological disorders to gain a comprehensive understanding of their characteristics, symptoms, prevalence, and available treatment options. - Interests and Expertise: Consider your personal interests, passion, and expertise in a particular area of neuroscience or neurology. Choosing a disorder that aligns with your interests will not only make the study more engaging but also enhance your ability to contribute valuable insights. - Impact and Significance: Evaluate the impact and significance of studying a particular disorder. Consider the prevalence of the disorder, its impact on individuals’ lives, and the potential for finding effective neuroprotective strategies. Opt for a disorder where your research can make a meaningful contribution to the field. - Available Resources: Assess the availability of resources such as research facilities, experts in the field, and funding opportunities for the selected disorder. Ensure that you can access the necessary tools and support to conduct your study effectively. - Collaboration Opportunities: Explore the potential for collaboration with other researchers or institutions who have expertise or ongoing projects related to the chosen neurological disorder. Collaborative efforts can enhance the quality and impact of your research. By following these steps, you can identify and choose a specific neurological disorder to study the neuroprotective effects for, while considering your interests, expertise, impact, available resources, and collaboration opportunities. Remember to stay focused and passionate throughout your research journey. Good luck! Reviewing Existing Literature To conduct a thorough review of existing literature on neuroprotective effects in the chosen neurological disorder, start by searching relevant databases such as PubMed or Google Scholar. Use appropriate keywords to identify key studies, methodologies, and findings. Read the abstracts and full papers of the selected articles to gain a comprehensive understanding of the research. Take notes, highlight important information, and organize your findings in a way that makes it easy to refer back to. Designing the Research Study To design a research study investigating the neuroprotective effects, follow these steps: - Determine the research question: Clearly define what you aim to investigate. For example, “Does a specific medication have neuroprotective effects?” - Select the study design: Choose an appropriate design, such as a randomized controlled trial (RCT) or a cohort study. Consider the advantages and limitations of each design option. - Define the sample size: Calculate the sample size required to achieve statistical power. Consider factors such as effect size, significance level, and desired power. For instance, use sample size calculation software or consult a statistician. - Develop the study protocol: Specify details like inclusion/exclusion criteria, intervention or exposure, outcome measures, and data collection methods. For neuroprotective studies, outcome measures could include cognitive tests, imaging techniques, or biomarker analysis. - Obtain ethical approval: Ensure that your study adheres to ethical guidelines. Obtain approval from an institutional review board (IRB) or ethics committee. Address considerations such as informed consent, participant safety, and data confidentiality. Remember, designing a research study requires careful planning, attention to detail, and consideration of ethical implications. Seek guidance from experienced researchers or consult relevant literature to enhance the quality and validity of your study design. Obtaining Ethical Approval Obtaining ethical approval is crucial when conducting research involving human subjects to ensure that their rights, safety, and well-being are protected. It is important to obtain ethical approval as it demonstrates that the research has been reviewed and deemed ethically sound by an independent body. To obtain ethical approval, you should start by carefully reviewing the guidelines and requirements set forth by your institution’s ethics committee. Then, prepare all the necessary documents and forms, including a detailed research proposal, informed consent forms, and any other relevant materials. Submit your application to the ethics committee, and be prepared to address any feedback or concerns they may have. Data Collection and Analysis Describe the methods and tools for collecting data related to neuroprotective effects. Start by setting up a controlled experiment where you expose different groups of subjects to various neuroprotective agents. Use tools such as biochemical assays, imaging techniques, and behavioral assessments to collect data on the efficacy of these agents. Next, discuss appropriate statistical analyses to be used for data analysis. Utilize methods like t-tests, ANOVA, or regression analysis to determine if there are significant differences in neuroprotective effects between groups. Interpreting the Results To interpret the results of the research study and understand the implications of the findings in relation to the neuroprotective effects, follow these steps: - Analyze the statistical significance: Determine if the reported findings are statistically significant by looking for p-values or confidence intervals. This will help you assess the reliability of the results. - Identify the effect size: Evaluate the magnitude of the observed effects by examining the effect size. This will give you an indication of how strong the neuroprotective effects are. - Consider the sample size: Take into account the size of the study sample. A larger sample size generally leads to more reliable and generalizable results. - Compare the results with previous studies: Compare the findings with similar studies in the field to see if they align or contradict previous research. This will provide additional context and help you understand the broader implications of the research. - Discuss the limitations: Acknowledge any limitations or weaknesses in the study design, data collection, or analysis. Consider how these limitations may impact the interpretation of the results. - Evaluate the potential applications: Consider the practical implications of the findings in relation to neuroprotective effects. Discuss how the results may be applied in clinical settings or inform future research directions. Remember, interpretation of results requires careful consideration of all relevant factors. Publishing and Sharing the Findings In this guide, I will provide you with clear and easy-to-follow instructions on how to prepare and publish your research findings in scientific journals. Sharing your results with the scientific community is an essential step in the research process, as it allows others to build upon your work and contribute to the collective knowledge in your field. To begin, ensure that your research findings are organized and presented in a concise and coherent manner. Start by writing a clear and informative abstract that summarizes the key aspects of your study. This will give potential readers a quick overview of your research and help them decide if they want to delve deeper into your findings. Next, carefully select a suitable scientific journal for publication. Consider the scope and focus of the journal, as well as its reputation and impact factor. Submitting your work to a reputable journal increases the chances of it being read and cited by other researchers. When preparing your manuscript, follow the specific guidelines provided by the journal. This includes formatting requirements, word limits, citation styles, and any additional information they may require. Adhering to these guidelines will ensure that your manuscript is ready for peer review. Peer review is a critical part of the publishing process, as it helps validate the quality and credibility of your research. Be prepared to receive feedback from experts in your field and make revisions accordingly. Embrace this opportunity to improve your work and address any concerns or suggestions raised during the review process. Once your manuscript has successfully undergone peer review and revisions, it is time to finalize your publication. Ensure that all figures, tables, and references are properly formatted and appropriately cited. Double-check for any grammatical or typographical errors, as these can detract from the clarity and professionalism of your work. Finally, celebrate your achievement by sharing your published findings with the scientific community. This can be done through various channels, such as presenting your research at conferences, sharing it on academic social networks, or collaborating with other researchers in your field. By actively engaging with the scientific community, you contribute to the ongoing dialogue and advancement of knowledge. Remember, the process of publishing and sharing your research findings is a rewarding and iterative one. Each publication adds to your professional growth and contributes to the broader scientific community. So, take pride in your work, embrace feedback, and continue to share your findings with the world. Understanding the Big Picture In conclusion, studying the neuroprotective effects in specific neurological disorders is of utmost importance in advancing our understanding and treatment of these conditions. Throughout this guide, we have explored the key steps involved in conducting such research, from identifying the appropriate disorder to designing and implementing the study. By carrying out these investigations, we can uncover potential therapeutic strategies and contribute to the development of treatments that can slow down or halt the progression of these disorders. It is my hope that this guide has provided you with a clear roadmap to embark on your own research journey, ultimately making a meaningful impact in the field of neurology.

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What are the easiest languages for English speakers to learn? Although the answer depends on multiple variables that can range from the origin of the language to the cultural context or the motivations of each person, in this article we will answer that question based on our experience as linguists. Through our Foreign Language courses, at Lingua Language Center, we have graduated thousands of English speakers in languages such as Spanish, French, Italian or Portuguese. Although the development of pedagogy and neuroscience has made available to people the necessary techniques to learn any language, some still instill fear among enthusiasts. That is why we believe in the value of this information for two aspects: to motivate those who already have an idea of the new language they want to acquire, and to help those who are deciding in their choice. Whatever language you want to include in your life, the benefits will be automatic, both on a brain and cognitive level, as well as in terms of professional development opportunities. Here are the languages that we consider to be the easiest to learn if your mother tongue is English . Frisian, the language most similar to English Although it is only spoken by a maximum of 750,000 people spread between Germany and the Netherlands, if we go straight to the truth, Frisian is the easiest language for English speakers to learn. That’s because it’s the closest language to English today, both in words and structure. Both belong to the Angofrisian group, which is located within the Germanic languages. We mention it at the beginning of this list for the sake of the rigor of the article, but there is not much interest in the world in learning about it. Dutch is almost the same as Frisian, only it arouses more interest because it is spoken by approximately 23 million people in the world. Although it is particularly complex for speakers of Romance languages, for English speakers it is easy because it even has words that do not change at all from one language to another. Of course: the most complex thing about Dutch for someone who speaks English is pronunciation, something that is solved through a lot of practice. Those who have seen any of the many series and movies about Vikings that exist can imagine the reasons: Both Norwegian and English are Germanic languages. But they also share a good part of their vocabulary and grammatical structure. The first reason why Spanish is easy to learn for English speakers is that 65% of the words that make up English today come from Latin, the language that gave rise to Spanish. The second cause has to do with geographical proximity and the cultural influence of Spanish in the United States. As of 2015, there are more Spanish speakers in the United States than in Spain. This speaks of the enormous potential that the acquisition of this language will continue to have in the coming years. Because of its Latin origin, this Romance language is as easy for English speakers to learn as Spanish. The difference is that there is less direct contact with the language unless the student has some kind of relationship with the cultures of Brazil and Portugal. The cultural influence of Italy in the United States makes it easier for the inhabitants of that country to learn this Romance language. In 1978 alone, there were already 5.3 million Italians living in the United States, almost all of them from families who arrived in the country between 1900 and 1914. Today Italian culture is present in English-speaking countries in a consolidated way through food, fashion, art and sports. All this, and the Latin origin of the language, greatly facilitate its learning from English. Although its pronunciation may be complex for English speakers, the truth is that the history between the two languages is too close. It is estimated that approximately 18,000 words in English originate directly from French, which can make understanding and learning the language much easier. Since English and Swedish are Germanic languages, one might assume that there is some facility for speakers of one to learn the other. However, the data shows that the possibilities go much further… The Swedish and English languages share 1,558 words, although many of them are “false friends” because of the separate evolution of each. It is not a language that is so widely spoken in the world compared to the main ones. But it’s on this list because it’s easy for English speakers to learn. Many people forget that Romanian is a Romance language just like Spanish or French, and the nickname of “easy language” depends in part on the fact that it is absolutely phonetic, that is, it is pronounced as it is written. Of course: it is full of letters with diacritics and grammatical structures different from those of English. But that doesn’t make it easy. Native English speakers often have trouble pronouncing long compound words. But both languages share a Germanic origin that, with basic studies, can be used. The usefulness of German is enormous today, as it is a language that completely opens the doors to all kinds of relationships in Central Europe. Foreign Language Courses Lingua Language Center has several of the most attractive foreign language courses in the state of Florida. It also has an online learning modality that includes all the advantages of doing a face-to-face course. If you want to learn a new language, contact us to advise you on every detail. The benefits of learning a language go far beyond the academic and professional. Take advantage today!

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Imagine a classroom of 45 students in Liberia. A teacher spends 5 minutes demonstrating 37 + 24 on the blackboard. She then leads students through a 10 minute guided practice of a similar problem, 44 + 19. Finally, students launch into a 25-minute independent practice solving problems aligned to today’s goal. All students work hard, 15 students answer most questions correctly, 15 students do okay, and 15 students answer most questions incorrectly. The teacher circulates while they work in order to give feedback to as many students as possible before the lesson ends. Most pedagogical experts would recognize this as an instructionally sound, well-aligned 40-minute lesson. After many years of crafting lessons this way, I too believe this is a much more effective approach than status quo lessons in many low and middle-income countries- which is often a teacher lecturing and students copying from the board. However, after studying Direct Instruction (DI) programs, I now think that this Liberia math lesson falls far short of maximizing the impact of 40 minutes worth of instructional time. Before diving into why most 40 minute lessons are inefficient, let’s revisit the pervasive flaw I wrote about Why Most Textbooks are Broken. From lesson to lesson and chapter to chapter, status quo textbooks move on to new learning goals without ever revisiting the old ones. This fails to leverage the known cognitive benefits of spacing and also risks leaving individual students’ misunderstandings unaddressed. These gaps in learning can then persist and accumulate over time. The textbook flaw, stated simply is: most lessons are mostly ‘new’ material. DI program scope and sequences fix this by ensuring each learning goal is practiced over a sufficient duration of lessons. The fix stated simply is: most lessons are mostly ‘review.’ But how can we apply this fix without requiring more instructional time for the same number of learning goals or the same amount of instructional time for fewer goals? The answer: we have to let go of the intuitive yet flawed notion that you need an entire 40-minute lesson to practice a single goal. Let’s go back to our Liberian math class that spent 40 minutes practicing problems like 57 + 25. The problem with this lesson structure is twofold. First, having 25 minutes of a 40-minute lesson devoted to student independently answering say, 15 questions all aligned to the same goal, means that the students who are making mistakes will likely repeat them. Some common mistakes made by students learning to regroup are: Student A added a place value column where it doesn’t exist. Student B forgot to add what was regrouped. Student C reversed the digits to be regrouped. Students who are incorrectly answering 15 regrouping questions in a row are emblazoning these misunderstandings into their memory. While the 25-minute independent practice is perhaps productive for the 15 students answering correctly and moderately productive for the 15 students doing okay – it’s actively harmful to the students answering most questions incorrectly. Another inefficiency this lesson structure yields is when students are making a wide variety of errors. It is more difficult for the teacher to respond because she has to figure out a wide variety of diagnoses for why each student answered incorrectly. This can be particularly difficult for novice teachers who are seeing the mistakes for the first time. Overall, this structure is insufficient for ensuring that each and every student is practicing productively. It also leaves too little time for reviewing old learning goals, which some teachers might try to solve for by inserting a mixed review lesson the day before a cumulative test. Others might insert 5 minutes of review problems at the beginning or end of a 40-minute lesson. Neither of these are sufficient pathways, though, to maximize the full potential of a 40-minute lesson. The fix: Use one 40 minute lesson to practice several learning goals, most of which are review. A single DI lesson might have 10 different exercises, each one focused on a different learning goal, 8 or 9 of which are review. Part of the benefit of designing instruction in bite-sized chunks of time and spacing out practice of a single goal over the course of many lessons is that it sets the stage to create exercises that are so technically sound and purposefully elegant that the design itself systematically prevents students from making a wide variety of mistakes and deliberately enables teachers to notice very specific details about students’ performance. DI programs are worth studying in order to see what students are able to do when presented with unambiguous, structured pedagogy. Understanding the details of DI’s approach: how they design a scope and sequence and how they structure individual lessons has helped shed light on pervasive design flaws. While fixing these flaws requires a tremendous amount of technical expertise, identifying them does not. Solving the global learning crisis inherently requires establishing a clear set of best practices for instructional design. Studying DI Programs and the theory of instruction behind them is a good place to start.

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The Intriguing Science of Music Therapy Music therapy is a growing field in advanced healthcare settings, leveraging the power of rhythm and melody to promote well-being and treat various ailments. Its unique blend of science, psychology, and artistry has attracted considerable interest from medical communities worldwide. You might wonder how these melodious tones can carry therapeutic benefits? The answer lies deep within the intricate neurochemistry of our brains. As you delve into this fascinating subject through this article, you will discover how music therapy works, its applications in medicine and mental health care, as well as its potential for future growth. Exploring the Concept of Music Therapy The field of 'music therapy' has evolved from its roots into a recognized discipline, offering a variety of 'therapeutic benefits'. The 'origin' of music therapy dates back to ancient times when the soothing power of music was used to ease pain and suffering. Over the centuries, music therapy practices have been refined, incorporating the understanding of psycho-acoustic effects - the psychological impact of sound on humans. The 'scientific basis' of music therapy has been reaffirmed by recent research confirming its potential impact on 'mental health'. With its inherent ability to reach the deepest corners of the human mind, this therapeutic approach has proven to be effective in managing a range of psychological disorders. By combining the creative process of making music with psychotherapy, music therapy provides a unique medium through which individuals can express themselves, fostering healing and personal growth. Science behind Music Therapy: How does it work? The science behind music therapy is rooted in the neurological effects that music has on our brains. When we listen to music, our brain processes it in a manner that is unique and complex. This phenomenon, known as music perception, has been widely studied in the field of cognitive neuroscience. When music is perceived, our brain undergoes a series of reactions leading to what is known as dopamine release. Dopamine, a chemical associated with pleasure and reward, is triggered by listening to music, leading to feelings of happiness and contentment. Furthermore, music therapy is also linked with emotion regulation. It is observed that music can significantly influence our mood and feelings. In fact, different types of music can induce different emotional states. For instance, an upbeat track can make us feel happy, while a slow tempo song might induce a feeling of calm or sadness. This mood-altering capacity of music plays a pivotal role in music therapy, where therapeutic intervention is aimed at helping people manage their emotions. In essence, the power of music therapy lies in the fascinating way our brain interacts with and responds to music. As cognitive neuroscience continues to unravel the intricate relationship between brain functions and music, our understanding of the potential of music therapy will only deepen. The Therapeutic Applications of Music Therapy Music therapy has increasingly become an invaluable tool across various contexts within the healthcare sector. One of the most notable uses of this therapeutic approach is in the domain of physical healing. For instance, case studies have demonstrated the profound impact of musical interventions in sensori-motor rehabilitation. This method uses rhythmic stimuli to help patients regain motor skills following trauma or injury. Equally, music therapy plays a significant role in psychological treatment. Therapists have successfully implemented musical strategies to alleviate emotional distress, promote emotional wellness, and improve overall mental health. With the potential to touch on every aspect of human wellness, both physical and psychological, music therapy is undeniably a versatile and effective therapeutic tool. Evaluating Efficacy – Evidence Supporting Music Therapy The validation of music therapy as a legitimate instrument of healing is solidified by numerous clinical trials and empirical evidence. One standout example includes the conduct of randomized controlled trials, often considered the 'gold standard' in testing the efficacy of new treatments. These trials have demonstrated the contribution of music therapy in addressing a variety of conditions, from mental health disorders such as depression and anxiety to physical ailments like chronic pain and post-surgical recovery. Despite such promising results, it's pivotal to acknowledge the controversies surrounding music therapy. One of the primary points of contention is the variance in the methodology of these trials, resulting in inconsistent assessment of the efficacy of music therapy. This has led to a push for more standardized, evidence-based practices to ensure accurate and reliable results. Furthermore, limitations in the application scope of music therapy have also been identified. While it has shown significant benefits in certain areas, it may not be as effective or applicable in others. For example, some studies suggest that while music therapy can help manage pain and anxiety, it may have limited efficacy in treating more complex neurological disorders. It's thus necessary to continue exploring and expanding our understanding of music therapy. By incorporating more rigorous, scientific methodology and addressing these limitations, we can firmly establish music therapy as a competent addition to the arsenal of treatment options available in the healthcare landscape.

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Discover the transformative power of brain-based learning strategies for educators. Learn how to apply neuroscience insights to enhance teaching methods, improve student engagement, and foster a deeper understanding of material. Empower students to achieve their full potential with actionable brain-based techniques. Delve into the fascinating world of neuroscience to understand how motivation and engagement impact learning. Explore real-life examples and actionable insights to harness the power of brain science for enhanced educational outcomes. Delve into the intricate relationship between stress, brain function, and learning. Discover how stress affects cognitive abilities and explore practical strategies for mitigating its impact to enhance learning and mental well-being. Discover the profound impact of bilingual education on cognitive development. This article explores the benefits of learning multiple languages from an early age, backed by real-life examples and scientific studies. Understand how bilingualism can enhance mental agility, problem-solving skills, and cultural awareness, offering actionable advice for incorporating bilingual learning into your life. Explore the essential role of sleep in learning and memory. This article delves into how sleep impacts cognitive functions, offering real-life examples and actionable tips to improve your sleep quality for enhanced learning and memory retention. Understand the science behind sleep and take steps to unlock your brain’s full potential. Dive into the fascinating world of neuroplasticity and its role in lifelong learning. Discover how understanding your brain’s adaptability can enhance your personal and professional growth, with real-life examples and actionable tips. Explore the science of earthquakes, why they happen, their devastating effects, and how to prepare. Understanding earthquakes is key to safety and resilience. Unravel the myth of Perseus, the hero who dared to slay the monstrous Medusa. Discover the legendary gifts from the gods and the symbolism behind this timeless tale. Does “misery loves company” hold truth? Delve into this proverb’s meaning, where it rings true, where it goes wrong, and its surprising origins. Is fear holding you back? Explore the potent saying, “Everything you’ve ever wanted is on the other side of fear.” Understand when this quote offers strength and when it misses the mark. Test your literary knowledge with our quiz on iconic literary characters and the books they inhabit. Perfect for book lovers and literature enthusiasts, this quiz challenges you to match famous characters to their memorable tales. Is the Great Wall of China the only human-made structure visible from space? Discover the truth behind this common myth and the surprising limits of human eyesight.

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Icelandic is the official language of Iceland, spoken the majority of inhabitants of Iceland. It’s related to the other Nordic languages and is closest to Faroese. It is famed for being an intensely conservative language not having changed greatly since Iceland’s settlement in 874AD. It also has a reputation for being particularly difficult to learn. Icelandic can appear daunting at first, but with a lot of practice and some hard work it is doable. And what better opportunity to learn this beautiful language than while you’re studying here? Whether you’re here for a year exchange or for a full 3 year programme there’s undoubtedly some Icelandic you can make use of. But don't worry if you never fully manage to master it, English is spoken fluently and widely in Iceland. Icelandic Online is an online language programme run by the University of Iceland which teaches the basics of Icelandic, and is a good introduction to the language before you arrive. The University of Iceland The University of Iceland offers more intensive courses for those who want to master the Icelandic language by offering a full BA programme in Icelandic as a second language, and a shorter practical Icelandic for International Students course. More information on both can be found here. The University of Akureyri The University of Akureyri offers a 6ECTS course every semester in Icelandic for its international degree seeking students and exchange students. The focus is on giving students a comprehensive insight into the Icelandic language, especially written and spoken Icelandic. Mímir is a learning centre which offers courses in beginners, intermediate and advanced Icelandic for foreigners throughout the year. You can find more information on their website, here. Símey is a lifelong learning center and umbrella organisation promoting adult education and lifelong learning in the Akureyri region - North Iceland. University of Iceland - The Árni Mangússon Institue The Árni Magnússon Institute organises an international summer course in modern Icelandic and Icelandic culture in July every year. It is open to anyone but it primarily intended towards university students of languages and literature. University of Iceland and Nordkurs This summer school ordinarily runs in June and is open to Nordic students. It is a 4 week course concentrating on Icelandic language and culture, also run by the Árni Magnússon Institute. This course is for young people of Icelandic descent living in North America. Students will learn Icelandic language, and about Iceland’s history and culture as well as connecting and strengthening ties with relatives in Iceland. The University Centre of the Westfjords The University Center of the Westjfords hold a number of summer schools in Ísafjörður and Núpur, of varying lengths and intensities.

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FOR IMMEDIATE RELEASE CASAS Launches New Low-Level Literacy Curriculum Improves Ability of Students to Transition to Postsecondary Options San Diego, January 2011: Teachers now have free unlimited access to ten online low-level literacy curriculum modules. They can facilitate lesson planning with these standards-based modules containing multi-level lesson plans in high-priority topics. The modules are designed to improve students’ ability to transition into postsecondary and community settings. The modules are appropriate for students who have intellectual disabilities and are in high school programs, state certified nonpublic schools, and postsecondary education. Lessons in each module offer four skill levels from pre-readers unable to read print to beginning readers. The teacher-created and field-tested modules are presented in a functional life and work-based context and follow principles of universal design for learning (UDL). Bring students to the next level by reviewing and downloading powerful basic academic skill strategies for teaching… - Alternate formats for multi-ability levels! - “Learning to Learn” strategies - Motivational activities to build self-determination! "Global technology and the Internet are now more important than ever. As the people we serve continue to be affected by dramatic budget cuts, this online curriculum allows people of all abilities to access high quality educational materials and exercise their right to full inclusion. There is no greater portal to inclusion then access to educational opportunity." Michael Januse, Senior Community Program Specialist, California Department of Developmental Services (Formerly Deputy Director for Policy and Planning, California State Council on Developmental Disabilities) The modules are a project of CASAS, a nonprofit educational research organization and leader in providing assessment and curriculum management systems for alternative secondary programs and adult education. The California State Council on Developmental Disabilities funded this project. Download the complete no-cost curriculum now! Visit https://www.casas.org/LowLiteracyCurriculum/ For more information, visit www.casas.org or call Virginia Posey, Ph.D., at 1-800-255-1036, ext. 192 or e-mail email@example.com.

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Health Box Project – Rationale The target group are adults who are socio-economically disadvantaged, with a low level of education and those with a migration background belong to the groups of adults most at risk of acquiring a physical or mental lifestyle disease. These adults are less likely to participate in traditional health education or to be reached by health information campaigns. A strategy designed to help them to acquire a healthier lifestyle and thus prevent illness must seek to address where these adults may be reached rather than expecting them to visit health education seminars. Adult educators who work with the final beneficiaries of this project in different contexts need to be made aware of health issues. At the same time they will be provided with ready-to use training materials for health promotion which the trainers can easily integrate into classes on subjects other than health. Target group of the Health Box project The project has four direct target groups: - Adult educators working with the target groups - Decision-makers and multipliers in adult education, government, social and labour market organisations - Umbrella associations and networks in adult education at National and European level - The public at large Health Box aims at - Promoting health among European citizen - Preventing lifestyle diseases - Engaging disadvantaged adults in lifelong learning - Developing key competences The Health Box project promotes knowledge, attitudes and skills related to the prevention of lifestyle diseases and thus enhancing healthy lifestyle habits among socio-economically disadvantaged adults, migrants and adults with a low level of education. These persons are the final beneficiaries of the Health Box project. This global aim will be pursued by developing, testing and disseminating a Health Box, a set of methodologies, tools, teaching and learning materials adult educators can use in their respective training practice. The main activities of the Health Box project between January 2010 and December 2011 are - In a desk researchthe state of the art in health education for adults will be investigated and good practice from which Health Box can learn will be identified. The results of which will lead to the description and analysis of a variety of learning settings. - On the basis of the desk research the Health Box, i.e. teaching and learning materials on the prevention of lifestyle diseases will be developed. - After a transnational induction seminarfor the trainers involved, the Health Box will be tested in seven participating countries (Austria, Germany, Finland, Denmark, Romania, Italy and the United Kingdom) with a variety of target groups of disadvantaged learners to make sure the materials will be applicable in various contexts. - The test results and experiences produced will contribute to the final design and production of the training materials. - The project will be presented at diverse European dissemination conferences The main product within the Health Box project is the Health Box itself. It is a compilation of small learning units on the promotion of healthy lifestyle which adult educators can easily integrate in their trainings practice. It includes handouts, short presentations, self-reflection tools, role-plays, simulations and guided discussions as well as small practical (physical) exercises for the seminar room. Health Box information brochure The information brochure aims at awareness raising of adult educators about health issues and physical and mental lifestyle disease among disadvantaged learners. It provides basic information about lifestyle disease, how to detect them and how healthy life habits can be promoted in adult education classes on other subjects. Health Box trainer’s booklet The trainer’s booklet introduces adult educators, of disadvantaged target groups, to the teaching and learning materials of the Health box. At the same time methodological recommendations for the educational practice will be given. The definition ‘lifestyle diseases’ includes physical and mental diseases which are mostly caused by an unhealthy lifestyle. Most frequent rated medical conditions are; cardiac diseases (often caused by smoking and alcohol) and unhealthy nutrition (e.g. a lack of physical activity). Most at risk of acquiring a physical or mental lifestyle disease are adults who are socio-economically disadvantaged, with a low level of education and those with a migration background belong to the groups of adults. A European study results state a correlation between social status and health status; the more people are socio-economically disadvantaged the more they are at health risk. An unhealthy lifestyle and the high rate of chronic diseases also influence the expectation of life; even if there is a difference between social classes. Special campaigns on health promotion can help reach social disadvantaged groups and support them in using different health services, so awareness-raising in combination with giving information is very important. To change a person’s lifestyle, especially within social underprivileged groups, is a precarious aspect because people’s culture of living may be influenced. Training of disadvantaged groups Health promotion offers a wide range of activities related to health and equal opportunities, e.g. health promotion within regional social work or within the framework of integration. All those projects create settings where social disadvantaged people can be reached in daily life situations; otherwise these groups are often hard to reach. Health Box links to this approach; so health issues are integrated within activities during adult education. Adequate settings may be labour market orientated training programmes, vocational training seminars, evening classes (on non health related subjects) or any other informal community /social work environments. The project products are also available in the languages of the partner countries. Please ask for them by contacting us. Århus social- og sundhedsskole Università delle LiberEtà del Fvg Fundatia Ecologica Green Head bridges to europe This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Educating a Thinking Generation Posted on the 3rd June 2015 A Citizenry that can Think “A literate citizenry is just a citizenry that can read… not a citizenry that can think.” Dr. Yigal Joseph The documentary The Language of the Mind shares the remarkable story how visual tools have changed how students in the New Rochelle School District (New York, USA) are thinking and contributing to the overall classroom discourse, regardless of English proficiency. Language of the Mind Around the globe the ideal of a literate citizenry has changed dramatically in the past few decades toward explicitly engaging all children, no matter the circumstance, in becoming independent and collaborative thinkers. All children need to think through the overwhelming glut of information as even the definition of a full-fledged “citizen” in most countries has changed to include all people no matter of race, religion, or gender. In many countries, though, being a girl or of a certain socio-economic class, or racial group or sexual identity means that even though you may become literate… you are not challenged and coached to think for yourself and improve your natural abilities for unlimited growth in thinking. Let’s be clear: improving a girl’s test scores does not mean that equity has been attained. How do girls and women speak their minds? Cognitive-neuroscience research now shows that the plasticity of the brain calls out for continuous development of the mind of every child—through to our later years. Every child along the pathway to adulthood needs to be an adaptive thinker and learner no matter what jobs they have within their family, learning in college or career, or in multiple countries they may live in over their lifetime. And, the global citizen needs to be adaptive because of chaotic nature of economic globalization, new communication tools and physical mobility. Many adults and their children are displaced within or pushed out of their own society by economic distress, environmental disasters or by political storms. Adults and children, caught in these crosscurrents of change, need to be adaptive thinkers, able to survive and to thrive. Minds of Mississippi Of course, countries around the world have also recognized the economic tipping point: the accelerated growth in “knowledge workers.” Google President Eric Schmidt predicts that every adult will have a handheld device within 20 years—just one generation of school children away. Libraries, once temples for the chosen few, are now open to all who have access to the web. Yet with this openness comes the need for every learner to have developed the capacities to think through information, media, propaganda, marketing, and scientific knowledge presented as “reliable.” Citizens young and old are targeted by messages not meant as instructional, but to influence beliefs, behaviors and actions. Old and sometimes ancient societal structures frame the reality of schooling everywhere, so education in this century will be about youth engaging, understanding and sometimes challenging societal norms. How? Children must have the practical tools for learning while filtering and critically reflecting on “messaging” from around the world. They need to be resilient and thoughtful. They need to think… but more importantly: think about HOW they and others are thinking about critical, hot-button, polarized issues. They must break through stale polarized positions in dialogue to new understandings… and action in the world. Quality education—now often described and evaluated by tests such as PISA as based upon “higher order thinking” for all–is recognized as an absolute necessity for countries in a globalized, technological, dynamic marketplace for ideas and competing ideologies—and competition for labor. Whole countries (such as Malaysia and Ethiopia where Thinking Schools International has been working) recognize the necessity: they must produce a “thinking” citizenry or the next generation will become low level workers for “knowledge based” countries seeking “cheap” labor. So education for the masses is not simply a matter of replicating old school classrooms “for all” where functional literacy was the outcome—where students sit in rows, learn to read, and test well. Those students are pliable citizens, docile workers. Education must focus on developing thinking abilities directly applied to literacy development, content learning and knowledge creation. For example, explicitly and systematically taught cognitive processes (such as sequencing, cause and effect, comparing and contrasting, reasoning by analogy, creating categories and taxonomies) are fundamental to cross discipline reading comprehension. Habits of mind such as persistence, clarity, creativity, resilience, and empathy are keys to problem-solving and thus have a direct impact on daily life for every child. This process creates better learners, but it also nurtures more democratic principles and processes, based on the capacities of citizens to think for themselves. Importantly, cognitive/neuroscience science research has shown for decades that “traditional” content learning is also improved with the development of cognitive “processing” skills, generative thinking, habits of mind, and critical inquiry and reflection. The essence of the Thinking Schools International approach is the direct training of students in thinking models for becoming adaptive and empowered individuals who can think for themselves and with others. We guide students in any environment to become empathic thinkers, able to be entrepreneurial in the workplace, and most importantly to be able to think in the midst crisis, scarcity and uncertainty. We believe that this is also the basis for the evolution toward a more democratic world: a global citizenry that can think.

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Are you ready to doula someone through labor? BrainMass academic quizzes are a great way to test your knowledge, learn more about your subjects and enjoy yourself! Use our quiz browser below to find something of interest, then take a quiz! You can also share quizzes with your friends via facebook. Do you know the truth about hemophilia? Test your knowledge here. Do you know the science behind feeding babies? Test your knowledge with this quiz. Do you know about childbirth? Find out with this quiz. How much do you know about infant sleep? Test your knowledge with this quiz. How much do you know about breastfeeding? Find out with this quiz! Do you know how to comfort someone in labor? How much do you know about being pregnant? Test your Pregnancy IQ with this quiz! Preparing for a birth and want to make sure that you're including all the right information? Use this quiz to get on the right track and check your birth plan knowledge! How much do you know about breast milk and breastfeeding? Double check your knowledge level with this quiz! Do you know your reproductive anatomy? This quiz introduces basic definitions of vocabulary related to light and how human eyes. This information is important for an understanding of sight. Introduce and understand basic information how the skeletal system and muscular system work in close concert with one another. And how their interaction between muscle and bone, as they work together to allow us movement. This quiz is a review for cellular respiration. This quiz test your knowledge of the genetics of bacteria. Intro to immuno quiz. Covers the basics of immunology and recognition of foreign substances by the body. This quiz will test your knowledge of the anatomy of a common plant. This quiz will assess your knowledge of the nervous system and how nerves send signals around the body. This quiz will assess your knowledge of how energy is transferred in an ecosystem and the different levels of trophic organization. A refresher quiz to test your knowledge of basics concepts of biochemistry. This Quiz will test your knowledge of the amino acids used in biological systems This quiz will assess the different systems of the human body. It will examine everything from the organs to the cellular processes that occur. This quiz will assess your knowledge of the macromolecules that are important to living things. Using sample experiments, test yourself to see if you can identify independent, dependent, and controlled variables. Identifying variables is key in understanding and developing experiments. The questions are biology related, but this can be applied to any area of science. Most of us studied the basics of dominant and recessive genes at some point. However, genetics are much more complicated than this. How far beyond the basics does your knowledge go? This quiz will test your knowledge on different areas of the brain. This quiz test the understanding of the heart and some of its parts. It is important to understand how the heart functions and what makes it function. Basics in biology This quiz will test the student's knowledge of the neural underpinnings of the visual system and its central pathways. This quiz provides a review of the basic concepts in neuroscience.

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What is live-cell imaging? Advancements in microscopy over the last two decades have created a revolution in biology, allowing complex, dynamic processes to be recorded with high spatial and temporal resolution. From 3D imaging of developmental events in whole organisms to single molecule tracking in individual cells, live-cell imaging has become a cornerstone of modern biology. Live-cell imaging is an umbrella term that refers to a wide variety of methods that use time-lapse microscopy to observe, track, and quantify dynamic processes in whole tissues, cells, and/or subcellular structures in living systems. Live-cell imaging is essential for many fields, including cell biology, developmental biology, neuroscience, biophysics, molecular biology, and cancer biology, just to name a few. The benefits of live-cell imaging While fixed cells offer useful snap-shots of complex cellular behaviors, live-cell imaging removes the guesswork about events that occur between data points and provides information about dynamic processes that may otherwise be difficult or arduous to acquire. Further, the information held in living cells may be more physiologically relevant. For example, live imaging eliminates artifacts that can be introduced during the fixation process and can, therefore, provide more reliable information about a sample. Indeed, different fixation methods can influence the apparent structure of the cytoskeleton1,2 or drastically alter cell morphology3. Challenges of live-cell imaging A central challenge in live-cell imaging is keeping cells healthy and alive, and maintaining physiological cell behavior. Specimens removed from their native source may exhibit morphological or behavioral changes. For example, fibroblasts exhibit distinct modes of migration on 2D surfaces versus 3D environments or in vivo4. Cell health and behavior can be controlled during imaging by keeping cells in a culture system that closely resembles their physiological growth environment5,6. This is especially important when performing extended imaging experiments, on the scale of hours to days, where cells can quickly undergo stress response signaling and die5-7. The most straightforward way to ensure cells are kept in a controlled environment is by performing imaging procedures directly within cell culture incubators. This can be achieved using a small microscope placed within the incubator, which eliminates the need for specialized equipment and provides a straightforward method for imaging that minimizes environmental shock to the cells. Further, basic cell subculturing methods can strongly influence cell health and live imaging outcomes. For example, the seeding density of cells, cell confluency at the time of splitting, and the total number of passages can all influence cell behavior8. As concerns about experimental reproducibility continue to grow, it has become increasingly essential to standardize experimental procedures and cell culture techniques, especially in preclinical fields where irreproducibility can impact both economics and human health9,10. Microscopes that can monitor cell health by performing live imaging and time-lapse recording within a cell culture incubator can help support this effort. Microscopes can be used to monitor culture vessels that are used by production facilities to obtain high yields. The example below explains how the CytoSMART Omni is used to image the complete area of a HYPERFlask to assess cell confluency. Recognizing cell stress and death To ensure cells or tissue samples are behaving in a physiological manner for the duration of an experiment, the imaging environment must adequately preserve cell health. As a result, it is crucial that the sample is closely monitored for signs of cell stress and death in a given experimental setup. For tissue culture cells, common indicators of cell stress and apoptosis include membrane blebbing, vacuole formation, detachment from the culture dish/rounding up, and multi-nucleation (Figure 1)5,11,12. These phenotypes can be easily visualized using phase contrast or DIC microscopy. In addition, fluorescent protein aggregation and abnormal mitochondrial morphology can be used as indicators of cell stress5,11,12. Cell viability indicator dyes, such as trypan blue and alamarBlue, cancan be used as apoptosis indicators5,11,12. Figure 1 | Phenotypes indicative of cell stress or apoptosis4. Controlling the imaging environment Different cell and tissue types will require unique culturing and imaging conditions. In all cases, however, the temperature, osmolarity, humidity, pH, and oxygen content of the imaging environment must be strictly maintained (Table 1)5-7. This can be achieved by imaging directly within the cell culture incubator, using imaging chambers, or using additional microscope hardware. Table 1 | Parameters to maintain cell health during live imaging5-7. Cell health variableOptimum rangeMaintenance during imaging Temperature27-37°CHeated stage insert or stage top incubator; objective lens warmer; microscope enclosed in environmental control chamber Osmolarity260-320 mOsmSealed imaging chamber; Large media volume; Humidified environmental chamber pH7.0-7.7HEPES buffered media; CO2 atmosphere control OxygenationVariableLarge media volume; O2 atmosphere control Imaging chambers, stage top incubators, and environmental control chambers For some experiments, a biological sample may be sealed inside of an imaging chamber for the duration of the imaging process7,13. For example, yeast is typically sealed inside a slide chamber using VALAP (1:1:1 vaseline:lanolin:paraffin)13, while the lids of glass-bottomed dishes can be sealed using vacuum grease. If a sample must be accessed during imaging, such as for drug treatment, dishes with removable lids and filled with excess culture medium may be used. More complex imaging chambers are commercially available or can be lab-built, including perfusion systems and microfluidic devices14-16. In cases where a more complex imaging modality is required, imaging chambers are typically used in conjunction with heated stage inserts, stage top incubators, or large chambers that enclose the microscope5-7. A more straightforward method is to use a microscope that operates from within cell culture incubators. Temperature control is crucial, as even minor fluctuations in temperature can alter cell health and behavior, such as changing the length of the cell cycle17. Different cell types will require different environmental temperatures: while 37°C is optimal for most mammalian cell types, many insect cells, such as Sf9 cells, must be maintained at 27°C18, while fission yeast must be kept at 30°C19. Stable temperature control is easier to maintain with environmental control chambers that enclose the microscope but are more expensive and bulky, restricting access to the stage. However, if an immersion objective is used in combination with a heated stage or stage top incubator, an objective lens heater should also be used to ensure the sample is actually maintained at the desired temperature. This is because the objective itself can act as a heat sink, reducing the temperature of the sample5-7. Osmolarity and humidity The liquid in an uncovered tissue culture vessel will quickly evaporate at 37°C, which will increase the osmolarity of the culture medium and lead to changes in cell behavior. A stage top incubator can be humidified to 97-100% humidity to maintain osmolarity within the correct range (260mOsm - 320mOsm) by bubbling CO2 through a container of deionized water. In addition, the initial volume of media used in the imaging chamber can be increased, and wet paper towels can be placed in the incubation chamber7. The majority of culturing media are buffered to physiological pH (7.0-7.4) by sodium bicarbonate and CO25,7,11. Without a buffering agent in the medium or CO2 exposure, however, the media’s pH will quickly increase, leading to changes in cell physiology within minutes7,11. Therefore, for even very short imaging experiments, physiological pH should be maintained by using 10-25mM HEPES to buffer the culturing medium7. For longer imaging experiments, a stage top incubator connected to a pressure-regulated tank of CO2 should be used. Depending on the unique needs of the sample, more expensive gas mixers with stricter control of the CO2 content can be purchased. For example, while many established tissue culture lines, like NIH/3T3 fibroblasts and CHO-K1 cells, require a 95% air/5% CO2 environment for optimal growth5-7, primary mouse keratinocytes require a 7% CO2 atmosphere20. Oxygenation: from hypoxia to normoxia to hyperoxia Oxygen is a crucial component of a cell’s microenvironment and serves a variety of functions in metabolic homeostasis and cell signaling processes. In vivo, oxygen tension varies widely across different tissues and cell types (Table 2)21-23. However, the typical mammalian cell culture incubator, which exposes cells to the ambient atmosphere, is not designed to maintain physiological, or normoxic, oxygen levels (Table 2)21-23. Table 2 | In vivo oxygen tension in different tissues21-23. Tissue typepO2 (%) Brain4.4 ± 0.3 Brain glioma cells4.5 ± 0.5 Kidney9.5 ± 2.6 Skeletal muscle3.8 ± 0.2 Skin1.1 ± 4.6 Humidified CO2 incubator18.5% Sea level air20.9% Keep in mind that efficient oxygenation of the culture media is dependent on many factors, including the size and depth of the culture chamber, the oxygen consumption rate of a particular cell type, and the seeding density of the cells10. This means that intracellular oxygen content may differ from extracellular oxygen levels (Figure 4)21-23. As a result, cultured cells are often grown in hyperoxic environments, where oxygen levels are higher than physiological levels. This can decrease cell proliferation rates, plating efficiency, and lead to a reduction in metabolic activity10,24. On the other hand, hypoxic conditions can trigger the unfolded protein response (UPR), mTOR signaling, and drive hypoxia-inducible factor (HIF)-mediated gene expression, ultimately resulting in reduced metabolic rates, cell cycle arrest, and pro-survival signaling25,26. In addition, there is a growing appreciation that specific experimental conditions require strict maintenance of oxygen levels. Hypoxic conditions, where oxygen levels are low, are actually advantageous in the generation of induced pluripotent stem cells and mesenchymal stem cells, the differentiation of organoids, and the identification of effective therapeutics in cancer cell research21,27-29. For example, embryonic stem cells exhibit greater pluripotency, less spontaneous differentiation, and more robust responses to differentiation stimuli when grown under low oxygen conditions21. Table 3 | The influence of extracellular oxygen content on intracellular oxygen levels in common cell culture models21-23. Cell line conditionExtracellular pO2 (%)Intracellular pO2 (%) Mouse embryonic fibroblasts20~14 Confluent, differentiated PC12 cells20~15 Further, a central therapeutic challenge in cancer treatment is targeting the cells at the hypoxic cores of solid tumors28. It was recently shown that hypoxic culture conditions could increase the toxicity of a novel chemotherapeutic, the thioredoxin inhibitor AW464 (NSC706704), in colorectal cancer cells and reduce expression of the proangiogenic factor VEGF in endothelial cells28. Therefore, the oxygen content of the culture environment should be maintained using a dedicated oxygen source. In addition, the initial volume of media used in an imaging chamber can be increased during an imaging experiment7. For researchers looking to fully control environmental conditions, we recommend the compact and cost-effective CytoSMART Lux2. The device is designed to operate from within cell culture incubators. It takes up less volume than a stack of three T-175 culture flasks. Microscopy techniques compatible with live-cell imaging Live-cell imaging can be used to study a vast array of biological processes and is compatible with both labeled and label-free samples. Biological samples may be labeled using a variety of fluorescent probes, including fluorescently tagged proteins introduced through molecular biology methods (e.g. GFP, RFP, etc.), organelle-specific dyes (e.g. MitoTracker, LysoTracker, BODIPY, Hoechst), protein tags (e.g. SNAP, CLIP, Halo), inorganic fluorescent probes (e.g. Quantum Dots), and bioluminescent tags (e.g. Luciferase)30. However, the use of fluorescent dyes and exogenously introduced fluorescent probes can induce changes in cell behavior and cell health5,31,32. For example, the genetically encoded actin probe Lifeact can drastically alter F-actin organization and cellular behavior33. Further, the imaging process itself can lead to light-induced damage. Upon exposure to high illumination light, fluorescent molecules can react with molecular oxygen and produce deleterious free radicals, resulting in phototoxic damage and cell death5. As such, experiments using fluorescent probes can only be performed for a limited time before the cells die. Alternatively, label-free microscopy techniques eliminate the need for exogenous probes and prevent photodamage5,11,30. Eliminating the need for exogenous probes prevents cytotoxicity effects to the cells that are under investigation. Transmission light microscopy, including brightfield, phase contrast, and differential interference contrast (DIC) microscopy are all compatible with long-term live-cell imaging34. Many cellular behaviors can be examined over time using label-free live-cell imaging. In addition to assays that focus on the morphology, migratory behaviors, and subcellular structures of single cells in a field, more high-throughput experiments can also be performed. Whole-cell populations can be assayed for a variety of characteristics during time-lapse imaging, including proliferation rate, apoptosis rate, cell attachment, and detachment rates, colony formation, and drug responses35,36. Complex cell migratory behaviors, such as migration speed and persistence, can also be examined in wound healing assays, where a scratch is made in a confluent monolayer of cells. At the organismal level, individual tissues or even whole organisms may be imaged over the course of development or at adult stages. For example, live imaging of zebrafish embryonic and larval morphology can be used to assess the effect of potential toxins on embryonic development37.

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After watching your favourite martial arts performers comparable to Bruce Lee and Jet Li execute fast jaw-dropping moves, you instantly wish to learn these cool methods. 6. Non-Verbal Communication – By way of experiences in theater and dance education, children study to breakdown the mechanics of body language. Every arts discipline has built in parameters to make sure that critique is a helpful experience and greatly contributes to the success of the final piece. The program is stewarded by Georgetown’s Center for New Designs in Learning and Scholarship (CNDLS), and has the excellence of being the first diploma program in Learning and Design to have began in a Center for Educating Excellence and Technology Innovation. These studying to learn†or generalizable†skills are essential for youngsters to achieve and apply to their education more broadly. As they progress in Visual Arts, college students develop perceptual expertise in observation and the power to reply and examine artworks critically. College students at Bates Middle Faculty study art ideas such as picture composition (above) which might be built-in into other curricula like math. Moreover, there may be an growing stage of neuroscience research that helps the concept of enhancing switch of studying abilities …

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By empowering local teachers with a projector and tablet preloaded with activity-based lessons, we make this possible. The eSchool 360 system was developed as a way to sustain high-quality education for less than $3 a month per student. Our solution is currently operating in 10 schools in rural Zambia, serving over 2,000 students in the primary grades. While technology is not a silver bullet to solving these problems, it can be leveraged to increase quality while also lowering costs. We developed the eSchool 360 program to provide locally-hired teachers with a tablet and projector to deliver e-Learning lessons, using an interactive, “learning-by-doing” curriculum that moves away from traditional rote learning. Teachers are also provided weekly professional development focused on helping them use the technology and enhance their pedagogical skills. Impact Network seeks to make the biggest impact for every donor dollar, and establish a model whereby governments, communities, and NGOs can increase school quality without breaking the bank. Students at our schools have access to a quality education in their communities that was never possible before. The eSchool 360 program is provided to students at an approximate cost of $3 a month per student. This cost represents organic benefits and additional effects beyond improvements in teaching and learning quality. For example, providing solar technology and ZEdupad tablets to the classrooms gives rise to other programs outside of the school itself such as adult education classes after the school day, tutoring sessions to help students who need additional support, and even movie nights for the community on weekends. Additionally, Impact Network is committed to evaluating and assessing its work and impact on communities – this orientation towards research and results is built into our model. To this end, in 2013 and 2014, American University conducted an evaluation of Impact Network’s eSchool 360 program. Researchers examined first and second graders at five Impact Network schools, five nearby government schools, and five nearby community schools. The evaluation consisted of a baseline data collection, qualitative research based on interviews and focus groups, cost research, and an impact evaluation measuring students’ math and literacy skills after 18 months. Researchers concluded that Impact Network schools cost 70% less than government schools, while improving the numeracy and literacy skills of students. Any new school constructed and operated using Impact Network’s eSchool 360 framework can be expected to produce similar results.

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One of the silver linings of remote learning has been closer relationships between schools and families. Engaged families can improve learning outcomes for their own students while also benefiting the entire school community by supporting extracurriculars, one another, and what’s happening in the classroom throughout the school day. But as we start the 2021-22 school year, educators are facing an unexpected challenge of engaged families: concerned parents. We started the year with concerned parents attending school board meetings to express their opinions about COVID safety protocols and “critical race theory.” Local news stories detailed shouting matches, and reports of threats that escalated until the Justice Department stepped in, though there is still speculation over just how dangerous the conflict between schools and families really is. Now, parent concern is shifting to include more rigorous reviews of the curriculum their students are using – with a focus on social-emotional learning curricula. Parents are taking a critical look for hidden agendas of “critical race theory” or “LGBTQIA indoctrination” in the various programs their students are using. For example, Utah Parents Unified recently released a video detailing their investigation into an 8th-grade curriculum. I’ve had a controversial perspective on social-emotional learning for a long time, but as a founder and CEO of the leading provider of multimedia SEL experiences for pre-K-12 schools, my viewpoint on this growing field in education has remained pretty private. However, given the recent outcry from parents who are concerned about the curriculum they are finding in their schools, I think it’s time to share my two cents: I do not like the phrase “social-emotional learning.” The phrase is nebulous and unclear in conveying what students are actually learning. What does SEL even mean? I’m not surprised that parents are confused and upset. Both school districts and subject matter experts need to work together to give families a much clearer definition of what SEL is, and what it is not. This proactively addresses any confusion and lays out the science behind this work. Making this effort has an enormous upside: It will help parents become much stronger advocates for SEL in their homes and school districts. What Families Need to Know: What Is SEL, Really? Mental, social and emotional growth are natural parts of child development. Social-emotional skills are developed when children are playing on the playground, taking turns, waiting in the lunch line, participating in team sports, or working with their peers on a project. These skills are developed naturally and inherently in childhood, but in order to have sequenced, active, focused, explicit instruction in skills like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, schools have been turning toward this kind of curricular support over the past 20 years. As a broad term, SEL is not meant to tell students how or what to think, but rather to help them identify how and what they feel and how to harness those feelings for stronger relationships and to meet and exceed their goals. In recent decades, neuroscience has proven incredible insights about how environmental factors affect cognitive development. We now know actions and experiences like trauma and grief have a devastating impact on brain development. We also know the conditions that help the brain thrive – like safety and a sense of belonging. This sounds like a simple concept, but it’s a profound shift in our understanding of the brain. Across all socioeconomic backgrounds, not all homes benefit from the same support system, but schools are places where we can ensure a consistent, safe, secure place where all students can learn and flourish – academically, socially, and emotionally. Generally, when educators talk about “social-emotional learning,” they’re talking about evidence-based practices and experiences that promote healthy mental, social, and emotional development and well-being; experiences like forming friendships, setting goals, and expressing how we feel. It’s the practice of identifying, expressing, and managing emotions in healthy ways that schools should be prioritizing, not necessarily content. Just like academic learning, where students practice writing sentences and paragraphs in class before they’d be expected to write a novel, schools are meant to help students practice conflict resolution skills or problem-solving skills or leadership skills before students have to independently put these same skills into practice in the real world context and challenges of their lives. Opening Up the Learning Process While educators need to be sensitive to the concerns of families because their participation in the school community is critical, schools should not shy away from prioritizing the practice of social and emotional skills. The pandemic has dramatically impacted children’s mental, social, and emotional well-being, along with their academic progress. According to the 2021 C.S. Mott Children’s Hospital National Poll on Children’s Health, 73 percent of parents reported that the pandemic had a “very or somewhat negative impact on their teen’s ability to interact with their peers,” while 46 percent of parents said “they have noticed a new or worsening mental health condition for their teen since the start of the pandemic.” Attempting to get students back on track academically without supporting their cognitive, social, and emotional development is a futile effort. Educating families about what we’re calling SEL is one place to start, but schools should go further and bring families into the learning process. Here are some ideas to help schools address parents’ concerns: - “Social-emotional learning” happens everywhere, not just in a classroom or through a curriculum. Make sure parents have the background on the social-emotional development they need to support their child’s growth at home. - Invite parents to join your evaluation and selection committees to explore, review, and recommend new resources or curricula to promote social-emotional development. - Bring parents into the classroom to participate in dedicated social-emotional practice along with their students and ensure that parents have access to the curriculum at home if you’re using one. - Implement a common language around social-emotional skills like managing big feelings or working through conflict so that families can reinforce these skills in a context outside of school. I hope that parents in your community will continue to engage with your schools and explore social-emotional learning, but I hope you’ll help them “look under the hood” at the curriculum your schools are using and make sure they know the core goal of your educators: providing educational experiences that help their children grow into healthy, successful, independent adults who have a sense of purpose and contribute meaningfully to the world around them. As both a parent and the founder and CEO of an SEL company, I know how important and impactful it can be when families are partners in this critical work. Image by Getty

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Out of curiosity, why has ‘hallucination’ been chosen as the word to describe these errors? It seems more appropriate to describe them as confabulations, but my background is in neuroscience/neurology rather than computer science. I’m sure I’m missing something simple. Yes, it would be more accurate to say that AI models, especially language models like GPT-4, confabulate rather than hallucinate. Confabulation refers to the generation of plausible-sounding but potentially inaccurate or fabricated information, which is a common characteristic of AI language models when they produce responses based on limited or incomplete knowledge. This term better captures the nature of AI outputs as it emphasizes the creation of coherent, yet possibly incorrect, information rather than suggesting the experience of sensory perceptions in the absence of external stimuli, as hallucination implies. I think your idea here is great, Confabulations are definitely a more accurate term than hallucinations, I think the term hallucinations where chosen because it’s a general, more readily understandable term by must humans. Confabulations are more correct but most people, especially those who are not native speakers, including myself, will have to look it up to know exactly what it means. Keep in mind that GPT doesn’t have “thoughts” it attempts to produces an output that is most likely gain positive feedback from you, it does this based on probability, if we ask it a very leading question, like this one: would it be more accurate to say that AI models, especially language models like GPT-4, hallucinate rather than confabulate? By telling the model “hallucinate rather than confabulate”, we’re telling it what to answer, and it does exactly that: In the context of AI language models like GPT-4, the term “hallucinate” is sometimes used to describe situations where the model generates text that is not factually accurate or consistent with reality. For example, if a language model generates a news article about a fictitious event, that could be considered a form of “hallucination.” However, the term “confabulate” is typically used to describe situations where a person generates false memories or information in an attempt to fill gaps in their memory. This concept doesn’t really apply to AI models. Researchers started referring to such undesirable generation as hallucination 1. The term “hallucination” first appeared in Computer Vision (CV) in Baker and Kanade and carried more positive meanings, such as superresolution [5, 112], image inpainting , and image synthesizing . Such hallucination is something we take advantage of rather than avoid in CV. Nevertheless, recent works have started to refer to a specific type of error as “hallucination” in image captioning [13, 159] and object detection [4, 83], which denotes non-existing objects detected or localized incorrectly at their expected position. The latter conception is similar to “hallucination” in NLG. Feel free to run down references such as and . The footnote is enough for me. In artificial intelligence (AI), a hallucination or artificial hallucination (also occasionally called confabulation or delusion) is a confident response by an AI that does not seem to be justified by its training data. This is interesting, based off of the historical context, could the processes that lead to the initial hallucination cases (reporting things that aren’t there in an image, computer vision?) be considered something entirely different than the processes that result in confabulation in LLMs? Would it be useful to separate these terms while we’re trying to understand these errors more deeply? My personal view is no. Both words have an established meaning. Reusing a word with an established meaning and/or adding another meaning to it just compounds the problem. Many decades ago I took Latin and learned how many modern words with languages that derived from Latin were created, such as Galaxy. (OK, Galaxy derives from Greek but the idea is the same) Then it was obvious how many words over the century came about. But now more often the art of coining words from Latin bases is fading away and instead people are reusing existing words. One word that is way overused is the word functor that one is a pain to use as a keyword because it is connected to so many things with very different meanings. What is even worse is one letter operators in programming languages, how many know that the comma (,) is really a binary operator. Most just think of it as a line ending or separator but if you write parsers it really is an operator just as much as (+) is an operator. It seems to me that the original use of hallucination was originally more objective rather than suggesting it was intrinsically wrong as per this quote. So under the right conditions it hallucinations are “creative”. But in the context of some prompts that creativity is not welcome. They are just out right wrong or even a lie. And we already recognize this in our own world. “She was creative with the truth”, euphemistically meaning she lied. So based on that, I think hallucination might be a useful generalized term. Which becomes “creative” when we want fiction or another creative output. And “confabulation” when we are looking for facts. Don’t be too hard on yourself, even if you had phrased your question in a perfectly neutral way GPT would still have applied different weights to your input according to pre-training data and order of appearance By the way, when a patient is confabulating, it’s bizarre and fascinating (I consider myself a compassionate doctor, and this isn’t something I play with when I’m interacting with patients, but there are times where you need to legitimately test for it). You’ll hear this incredibly compelling, fabricated story if you just start it off in pretty much any direction. To me, it almost seems to reflect the LLM that we all have (when the processes that ensure/incorporate reason and context aren’t functioning appropriately but the language center is completely spared/preserved). I like the idea of using a term (even just personally) that makes it clear LLM outputs aren’t really a reliable source for truthful information (yet…). I feel like confabulation is more appropriate semantically (compared to hallucination) for inaccurate or untruthful LLM outputs and that the opposite could be considered true for things related to computer vision. Especially after learning about an original/very early use thanks to the scholar @EricGT . I think “untruth” would be reasonable but Orwell gave that one a bad wrap My background is also in neuroscience/neuropsychology. I think it’s more likely that the computer scientists didn’t know that confabulation is exactly the term they were reaching for. Wonder if it ever changes or if this sticks.

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Assignment 3: ASSUREing Integration Due Week 7 and worth 250 points Refer to both the Overall Concept for Assignments 1-4 and your responses from Assignments 1 and 2 in order to complete this assignment. Use the ASSURE model as the organizing framework for your response. Write a six to eight (6-8) page paper in which you: - Summarize the features and attributes of the emerging technology that you have chosen and the target educational setting into which you wish to introduce the chosen technology. Next, elaborate on the concepts and / or task that will be the centerpiece of a lesson or training episode. - Analyze learners: Describe the demographics of the intended learner audience. Select at least one (1) of the following aspects of the learner population upon which to focus: - General characteristics - Specific entry competencies - Learning styles - State standards and objectives: Discuss one (1) overarching instructional goal of the lesson or training episode. Subdivide the instructional goal into three to five (3-5) objectives that the learners should be able to accomplish at the end of the proposed lesson or training episode. - Select strategies, technology, media, and materials: Given the content, learner analysis, the statement of the instructional goal, and the corresponding objectives, develop at least three (3) instructional strategies geared toward integrating the chosen emerging technology into the proposed lesson or training episode. Prescribe substantive approaches for ensuring that the integration of the technology reflects the instructor’s cyberlearning literacy. - Utilize technology, media, and materials: Develop a plan for utilizing the emerging technology and related media and materials. The plan should outline a brief description of how you would follow each of the 5 Ps discussed in the Smaldino et al. text. - Require learner participation: Develop at least three (3) activities that map to the learning objectives. - Evaluate and revise: Establish relevant evaluation criteria by which you would measure the achievement of the overarching instructional goal. Establish one (1) benchmark that constitutes the successful integration of the emerging technology into the chosen setting. - Provide at least five (5) sources that document detailed information about the integration of the selected emerging technology into various educational contexts (i.e., K-12 or adult education settings). The sources must be within the last five (5) years. - Format your assignment according to the following formatting requirements: - Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. - Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required page length. - Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length. The specific course learning outcomes associated with this assignment are: - Review current research related to emerging technologies for instruction and learning. - Analyze the effects of technology in different instructional settings. - Analyze the characteristics of 21st Century learners to aid in determining effective ways of using technologies for teaching and learning. - Examine critical issues related to the use of new instructional communications technologies. - Apply education principles and / or the ASSURE model to the design and evaluation of new technologies. - Use technology and information resources to research issues in designing, developing, and evaluating educational technologies. - Write clearly and concisely about issues in designing, developing, and evaluating educational technologies.

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From 2002 to 2006, the number of drugs that were axed after Phase-II clinical trials (volunteer trials) increased by 20% because the drugs couldn’t beat the placebos they were compared against. More recently, in 2008, a new gene therapy for Parkinson’s disease failed against the placebo. Similarly, in March 2009, Eli Lilly withdrew a new drug for schizophrenia because the placebo effect was double that expected. Also in March 2009, Osiris Therapeutics’ new drug for Crohn’s disease was also withdrawn due to a high placebo effect. What is going on? There are a few forces that have generated the increase. The first is powerful advertising. Advertising plays on the mind; the very vehicle of the placebo effect. The Pharmaceutical Industry have hugely increased their advertising expenditure in the past 20 years. Many years ago, drug advertising was little more than a few posters on the walls of surgery waiting rooms. Now, big pharma have created powerful ads that are so effective that patients taking drugs in the west really expect something to happen when they take them. Now the act of taking any drug in the west brings with it powerful memories as well as even more powerful unconscious associations generated by the advertising that ensure that taking a drug has an effect. But the downside, not for the patients but for the industry, is that the same applies when they take a placebo. Expectancy is a key element of the placebo effect. The same memories and associations are activated that ensure that taking a placebo heals too. Ironically for the drugs industry, as advertising gets better so too does the placebo effect. The second reason is that there is a growing flux of drug testing now taking place in developing nations. In these trials, poor people who are often deprived of medical care are suddenly able to get the drugs they need. Many are desperate, and have extremely high hopes for the ‘fancy western drugs’ they receive as well as high-level belief in them. Their perception of rich nations is people enjoying state of the art drugs and healthcare into their very old ages. But hope and belief are also key elements of the placebo effect. Thus, placebos in poor countries often do better than they would do in other countries. And since the global placebo statistics are made up from trials everywhere in the world, the statistics from the poorer nations lift the overall placebo rate up a few points. Thus, as more and more trials are carried out in poor countries, the higher the placebo effect will get. You could say, with the fancy advertising and trials in developing countries, that the pharmaceutical industry has, ironically, been responsible for elevating the placebo effect and making its own drugs harder to get on the market. With similar irony, it was my own interest in the placebo effect as a scientist in the pharmaceutical industry that propelled me into studying the power of the mind over the body. Another reason for the increase is due to an increase in the use of drugs to treat ‘psychological disorders’. In the past 20 years, there has been an increase in the number of conditions being diagnosed as ‘psychological disorders’. Pharmaceutical companies have ploughed increasing millions of dollars into their research and development. But many of these psychological disorders involve areas of the brain that are also involved with our beliefs, expectations, hopes, thoughts of rewards, and how we understand and relate to each other. And these are the same areas that are active during a placebo response. Thus the placebo effect is unexpectedly high for conditions like depression. For example, a 2008 study of Prozac (fluoxetine), Effexor (venlafaxine), Serzone (nefazodone), and Seroxat (paroxetine) covering 35 clinical trials that involved 5,133 patients found that the placebo effect accounted for 81% of the effect of these drugs. Thus, as more people are diagnosed with psychological disorders and the number of drugs used to treat them increase, the ratio of drugs for psychological disorders compared with all other drugs increases. And since they have a high placebo effect, the overall placebo effect also increases. It’s a similar story with cardiovascular diseases. As cardiovascular disease is the leading cause of death in the west, in large part due to western dietary and lifestyle habits, drugs to treat it dominate the drug market. But drugs for cardiovascular diseases can also have a high placebo effect, which many believe is due to the strong brain-heart link. So as our diets and lifestyles worsen and our hearts pay the price, the drugs used to treat us ensure that the placebo effect is kept high. Doctors/physicians have a hand in the increase too. Many are now much more aware that the placebo effect is not just a nuisance, or all in the mind, as was once thought, but that it is a real pharmacological phenomenon that produces physiological change in the brain and body. Thus, many doctors treat patients with more empathy and assurance than before in the hope that that will aid their recovery. Empathy and assurance also activate the placebo effect. As doctors show more care and confidence, patients get better faster, even when they are taking inert medication. Consider, for instance, the results of a British Medical Journal paper that reported on 200 patients who had either been given a positive or a negative consultation by their doctor. For approximately the same medical conditions, the doctors told the patients what was wrong with them and that they would get better in a few days. Accordingly, 64% of them did get better over the next 2 weeks. But for the other half, the doctors told the patients that they weren’t sure what was wrong with them but to come back if they haven’t got better. Only 39% of this group got better…..64% versus 39% and the only difference was in how the doctor acted. For the first group, there was presumably more empathy and confidence. There is a last unexpected factor that also increases the placebo effect. It’s difficult to quantify the degree of influence it has, but it’s sure to be exerting an increasing force. It’s us! Or at least, it’s our increasing knowledge of the placebo effect and our growing faith in our own capacity to affect our bodies. In the past few years, research into the placebo effect has delivered a powerful new message. It is that our thoughts, beliefs, our hopes and our expectations impact our brains and our bodies. MRI studies now show beyond doubt that this is true. Recent brain research shows release of dopamine in the brain when Parkinson’s patients are given placebos, for instance. Other studies show release of the brain’s own version of morphine when people are given placebos instead of painkillers. And MRI scans of patients given placebos instead of Prozac show activation in the same areas of the brain. One of the leaders in the field of placebo research, Fabrizio Benedetti, a neuroscience professor at the University of Turin School of Medicine and member of the Placebo Study Group centered at Harvard, recently wrote: “The placebo effect has evolved from being thought of as a nuisance in clinical pharmacological research to a biological phenomenon worthy of scientific investigation in its own right.” This kind of research is filtering into the public domain through the mainstream press, which raises everyone’s belief in the power of the mind. Popular general-public-focused books that discuss the mind-body connection, like ‘How Your Mind Can Heal Your Body’, ‘It’s the Thought that Counts’, ‘The Biology of Belief’, and ‘Molecules of Emotion’, also add to this. So as our collective awareness that the mind affects the body increases, it’s sure to elevate the placebo effect even more. The good news in all this is that we are beginning to recognize that we are not exactly powerless. Our own attitudes and beliefs, our hopes and our expectations, all play a part in our own healing. A general, healthy way of being, then, is to cultivate a more positive attitude towards all that life throws our way. It might just help us live longer, healthier lives, and when we do get sick it might just help us recover faster.

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The Foster Youth and Alumni Policy Council defines normalcy as the right of foster youth to regularly engage in extracurricular activities and “critical for establishing well-being for foster youth”. Without normalcy, foster youth can feel different from others, which impacts their ability to form lasting relationships and opportunities for healthy brain development. “There are interminable arguments to make in favor of normalcy, but it should not take wonky jargon and neuroscience to treat foster children right”--former foster youth LGBTQIA2S+ youth in foster care often face more obstacles to normalcy than their heterosexual peers due to experiences of discrimination, harassment, and rejection based on their SOGIE identity. The high rates of negative messaging about queer identities that queer youth experience while in care may result in the internalization of the stigma against them. Further, queer youth are also more likely to be placed in congregate care–settings where achieving normalcy is even more difficult than in foster family homes. A 2014 federal law introduced the idea of “prudent parenting standards”, or a foster parent’s (or group home staff’s) right to choose what is best for foster youth in their care. In addition to engaging foster youth in extracurricular activities of the youth’s choosing, legal prudent parenting standards for LGBTQIA2S+ youth should also include parental education on the LGBTQIA2S+ experience in foster care, reviewing community peer support resources for queer youth, and proving an affirming and accepting environment for queer youth. If you’re a foster parent of a queer young person and are ready to help them achieve normalcy, you’re in the right place! Check out these normalcy resources specifically for queer youth in care: - The Children’s Bureau’s LGBTQ+ Normalcy Principles (this was written for child welfare agencies, but is relevant in foster homes too!) - The Teen Success Agreement: a youth-developed written agreement that outlines the age-appropriate activities, responsibilities and life skills for youth ages 13-21 in the child welfare system, and how you as a foster parent can support those goals - PFLAG has chapters of parents of queer youth across the country! Learn how to best support your queer foster youth and connect with other parents along the way. - To find community supports for your queer foster youth, Lambda Legal’s state-by-state resource list is a great place to start.

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By Don Finley Published: 12:00 a.m., Thursday, December 16, 2010 Using a pattern of brain waves unique to those at risk of alcoholism, San Antonio researchers and others have identified a gene linked to serotonin, a chemical messenger that plays a role in depression. While scientists long have known alcoholism runs in families, the relationship between individual genes and alcoholism is complex. By starting with brain waves measured in people given specific tasks — known as event-related brain oscillations — researchers first identified patterns common to those at risk of alcohol dependence. “These event-related oscillations are measures of brain activity, and have shown to be different between people with alcoholism and a random person off the street,” said Laura Almasy, a geneticist at Southwest Foundation for Biomedical Research. “But an important point is that they’ve also been shown to be different in children of alcoholics. These differences in brain activity are not a consequence of someone’s drinking. They’re there beforehand.” The study included 1,064 members of families with multiple generations of alcoholics in California, Connecticut, Indiana, Iowa, Missouri and New York. Almasy and her foundation colleague Mark Zlojutro did a genomewide scan to find genes associated with those brainwave patterns. They found a strong link with a variation of the serotonin receptor gene known as HTR7. The findings — the latest from the Collaborative Study on the Genetics of Alcoholism — recently were posted online in advance of publication in the American Journal of Medical Genetics. Serotonin has an effect in the brain on mood and sleep, and many antidepressant drugs work by regulating serotonin. It’s also used by the digestive system. Serotonin is altered in alcohol abuse, and some studies have linked alcoholism to genes involved in transporting serotonin through the brain. Dr. Antonio Noronha, director of neuroscience and behavior at the National Institute on Alcohol Abuse and Alcoholism, said the study was one of the first to use a genomewide association search — a fairly new research tool — to hunt for alcohol genes. “Serotonin has been implicated in a lot of psychiatric disorders,” Noronha said. “And this is good evidence of a gene that shows association with alcohol dependence with this (brain) wave.” “Some people are uncomfortable with the idea that there’s a genetic component to addiction,” Almasy said. “But we know that these biological components to risk of addiction, some have to do with how you metabolize alcohol. Some of them have to do with differences in people’s brains that make them more or less susceptible to addiction. “And we think this difference in brainwave patterns between people at risk and people not at risk is an echo of whatever that underlying biological difference is that makes some people more susceptible than others,” she said. Stressing that alcoholism is a complex illness, Almasy said the gene they found might not be the final culprit in alcohol dependence, as scientists begin thinking about treating the disorder. “If the difference is in the receptor,” she said, “it’s not necessarily at the receptor that we have to intervene.”

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Summary: While the effects of sleep deprivation are well known, researchers discover sleeping too much could have a detrimental effect on your brain. A new study reports sleeping more than eight hours per night can reduce cognitive ability and reasoning skills. Source: University of Western Ontario. Preliminary results from the world’s largest sleep study have shown that people who sleep on average between seven to eight hours per night performed better cognitively than those who slept less – or more – than this amount. Western neuroscientists at the Brain and Mind Institute released their findings Monday in the high-impact journal, SLEEP. According to the study, approximately half of all participants reported typically sleeping less than 6.3 hours per night, about an hour less than the study’s recommended amount. One startling revelation was that most participants who slept four hours or less performed as if they were almost nine years older. Another surprising discovery was that sleep affected all adults equally. The amount of sleep associated with highly functional cognitive behaviour was the same for everyone (seven to eight hours), regardless of age. Also, the impairment associated with too little or too much sleep did not depend on the age of the participants. “We found the optimum amount of sleep to keep your brain performing its best is seven to eight hours every night. That corresponds to what the doctors will tell you need to keep your body in tip-top shape, as well. We also found that people that slept more than that amount were equally impaired as those who slept too little,” says Conor Wild, Owen Lab Research Associate and the study’s lead author. Participants’ reasoning and verbal abilities were two actions most strongly affected by sleep while short-term memory performance was relatively unaffected. This is different from findings in most scientific studies of complete sleep deprivation and suggests that not getting enough sleep for an extended period affects your brain differently than staying up all night. On the positive side, there was some evidence that even a single night’s solid sleep can affect a person’s ability to think. Participants who slept more than usual the night before participating in the study performed better than those who slept their usual amount or less. The world’s largest sleep study was launched in June 2017 and within days more than 40,000 people from around the world participated in the online scientific investigation, which included an in-depth questionnaire and a series of cognitive performance activities. “We really wanted to capture the sleeping habits of people around the entire globe. Obviously, there have been many smaller sleep studies of people in laboratories but we wanted to find out what sleep is like in the real world,” said Adrian Owen, a Professor at The Brain and Mind Institute and the former Canada Excellence Research Chair in Cognitive Neuroscience and Imaging. “People who logged in gave us a lot of information about themselves. We had a fairly extensive questionnaire and they told us things like which medications they were on, how old they were, where they were in the world and what kind of education they’d received because these are all factors that might have contributed to some of the results.” About this neuroscience research article Source: University of Western Ontario Publisher: Organized by NeuroscienceNews.com. Image Source: NeuroscienceNews.com image is adapted from the University of Western Ontario news release. Video Source: Video credited to University of Western Ontario. Original Research: Open access research for “Dissociable effects of self-reported daily sleep duration on high-level cognitive abilities” by Conor J Wild, Emily S Nichols, Michael E Battista, Bobby Stojanoski, and Adrian M Owen in Sleep. Published September 18 2018. doi:10.1093/sleep/zsy182 Cite This NeuroscienceNews.com Article [cbtabs][cbtab title=”MLA”]University of Western Ontario”Too Much Sleep is Bad For the Brain.” NeuroscienceNews. NeuroscienceNews, 9 October 2018. <https://neurosciencenews.com/too-much-sleep-brain-9983/>.[/cbtab][cbtab title=”APA”]University of Western Ontario(2018, October 9). Too Much Sleep is Bad For the Brain. NeuroscienceNews. Retrieved October 9, 2018 from https://neurosciencenews.com/too-much-sleep-brain-9983/[/cbtab][cbtab title=”Chicago”]University of Western Ontario”Too Much Sleep is Bad For the Brain.” https://neurosciencenews.com/too-much-sleep-brain-9983/ (accessed October 9, 2018).[/cbtab][/cbtabs] Dissociable effects of self-reported daily sleep duration on high-level cognitive abilities Most people will at some point experience not getting enough sleep over a period of days, weeks, or months. However, the effects of this kind of everyday sleep restriction on high-level cognitive abilities—such as the ability to store and recall information in memory, solve problems, and communicate—remain poorly understood. In a global sample of over 10000 people, we demonstrated that cognitive performance, measured using a set of 12 well-established tests, is impaired in people who reported typically sleeping less, or more, than 7–8 hours per night—which was roughly half the sample. Crucially, performance was not impaired evenly across all cognitive domains. Typical sleep duration had no bearing on short-term memory performance, unlike reasoning and verbal skills, which were impaired by too little, or too much, sleep. In terms of overall cognition, a self-reported typical sleep duration of 4 hours per night was equivalent to aging 8 years. Also, sleeping more than usual the night before testing (closer to the optimal amount) was associated with better performance, suggesting that a single night’s sleep can benefit cognition. The relationship between sleep and cognition was invariant with respect to age, suggesting that the optimal amount of sleep is similar for all adult age groups, and that sleep-related impairments in cognition affect all ages equally. These findings have significant real-world implications, because many people, including those in positions of responsibility, operate on very little sleep and may suffer from impaired reasoning, problem-solving, and communications skills on a daily basis.

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This is another archival repost from the old blog — this one from january 2008. This post is part six in a series. The series so far can be found here. Cogito, ergo sum. René Descartes, 1637. I’ve given five posts and several thousand words over to introductions to principles in development, evolution and molecular biology. I won’t be dropping those topics altogether, but it’s time to explore new territories in the Sunday syndrome, including the philosophical and political. Things should be a little more digestible from here on. Chromosomal aberrations — that is, large scale mutations in which so much genetic material is deleted or duplicated that a difference is visible under the light microscope — have serious effects on development. We have discussed a few examples of syndromes which arise in individuals which carry these aberrations, but the individuals we see are the exceptions. In each case, I have given the frequency of the disease in terms of live births, but the frequencies are much higher in conceptions. The deletions that we see in live births are a relatively small proportion of the genome, and we rarely see live births in which both of the two copies of the genome are affected. More extreme deletions do occur, but the individuals carrying them never make it to birth. The rule is miscarriage. Perhaps the most extreme syndrome that we see surviving to term is anencephaly. And yet, paradoxically, anencephaly has the smallest number of symptoms and directly affected organs of any of the syndromes that I have so far discussed. In most cases, physical development is largely normal, with the exception of one particular system: the nervous system. Anencephaly is classified as a neural tube defect, alongside spina bifida, and is caused by an error during the developmental process of neurulation. Neurulation starts on day 18 of development, and is complete by day 30. The cells along the centre of the back fold in to form a grove, which then closes over to form the neural tube, the precursor of the central nervous system. With a frequency above one in every 500 births, closure of the neutral tube fails to complete. If this occurs towards the posterior,spina bifida arises, and the individual is physically disabled. When this occurs at the head, the skull does not form properly, and the amniotic fluid destroys the developing brain. Those individuals which survive to term are born without a brain. All will die within hours of birth. The reason anencephaly is the most extreme of our syndromes is because it affects those parts of us that are most uniquely human, and raises important questions about medical ethics, and the fuzzy boundaries of humanity. This is one of the great social functions of science: to free people from superstition. Last year, a court case was brought in Ireland to determine whether a woman whose foetus had been diagnosed with anencephaly could travel to the UK for abortion. A French website exists solely to oppose the abortion of anencephalics . It is murder. Despite the fact that these individuals will never have a life. Never have a thought or feeling, either of pain or joy. Never know that they exist or will cease to exist. Never, no matter what the anti-abortionists may tell you, “know God”. There is no they. I am not willing to believe that the anti-abortion movement is solely about the control of women — though that is undoubtedly a motivation for cynically manipulative church elders. Rather, it is about simple rules. When faced with difficult moral decisions some people are just too cowardly to give important decisions the time and thought that they deserve, and would rather follow an easy formula. Why take the time to make an informed and reasoned decision on an important issue, when you can have somebody else make an uninformed one for you? Why waste paper on a law library when there’s a handy single volume that never needs revising? Why test competing ideas when yours comes straight from the Lord? Why examine his world when his world is so stubbornly rebellious? Sweep aside the complicating details that five hundred years of discovery have burdened us with, and go for the simple answer. Physiology, psychology and neuroscience, with a little help from physics and philosophy, have destroyed simple dualism. Developmental biology has destroyed the simple boundaries of life and consciousness. Evolutionary biology has destroyed the simple boundary between species. Biochemistry has destroyed the simple boundary between life and non-life. Astronomy has put us in our place and physics has overturned our understanding of that place. It’s time to stop pretending that there are simple rules.

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Drug beliefs produce a dose-dependent effect in the brain, study finds Researchers have shown, for the first time, that a person’s beliefs about nicotine influences brain activity, producing a dose-dependent effect that was only thought to occur with pharmaceutical agents. In addition to providing an explanation for why individuals respond differently to the same drug, the findings suggest that pharmacological and nonpharmacological treatments could be optimized simply by leveraging the power of human belief. Beliefs, the things we hold to be true about ourselves, other people, and the world we live in, can significantly influence our behavior and decision-making. However, the neural mechanisms driving how beliefs influence behavior are poorly understood. In an interesting new study, Mount Sinai Hospital researchers have shown, for the first time, that a person’s drug-related beliefs can influence their brain activity and behavioral responses similar to the dose-dependent effects seen with pharmaceuticals. “Beliefs can have a powerful influence on our behavior, yet their effects are considered imprecise and rarely examined by quantitative neuroscience methods,” said Xiaosi Gu, corresponding author of the study. “We set out to investigate if human beliefs can modulate brain activities in a dose-dependent manner similar to what drugs do, and found a high level of precision in how beliefs can influence the human brain. This finding could be crucial for advancing our knowledge about the role of beliefs in addiction as well as a broad range of disorders and their treatments.” Nicotine-dependent study participants were told that the nicotine strength of the e-cigarette they were about to use was either ‘low’, ‘medium’ or ‘high’ when, in reality, the nicotine content remained constant. After vaping, the participants underwent functional magnetic resonance imaging (fMRI) and performed a decision-making task known to engage neural circuits affected by nicotine. The researchers found that the thalamus, a key binding site in the brain for nicotine, showed a dose-dependent response to the participant’s belief about nicotine strength. No other brain areas showed such a response, including the striatum, the area involved in decision-making and habit formation. They say the finding provides “compelling evidence” to support the relationship between subjective beliefs and a chemical’s effect on the brain, an effect that was previously only thought to apply to pharmaceutical agents. The researchers also noted increased functional connectivity between the thalamus and the ventromedial prefrontal cortex (vmPFC), which has long been implicated in reward-related decision-making. “Our findings provide a mechanistic explanation for the well-known variations in individual responses to drugs and suggest that subjective beliefs could be a direct target for the treatment of substance use disorders,” Gu said. “They could also advance our understanding of how cognitive interventions, such as psychotherapy, work at the neurobiological level in general for a wide range of psychiatric conditions beyond addiction.” This research has the potential to improve how patients respond to medications. “The finding that human beliefs about drugs play such a pivotal role suggests that we could potentially enhance patients’ responses to pharmacological treatments by leveraging these beliefs,” said Gu. The researchers are keen to see what effects belief has on substances other than nicotine. “We’re interested in testing the effects of beliefs on drugs beyond nicotine to include addictive substances like cannabis and alcohol and therapeutic agents like antidepressants and psychedelics,” Gu said. “It would be fascinating to examine, for example, how the potency of a drug might impact the effect of drug-related beliefs on the brain and behavior, and how long-lasting the impact of those beliefs might be. "Our findings could potentially revolutionize how we view drugs and therapy in a much broader context of health.” The study was published in the journal Nature Mental Health. Source: Mount Sinai

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You are here The community schools strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. As partners, they organize in- and out-of-school resources, supports, and opportunities so that young people thrive. The school community, led by a community school coordinator/manager, works to develop a vision and goals for the school, student and family well-being, and student learning. Community schools are not static entities; instead, they are constantly adapting and setting priorities based on intentionally collected, actionable data. Working together, the school community tracks progress in ongoing improvement cycles of shared reflection, analysis, revision, and inclusive decision making. This continuous improvement process both builds capacity and draws on the support of the entire school community to develop and maintain a responsive, high-quality community school where students flourish. For this strategy to be effective and sustainable, a system-level support infrastructure needs to be in place. This includes, but is not limited to, sustainable resources, shared governance structures, continuous improvement, data systems, professional learning opportunities, and strategic partnerships. These can be provided in part by local, state, and federal policies, ongoing technical assistance, and private and public investments. Community Schools Forward. (2023). Framework: Essentials for community school The Colorado Department of Education supports community schools as an evidence-based strategy for continuous school improvement and transformation. The information below describes essential elements of the community schools strategy (as determined by state policy and national experts) and provides information about key legislation and resources that support this strategy in Colorado. Colorado state law SB19-102 defines community schools as public schools that conduct annual needs and assets assessments of and by the school community that engages at least 75% of families, students, and educators in the community and uses data analysis to develop and update a strategic plan that: - outlines the community school’s vision, mission, and values; - identifies areas of strength in the school and community that the school with draw and areas of need that the school will address; - describes key initiatives aligned with each key practice listed below; - describes the process used to engage partners who bring assets and expertise to support implementation; - creates problem-solving teams composed of school and community stakeholders dedicated to implementation and continuous improvement; - provides an overview of existing and prospective funding; and - outlines a progress monitoring and evaluation plan. The community school coordinator is an essential staff member who: - serves as a member of the school leadership team; - assembles and regularly convenes stakeholders; - leads the analysis of school needs and assets and the development, implementation, and monitoring of the strategic plan; - facilitates problem-solving teams; and - is responsible for developing, coordinating, and sustaining partnerships with individuals and service agencies that provide services to the school community. The community schools strategy enables schools and their partners to generate optimal, “whole child” conditions for student learning and development through the integrated implementation of the following key practices: - Integrated systems of supports: Community schools provide and coordinate a range of on-site services and supports that address academic and non-academic needs. While every community will identify unique needs, often these services and supports include: - medical, dental and healthcare services (often in the form of school-based health centers); - tutoring and other academic supports; - and resources for families such as housing assistance or clothing and food banks. To promote healthy learning and development, a dedicated team composed primarily of school staff and community partners intentionally and systematically coordinates services, supports, and opportunities that foster individual and collective well-being, using an assets-based approach to nurture the strengths and address the needs of students and families. - Powerful student and family engagement: Community schools promote meaningful and authentic collaboration and consistent interaction between students, administration, and families. Families and students actively participate in the school community and are key partners in decision-making, shaping the school’s environment, priorities, and partnerships. Families’ lived experiences and wisdom inform approaches to student success. As a result, schools become hubs providing opportunities for adults as well as young people. CDE’s Office of Family-School-Community Partnerships has a team of specialists and an expansive resource library to support planning and implementation of this key practice. In addition, CDE’s Office of Adult Education Initiatives supports local adult learning programs. - Collaborative leadership, shared power and voice: Families, students, teachers, principals, and community partners co-create a culture of professional learning, collective trust, and shared responsibility as they make decisions together. These decisions are made in both formal structures, such as site-based leadership teams and regularly administered surveys, and through more informal engagement, such as coffee with the coordinator, hallway conversations, and community gatherings. - Expanded, enriched learning opportunities: Community schools provide students with as much as one-third more learning opportunities through out-of-school time (OST) programs through collaboration between the school and community partners. Before- and after-school, fifth-day, weekend, and summer programs provide expanded time, expanded staffing, and expanded opportunities for learning and engagement. OST opportunities include academic instruction, enrichment and extracurricular activities, and individualized support. CDE’s Office of Student Support has a team of OST specialists and an expansive resource library to support planning and implementation of this practice. - Rigorous, community-connected classroom instruction: Teaching and learning infuses high-level content and skills with real-world learning opportunities. The curriculum is deeply connected to the local community and students’ identities, cultures, and experiences, providing opportunities for students to engage in meaningful inquiry-based learning and problem-solving. - Culture of belonging, safety, and care: The school climate is welcoming and fosters trust among students, families, partners, and staff. Each person in the school community is valued for their rich diversity of experiences and is encouraged to share their views, knowledge, and culture. The school becomes a place grounded in healthy relationships, in which members feel safe and comfortable navigating conflicts and taking risks. Students feel connected to and are active participants in the school community. CDE’s Office of School Culture and Climate supports planning and implementation of this key practice.

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A few years ago, Julius Keller, assistant professor in Purdue University’s School of Aviation and Transportation Technology, talked with professional flight students about their college experience. He noticed that, along with flight schedules and a full semester of credit hours, student organizations, jobs and other activities placed significant demands on the time — and potentially the sleep — of these collegiate aviators. According to Keller, most existing research on pilot fatigue focuses on military flight operations and scheduled services such as long-haul or ultra-long-haul flights. Even though the aviation industry recognizes fatigue-related accidents as a challenging issue, little or no information was available for collegiate aviators — a glaring omission. “Think about our college students,” said Keller. “They take a full semester of classes, they participate in student organizations, and they may also have a part-time job as flight instructors. They don’t have the typical on-duty/off-duty workday that you find in the airline industry. Research discovers gaps in fatigue training With the help of a team of faculty and graduate students, Keller created a research project focused on mitigating fatigue in professional flight students: the Development and Assessment of an Online Fatigue Training Program. The initial phase of the research included gathering quantitative data via general information surveys distributed to multiple collegiate aviation programs across the United States, and qualitative data via quasi-focus group information on the challenges these students face in terms of getting proper sleep. Students also self-reported their sleep information for several semesters. Keller and his team focused on gathering information about the schedule of typical collegiate aviators — time spent on studying, socializing, working, and other daily activities. They also evaluated student understanding and knowledge of fatigue and its impact on performance and decision-making. The information gathered here illuminated significant gaps in student knowledge. “When we evaluated our survey results, I was surprised to learn that 50 percent of students in eight university aviation programs said that they had no formal fatigue training,” said Keller. “This is where we decided to pause and create this training program, with the goal of getting 90 percent of our student pilots trained on fatigue in the context of their current environment.” This led to the development of an online fatigue training program developed specifically for 18- to 22-year-old collegiate aviators who face the unique challenges of a full-time college schedule along with piloting responsibilities. The training includes three major sections: - Causes and symptoms of fatigue. - Best practices for sleep and healthy lifestyle. - Decision-making – related not only to what student pilots may face today, but also for what they may face in the future in the workplace. The decision-making component of the fatigue training program includes decisions made before a flight. For example, family stress that leads to little sleep prior to an early morning flight presents an entire set of challenges for the student pilot. The training program addresses how to communicate with the instructor or chief pilot and how to seek alternatives and avoid a potentially dangerous situation. In beta testing, Keller found that students were enthusiastic participants with “an overwhelming desire” for the new training. Relevant information presented in an interactive training session connected well with student trainees. Even better, preliminary analysis shows significant student improvement from pre- to post-test scores. “It is a very robust approach,” said Keller. “They were really engaged in the process.” Informed students become safer professional pilots Keller hopes that the fatigue training program will change behaviors in collegiate aviators to develop healthy habits and create safer student pilots not just at Purdue University, but across the broader aviation community. Healthier habits like putting the phone down at night for at least an hour before bed, for example, can be challenging, but the resulting increase in academic performance and decrease in flight deck errors make these habits critically important in aviation. “If we can get those desirable behavioral changes, then we might have reduced flight time because students retain more information, achieve higher GPAs, and run safer flight operations,” said Keller. “We also should see this evolve into a more prepared workforce that makes the airline industry even safer than it is today.” Keller hopes to expand the online fatigue training program to other universities this fall. Looking ahead to the future of pilot fatigue research, mitigation and management, Keller predicts that the advancement of biometrics – eye tracking, sleep tracking and more – will help student and professional pilots recognize fatigue issues, make better decisions and improve how they prepare for their daily responsibilities. “If we can mitigate fatigue concerns by becoming proactive, then I think it’s a wonderful space to be in.” The research team Team members on the Development and Assessment of an Online Fatigue Training Program research project include: - Julius Keller, assistant professor of aviation technology, Purdue University - Yi Gao, associate professor of aviation technology, Purdue University - Paul Asunda, associate professor of technology, leadership and innovation, Purdue University - Alexus Maschinot, instructional designer, Purdue University - Erik Levin, Nina Bouthier, and Usamma Tassawar, graduate students in Purdue’s School of Aviation and Transportation Technology - Flavio Mendonca, assistant professor of aeronautical science, Embry Riddle Aeronautical University - Tyler Spence, assistant professor of aeronautical science, Embry Riddle Aeronautical University Internal funding for this research was provided by Purdue Polytechnic’s Holistic Safety and Security Research Impact Area.

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What is Self Paced Learning? Definition, Benefits and Tips Share This Post When most people think of learning, images of a scheduled online training or classroom full of learners may come to mind. But learning that involves participants taking classes as a group, or cohort-based learning, is only one learning model – not the only one. And through providing learners with the freedom to choose when, where and sometimes even what they want to learn, both organisations and learners can reap the benefits. This independent style of learning is known as self paced learning – and it has become a featured model in both education and corporate L&D spheres. So if you’re interested in exploring more about what self paced learning is, its advantages and disadvantages, and self paced learning design tips, this article is for you. What is self paced learning? Self paced learning is a style of instruction in which learners progress through the material at their own speed and on their own schedule. In contrast to traditional classroom-based learning or cohort-based learning, self paced learning is directed by the learner, not the instructor. With self paced learning, learners are able to spend longer or shorter periods of time engaging with particular lessons or course material. This enables a more personalised approach to learning in which the learner can determine their own unique needs and interests. Advantages of self paced learning Now that we’ve covered what self paced learning is, let’s dive into the advantages both learners and instructional designers can expect from a self paced learning programme. Allows learners to progress at their own pace One of the main advantages of self paced learning is that learners can progress through the material at their own pace. This gives learners a higher chance of success since not all learners learn at the same speed. Having a disability or learning difficulties, or being a carer, parent or full-time worker can all impact learning speed. But self paced learning doesn’t only benefit learners who may require more time, but also learners who progress through material at a quicker speed as well. These learners don’t have to feel as though they are being held back and can breeze through the material if they so choose. Improves learner self-regulation and time management Without deadlines stipulated by an instructor, it can be difficult for some learners to properly manage their time and stay disciplined. And for this reason, self paced learning can be so valuable. Learners can develop the skills to work autonomously and stick to a learning schedule that they create for themselves. Discipline and time management skills aren’t only beneficial skills for learning. But rather, they are useful life skills and professional skills as well. Many professional jobs require workers to be able to manage their work autonomously and sometimes without fixed deadlines. So having experience with self paced learning can give these workers the skills to succeed outside of the learning environment as well. Puts less pressure on learners Studies indicate that approximately 25–40% of students in the United States suffer from test anxiety. And in some cases, this anxiety doesn’t end upon graduation – and could accompany them into their professional lives. So for this reason, self paced learning can be so beneficial in helping to minimise extra pressure on already overwhelmed learners. Although self paced learning requires learners to motivate themselves, they can avoid added test anxiety or social anxiety. This means they are able to complete assignments when they feel prepared and are in the best position to succeed. Enables large group enrolment A further benefit of self paced learning for both students and organisations alike is that it enables larger class sizes. This means that learners are more likely to get a place in the course before it reaches enrolment capacity. However, not only can a higher number of learners take the course, but it’s also more efficient for organisations. As opposed to holding multiple instructor-led courses with smaller groups, organisations can hold one self paced learning programme that accommodates all learners. Cuts down on costs for the companies A further benefit of self paced learning for organisations is that it cuts down on costs. And although training and development has large returns on investment, L&D programmes do come with a cost. Creating learning programmes often requires specialised instructional designers, instructors, and eLearning software that can come with a hefty price tag. So for this reason, creating self paced learning programmes with larger periods of open enrolment can be more cost-efficient. Disadvantages of self paced learning Although there are benefits to self paced learning, it doesn’t mean it is always a suitable mode of instruction – or always beneficial. Below are four disadvantages to self paced learning as well as remedies to overcome them. Lack of collaboration In contrast to cohort-based or traditional classroom instruction, self paced learning tends to feature less group work and collaboration. Since learners don’t have a fixed schedule, they progress through the programme independently, without much interaction with other learners. However, just because self paced learning is more independent, doesn’t mean you can’t incorporate elements of social learning into your programmes. Having asynchronous collaboration opportunities, such as a discussion board, is a great way to enhance opportunities for students to learn from each other. One of the main disadvantages of self paced learning is its lack of structure compared to cohort-based learning. While cohort-based learning tends to have a fixed schedule in which all learners progress through the programme, self paced learning has a more loose schedule. While the lack of structure may not pose a challenge for learners with advanced organisational and time management skills, other learners may struggle. So for this reason, it can be helpful to provide learners with a guideline for how to structure their work. For example, you could advise learners that they should endeavour to complete one module per week. Reduced networking opportunities Although not directly related to the coursework, an incidental perk of taking a course or completing a training programme is the opportunity to network with other course participants. For example, through taking a professional development course at work, you may meet colleagues in other departments or levels. However, due to the independent nature of self paced learning, it becomes more difficult to network. Learners are often not in the same place at the same time, and have less collaboration opportunities. But one way to overcome this is to have participants volunteer to share their LinkedIn profile or email addresses. This way, they can reach out to each other outside of the programme. Increased challenges with maintaining learner motivation A further disadvantage of self paced learning has to do with learner motivation. Without external motivators, such as mandatory attendance or social pressure, learners are at an increased risk of becoming demotivated and disengaged. However, this doesn’t have to be the case. Even without the drivers that accompany cohort-based learning, self paced learning can still be highly motivating for learners. The key is to make the course stimulating and engaging. In the next section, we share how you can incorporate engaging elements, like microlearning and gamification, to motivate learners. Learn more about how to make digital learning accessible with our Professional Diploma in Digital Learning DesignStart today Self paced learning design tips If you’re interested in designing a self paced learning programme, there are some considerations you’ll want to keep in mind. Below are five tips to help you design an engaging and effective self paced learning programme. Microlearning is the latest buzzword in eLearning and instructional design circles. And there is good reason for its rise to prominence. Microlearning comes with an array of benefits, like increased retention rates, higher levels of learner engagement and affordability. So if you’re planning on developing a self paced learning programme, why not incorporate some microlearning elements into it? Some examples of microlearning features you can incorporate into your self paced learning programme are bite-sized videos, short quizzes or games, or infographics. Maintain overview of learner progress Although the learning is self paced, this doesn’t mean that instructors can’t keep track of learners’ progress and provide support where needed. By periodically checking learners’ progress, you can spot if any learners are falling behind and more quickly intervene. One effective way to motivate and support learners is to send nudges based on learner activity. For example, if a learner has been inactive for over a week, an email can be sent out to encourage them to continue, and provide them resources for support. Feedback is an integral component of effective learning. Feedback can guide learners, and help them better understand how to improve and what they are doing well. It can also motivate learners and enable them to feel more supported. Since feedback is so important for an effective learning experience, even self paced learning programmes should ideally incorporate some feedback. If giving personalised feedback isn’t possible due to time or resource constraints, creating automated responses to assessments can contribute to students feeling supported and guided throughout the programme. Self paced learning programmes lack motivating factors, like social pressure and deadlines, that are facets of instructor-led or cohort-based programmes. Because of this, it’s vital to find other methods to keep learners engaged and motivated. And gamification can be a great way to do just that. Gamification involves incorporating game-like elements into an eLearning course. Some examples of gamification elements in an eLearning context include leaderboards, learning badges, scenario-based activities or simulations. Repetition is an invaluable aspect of effective learning. Without repeated exposure to information, it cannot be deeply stored in our brain. This means the information will be harder to retrieve at a later time. So since repetition is vital to learning, it should also be incorporated into self paced learning programmes. While cohort-based learning includes group discussions or lectures in which information is repeated, self paced learning typically does not include these opportunities for repetition. Therefore, you should try to present the same information in different ways, such as a lecture followed by a video or podcast. Spaced repetition rather than consecutive repetition is also a more effective strategy. Final thoughts on self-paced learning It is no longer the case that learners are always expected to adapt their schedule, learning speed and interests around a course. With self paced learning, the power is in the learners hands to decide how to fit learning into their life – and how little or much time they need or want to spend on learning. Like all learning models, there are both pros and cons of self paced learning. However, through understanding your learner personas, learning objectives, and budget and time constraints, you can decide if self paced learning is the right model for you and your learners.

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AI is the category of computer science that deals with the exceptional performance of the devices. The application of AI in many of the management sectors, modest and immense businesses, security framework, natural and energy resource management is nearly at the top. Nowadays, Artificial Intelligence has grown so much in terms of technology. It is now recognized all over the world as a developing field. Large organizations and corporations have started adopting AI technologies to enhance their business. Many of the companies are already working on various Artificial Intelligence projects that will remold the prospect of technology. Moreover, AI is a multi ranging tool that allows the people to think it more efficiently how they could perform data analysis, combine useful information, and improve the ability of decision making. One of the prominent reasons for the progressing role of AI is the vital and marvelous opportunities which it is providing in the economic development sector. How does artificial intelligence work? Artificial intelligence is a complicated field consisting of several methodologies and components which are implemented to obtain the final result that is an Intelligent machine. Ai was designed by researching the human behavior of thinking and decision making. Artificial intelligence works on the base of providing an intelligent machine with input and providing the desired outcome after processing. The machine set and chooses its path to achieve the goal based on its intelligence technology. This factor of AI enables the computer and intelligent machines to work and produce the results better than humans. How fast is AI Evolving? The AI has developed so much in terms of driverless cars, facial recognition, neural networks, and deep learning in the workplace. AI has the potential to transform the world into something extraordinary.AI requires the support of innovative and visionary people who know the perfect use of tools at the right time. Most of the peoples are expecting a powerful breakthrough in Artificial Intelligence in the year 2020. It is just a few years away when we shall be living dependently on the future and relying on the technologies for almost every task. It is also most likely that the next generation of Artificial Intelligence shall be more intelligent and exemplary. Machine learning is the chief distinction between current and future generations of AI. The machines will be able to learn automatically through the surroundings. The AI of the next generation will be seen as at least as intelligent as humans are, but they would be more efficient and smarter. Subcategories in AI AI makes use of different techniques for proper implementation. Let have a look at those techniques: It is a set or group of rules-based programs that work on a solid basis of if-then-else.RPA is a term referred to as Robotic Process Automation. It occurs when a machine becomes capable of modifying circumstances. It comes under the category of AI automation. Machine learning is a technique used for the subcategory of AI programs. It includes unsupervised learning, supervised learning, and reinforcement learning. For most of us, AI may seem like science fiction, yet it just been utilized in a wide variety of applications. The case of AI was teaching neural systems the best way to perceive faces in a database. Machine thinking is a term applied to machines that can gain from data. It's a method for figuring data, enabling PCs to process information in new and frequently astonishing ways. The term uses learning from mistakes, which means machines can use the information to stay away from errors. Deep Learning is a universally useful, AI-based PC strategy for ordering an informational index as containing fascinating or uninteresting includes and delivering a preparation calculation applied to explicit models. The machine figures out how to do the math and material science without anyone else! It adjusts each part about the material and the data it investigates. This procedure has become prominently called 'profound adapting'.However, the term itself is progressively recognizable with regards to 'profound neural systems Network dependent on complex numerical standards'. Profound neural systems can deliver shocking outcomes. They can discover shrouded designs in information by learning state, to distinguish the recurrence of one or two letters in a book. This is called backpropagation and takes a lot of human work on account of AI innovation. AI that has changed Human Lives Artificial Intelligence is the most powerful technology of the 19th century. With time the technology has become more powerful and advanced. It has helped humans a lot and almost in every field of life. Let have a look at major changes in different fields because of IoT: AI is changing Education Artificial Intelligence is also evolving in the education field and helping the students to learn fundamental maths and enhance their writing skills. The AI technology is progressing day by day that it is entirely reliable to say that it shall be able to teach higher-level thinking in the upcoming years. AI enables you to have an individualized learning experience. The AI technology may help to identify the subjects in which the student is lacking and suffering and allow the teachers to support the students in those suffering subjects. The latest research about the students of 14 years shows that more than half of the students are using either laptop or Smartphone for the assignments each day. The growth of the education sector is observed with the enhancement and betterment of technology. In the coming time, there is a high possibility that we see the combination of education and artificial intelligence. That will facilitate students to acquire and study in a much more enjoyable and comfortable way. Finances and Artificial intelligence Artificial technology is capable of to execute a particular amount of data speedily. This type of technology enables the banks and other huge businesses to do more accurate and précised wealth management advice to their customers. AI owns the ability to work and process faster and evaluating customer information. Huge organizations like banks are already implementing. AI customer services with Automated tellers, voice automation, and chatbots. The most leading number of United States banks have already invested a huge amount of money in artificial intelligence applications to enhance the performance and add up to their entire revenue. Artificial Intelligence in Business settings Artificial Intelligence is also expected to transform the company’s process of doing business. It has already started transforming the way companies process their products, find their target market and manufacture their products. AI is paying a tremendous impact in the manufacturing sector, especially in the management of the project. Like the oil drilling companies are applying AI while drilling for oil. Companies have started utilizing AI to prevent the human errors that they would face while drilling process. The statistics show us that this type of technology will dissolve human errors. Artificial Intelligence in Cybersecurity Cyber attacks are a significant problem in today's world that needs to be solved.AI plays a vital role in cybersecurity.AI take protective measures to lessen the cyberattacks on networks, data websites, and other platforms. It is used to detect cyber attacks on different platforms before time.AI makes use of machine learning algorithms to detect the cyber attack and alert the user about it. There are various approaches used to implement ai in cybersecurity that includes cybersecurity ratings, biometric login access and much more. Artificial Intelligence in Health care Improving the health sector for the betterment is very necessary. Although the Health sector is already improving with the latest technologies invented at a rapid rate.AI being the most prominent technology of the 21st century is contributing a lot in the health sectors. In the field of ophthalmology AI algorithm is used for an accurate diagnosis. A team of the researcher is working on utilizing AI in skin cancer. They performed a small experiment that cleared the fact that AI will be helpful in skin cancer treatment in the future. It is not all in the field of neuroscience machine learning algorithms are helping a lot to study MRI and predict an accurate diagnosis of the disease. There will come a time where everything will be done using AI. The latest technologies invented using AI will be a part of everyone's daily life.

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Adults working with children and young people in football are responsible for ensuring a safe, and empowering environment for all children and youth to play football. This includes planning developmentally appropriate and inclusive opportunities to play and enjoy the game. For this, it is essential to understand the different child and youth development age characteristics and to be able to effectively communicate with children and young people. On October 12, 2022, UEFA, with the support of Terre des hommes, organised a webinar for UEFA national association child and youth protection officers, grassroots coaches, mentors and/or managers and interested UEFA employees. The webinar introduced the participants to the different child development stages and their characteristics. These differences are important and to be taken into account when interacting with players the under 18 years of age. Below, we summarize key information from the webinar, which can be useful for grassroots coaches and managers, football schools and educational staff, players, referees and other adults working with children in football, or anyone interested in child and youth protection in football/sports. Breaking the ice The webinar started with an exercise, were participants collectively described the profile of the players under 18 years of age - their featured, preferences, ambitions. You can see the result in the image below: The majority of the participants associated the “traits of the under-18 with an active, fun, ambitious and confident kid. Child Development Theories Each child development is unique, but the physicians and psychologists have set some key development milestones. There are different theoretical models focusing on different areas: Child development theories focus on explaining how children change and grow over the course of childhood. Such theories centre on various aspects of development including social, emotional, behavioural and cognitive growth. Psychosexual Developmental Theory Psychoanalytic theory originated with the work of Sigmund Freud. Through his clinical work with patients suffering from mental illness, Freud came to believe that childhood experiences and unconscious desires influenced behaviour. Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. Jean Piaget proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development. There are four stages: Sensorimotor stage (0-2 years old); Pre-operational stage (2-6 years old); Concrete operational stage (7-11 years old); Formal operational stage (12-18 years old). Behavioural Child Development Behavioural theories of child development focus on how environmental interaction influences behaviour and is based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B. F. Skinner. These theories deal only with observable behaviours. Development is considered a reaction to rewards, punishments, stimuli, and reinforcement. Social Learning Theory Albert Bandura's child development theory suggests that observation plays a critical role in learning, but this observation does not necessarily need to take the form of watching a live model. Erikson's eight-stage theory of psychosocial development describes growth and change throughout life, focusing on social interaction and conflicts that arise during different stages of development Bowlby's attachment theory suggested that children are born with an innate need to form attachments. Such attachments aid in survival by ensuring that the child receives care and protection. Not only that, but these attachments are characterized by clear behavioural and motivational patterns. Bowlby believed that early relationships with caregivers play a major role in child development andcontinue to influence social relationships throughout life. Another psychologist named Lev Vygotsky proposed a seminal learning theory that has gone on to become very influential, especially in the field of education. Like Piaget, Vygotsky believed that children learn actively and through hands-on experiences. Different age groups of children and their particularities Most often, children practicing football form the following age groups: - from 6 to 11 years old - from 11 to 14 years old - from 14 to 18 years old. Each of these groups has its specific particularities. Coaches, physicians and other staff working with children in football settings must know and these them into account while interacting with players. Watch this video to learn in more detail about the age particularities of children. The influence of peers and sports in children’s development There are many features of youth sport that can make it exciting and motivating or, alternatively, make it dull, stressful, or otherwise uninviting. Among those features are the participants themselves. PEERS are individuals of about the same age, such as schoolmates, teammates, or others with roughly equal standing and power. Three ways that peers matter in sports are: - Friendship – a one-on-one relationship. When sport friends are supportive, loyal, have things in common, enjoy being together, and manage conflict effectively, the stage is set for a good-quality sport experience the motivation is higher. They want to participate instead of they have to. - Acceptance – young people generally want to be connected. Achieving peer acceptance and belonging among team-mates. Social goals together with competitive goals. Those who are accepted feel meaningfully connected to others, while those with low acceptance may feel isolated. - PEER ACCEPTANCE – The degree to which one is accepted by or popular with a group of peers. - Referencing or PEER REFERENCING – A mental process where individuals compare themselves to others with respect to skills, attitudes and values. How to communicate with under-18s? The set of skills needed for adults When it comes to working with children some practical acknowledgements can be made regarding the skills that any professional should be aware of improving or constantly monitoring and developing for an efficient communication with U18 in football settings. There are conventionally four groups of skills: Personal skills – These skills are not easy to quantify but they are essential for good communication, and a lack of them can seriously hinder your chances of setting up a stable adequate rapport with you group of kids. - manage emotions - adapt and be flexible - critical, creative thinking Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures body language and our personal appearance, as well as capacity to integrate these in your work and operate accordingly. - show empathy, support, motivate Methodological skills are a set of skills that mostly answers to the question “how?”. The set of methods and approaches a professional applies in its work. - plan, implement, evaluate - promote participation and cooperation, etc. Technical skills are important when one grows its capacity and set of varied tools for working with children. - know theoretical tools for working with children - have specific tools for professional practice Practices from the football world: iCoachKids (iCK) Golden Rules for Coaching children iCoachKids (iCK) is a not-for-profit initiative co-funded by the Erasmus+ programme of the European Commission which aims to support the development of a Specialist Children and Youth Coaching Workforce across the EU. You can find more information here: https://icoachkids.org/ iCK expert group developed 10 Golden Rules for coaching children: - The UEFA Child Safeguarding platform: https://uefa-safeguarding.eu/ - Article on the ways that peers matter in sports, Three Ways That Peers Matter in Youth Sport · Frontiers for Young Minds (frontiersin.org) - Tdh video on age characteristics of children: https://youtu.be/7GTSG8jRcSk - Tdh video on the needs of the child: https://youtu.be/9BC9NwdyNUc - Nonprofit global movement for youth, coaches and kids, https://icoachkids.org/

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A survey of psychiatrists specializing in care for elderly patients in Ireland in 2010 regarding self-neglect revealed significant exposure, with 92 percent having seen a case in the past year. Personal characteristics, loss of self-care, and poor hygiene were the most common presentations. Medication non-compliance and hoarding were the next most common. In contrast with the geriatricians, 59 percent believed the outcome for the patient was unsatisfactory. Nearly three-quarters, 72 percent, believed the outcome for themselves as psychiatrists was unsatisfactory (O’Brien et al., 2013b). Apparently, at least in Ireland, using reports from physicians as an indication of involvement in abuse and neglect may seriously underestimate their contributions. Perhaps the same applies in the United States and other countries. Another area of unrecognized abuse occurs within the health care system with multiple examples of overtreatment (not indicated/futile) constituting abuse. The corollary occurs when indicated treatments are withheld because of age, resulting in neglect. These situations rarely come to the attention of any agency and stay below the radar. This is an area that urgently requires more investigation. The abuse of older people is a global issue that has been receiving increased attention as the aging population grows. Although progress has been made, there is still a lack of scientific research, and limited policies and tools for interventions. This paper reflects on some perspectives from the field since the publication of the landmark study by Dr. Alexandre Kalache (WHO, 2002), Missing Voices. That study, for the first time, actually asked older people to tell their stories, recorded and published them, and invited the elder abuse community to build on these stories and seek ways to incorporate them into interventions and practice initiatives. One of the strongest, most poignant comments—“respect is better than food and water”—resonates through the concepts discussed here: elder abuse prevention networks, support groups, global awareness, engaging youth, social media, and the need for an elder abuse conceptual framework. Networks: Demonstrated Leadership The 1980s and 1990s saw the emergence of networks for the prevention of elder abuse. They began as small grassroots initiatives that brought together people who were concerned with the growing reports about elder abuse and neglect both in the community and in long-term care facilities. Members included researchers, educators, practitioners, and advocates dedicated to protecting the safety, security, and dignity of older persons. The organizers were passionate visionaries who developed effective ways of providing support to individuals and families caught in abusive situations. The networks lobbied the government and set up hotlines with volunteers. It was not unusual for a victim to call a network member at 1 AM with the question, “Can’t the police just get my money back?” Meeting minutes were kept in a filing cabinet at a university and meetings were held in empty classrooms. The police were among the most generous network members and would bring supplies for workshops and provide transportation, much to the appreciation of the people who were being helped. Today, networks have been established in most developed countries; there are funding, offices, and available resources. The initial goals remain strong; networks are a force for connection, communication, and sharing. They seek to achieve a clearer understanding of elder abuse and provide leadership to prevent it. Networks have assumed an important role in identifying and supporting regional, national, and local activities related to World Elder Abuse Awareness Day (WEAAD) and in providing links to the international scene. The planning for this annual event has indeed become a core event of many networks. Today, networks serve to promote elder abuse prevention through education, professional training, advocacy, and service coordination, and in so doing, bring the safety, protection, and respect that was called for in Missing Voices. Support Groups: A Chance for Human Connection Support groups have been helpful to victims of elder abuse (Podnieks, 1999). The early networks organized support groups because they were inexpensive and accessible, and they filled a huge need in the lives of victims by providing guidance in handling difficult situations. Support groups are able to relieve the tensions, resentments, and stress that accompany elder abuse. They also provide a safe and caring environment as victims navigate the health, legal, and social systems and address their own needs and concerns. Support groups provide a safe environment, allowing victims to ask questions such as, “Why does my son abuse me?” Counseling should be offered to those who need it. The groups encourage members to express their feelings of anger, frustration, guilt, resentment, and hopelessness, and assist participants in asserting more control in their own situations (Kaasaslainen, 2000). Support group members often can heal, find resolution, and return as volunteer support group facilitators. Support groups for caregivers promote an opportunity to discuss circumstances that may lead to mistreatment, such as stress, anger, feelings of entrapment, anxiety, sense of disruption in life, and role changes (Podnieks, 1999). The informal nature of the group establishes a setting for free and safe conversations about situations that abused older persons, caregivers, and staff in long-term facilities had not been able to discuss with others. Support groups encourage people to speak of the unthinkable, to bolster each other, and to help solve each other’s problems. World Elder Abuse Awareness Day Clearly one of the most significant accomplishments of network collaboration was the launching of WEAAD on June 15, 2006. The goal was to build momentum at international, regional, and national levels to raise awareness of elder abuse and the need to prevent it. WEAAD has heightened global consciousness and strengthened leadership networks: It has been a compelling force on human rights, aging, and the prevention of family violence. The concept of World Day was spread across all nations, absorbing influences from other traditions. What began as a small gathering at the United Nations in 2006 has evolved into a multicultural, multilingual movement that is redefining the meaning of collective power for a world audience. WEAAD has helped people understand what elder abuse is, the importance of human and civil rights, and the need for research, education, advocacy, and policy development. In 2011, the United Nations officially designated June 15 as WEAAD, an idea that has been embraced by nongovernmental organizations, government agencies, health and social care providers, law enforcement professionals, aging advocates, and many others. In a historic moment on June 15, 2012, President Obama held a workshop on elder abuse at the White House and issued a Presidential Proclamation. Power of Youth Children and youth are an untapped resource for preventing elder abuse; they are society’s most engaging and powerful change agents. If they are taught about elder abuse and given the opportunity to become engaged in community-based work with older adults, they can help to prevent it. Education about elder abuse begins with instilling positive images of aging and older persons in children, beginning with preschool so that it becomes a way of thinking that grows through life. Elder abuse awareness education should continue throughout secondary school and higher. Elder abuse advocates recognize the importance of changing ageist attitudes in both young and older generations. The good news is that most children are willing to help to raise awareness in their community if they are asked and included in the planning. Some examples of student participation include developing posters and slogans, visiting nursing homes, handing out pamphlets, speaking to banks, working with the police, and participating in social media. When students learn about elder abuse at school, they can take the information home to their parents. Young people often have strong ties to their grandparents, and these feelings must be nurtured. Findings from the World View Environmental Scan (Podnieks et al., 2010) indicated that older people desperately want to be connected to the world of technology. The lack of resources to foster these connections is a gap that needs to be addressed. Young people can help, and benefit in return. One such example is that of a teen teaching an elder how to use the computer while she helped him with his math homework, showing reciprocity in action, or exchange theory. Projects both in schools and in the community are being developed to make young people aware of and sensitive to old age. In so doing, it is hoped that children and young people will develop greater respect for the elderly and will be much less inclined, now and in the future, to mistreat them. Schools also are including the topic of conflict resolution in their curriculums, and teachers have found that a discussion of elder abuse can be introduced as part of this topic (Podnieks, 2002). Changing the World, One Click at a Time The social media offers unique opportunities to engage a worldwide audience in the challenge of addressing elder abuse and neglect. Through global communication we can reach people and places that have been unable to access tools, resources, and network meetings. Cyberspace has become a resource for ongoing elder abuse prevention strategies. The possibilities for knowledge transfer through virtual learning are exciting and far reaching. Cyberspace promises to create an expansive Internet platform reaching millions of people. In using all the tools of social media, a groundswell can be generated that will lead to a greater sense of community, of citizenship, and of human connection. A challenge is to ensure that older people, who have been left out of the technological revolution, can use the Internet and have the opportunity to access information that greatly affects them. Another area of global technology applicable to elder abuse awareness and prevention is Geo Mapping. Online mapping and information tools can facilitate opportunities for people from a wide geographic area to share information. Members of the community can share strategies in multiple settings. The tool can allow successful projects, research, and policies to be shared through an online forum. The Geo Map can visually show the location of elder abuse networks, organizations, and individuals throughout the world, as well as their activities, projects, and resources. The map can be a powerful visual tool to display for government and others the potential locations of leadership (McKee, 2010). Generating a Conceptual Framework For many years, scholars, researchers, practitioners, policy makers, and others have been calling for a conceptual framework that is specific to elder abuse and neglect. Elder abuse has been referred to as “a-theoretical,” borrowing from theoretical models from sociology, psychology, feminism, health promotion, and the fields of child abuse and domestic violence (Podnieks, 2002). Tremendous strides have been made in the field, and now is an opportune time to develop a framework that will consolidate these elements from useful theories that have been guiding elder abuse work. It is difficult to work without a common frame of reference in addressing and understanding the complexity of elder abuse and neglect. Existing theories have not been tested and evaluated within the context of elder abuse. A theory must be developed that includes the characteristics of both victims and their abusers—their cognitive statuses, the nature of their relationships, the types of abuse, settings, and protective factors (Jackson and Hafemeister, 2013). It is important to examine existing models as we search for our own theory. For example, elder abuse can be considered a health care issue. The Determinants of Health model proposed by WHO offers valuable insights into factors that impact elder abuse. Other factors may be relevant to theory development, such as caregiver stress or dependency. Ageism may be a factor (McDonald, 2011). Exchange theory suggests that abuse can result through dependency and reciprocity between the abused and the abuser. Social learning theory refers to behaviors learned in childhood that are repeated in adulthood. The ecological model sees abuse as the result of the complex interplay among a person’s individual characteristics, the community, and social factors. The lifecourse approach links the individual and the social structure to accumulative advantage/disadvantage over time (McDonald, 2013). Missing from many theories but critical to a new elder abuse theory is a human rights approach, which will frame social justice and health equity and reinforce the civil and human rights of all people. The restorative justice approach has been used with some success in Canada. Researchers continue to debate on conceptual frameworks. At a recent workshop, a participant stated, “we don’t use a model … we prefer to go out and just do it.” That approach may work in some situations, but the time has come for those in the elder abuse prevention field to articulate a solid conceptual framework. How can we teach students and beginning practitioners without a road map and without guidelines? This paper calls for the formation of a global work party to generate a conceptual framework that belongs to and reflects the philosophy of elder abuse. It has been talked about by many scholars, researchers, and practitioners—it is an idea whose time has come, and the commitment and passion are there to accomplish it. A call has gone out to the international community; an action plan will be generated and the concept will become a work in progress. Garrison (2000, p. 3) best articulates why elder abuse researchers must now generate a framework for elder abuse: “Theoretical inquiry is central to the vitality and development of a field of practice—not to mention its recognition and credibility from those not yet initiated into the field. The theoretical foundations of a field describe and inform the practice and provide the primary means to guide future developments. It influences practices and research, reveals new knowledge and suggests alternatives.” Elder abuse is a universal problem. Research shows that it is prevalent in both the developed and developing world. Enhancing understanding and raising awareness is the responsibility of all countries, and the more that can be shared the more effective the outcomes. The strategies described in this paper can be applied at a global level. The use of social media makes it possible to communicate around the world and to be connected with programs and practice in many countries. This paper has been a brief reflection of the historical field of elder abuse and some milestones: the evolution of networks and support groups, initiatives such as WEAAD, and the emergence of the role of technology. This paper closes with a call and a vision for the theorists of the field to describe what we have learned and map what we know in order to discover what is not known.

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Summary: Lower socioeconomic status is associated with a higher risk of psychological distress. The increase in psychological distress is, in turn, associated with higher levels of emotional eating and obesity risks. Source: University of Liverpool New research, published in the research journal Obesity, has found that people on lower incomes may be more likely to have obesity due to psychological distress that gives rise to emotional eating to cope. Research by the University of Liverpool and Edith Cowan University (ECU) explored whether the relationship between lower socioeconomic status (SES) and obesity is explained by psychological distress and subsequent emotional eating as a coping strategy. 150 participants from North West England from a range of socioeconomic backgrounds completed questionnaires measuring psychological distress, emotional eating and resilience. They reported their income and education level as an indicator of socioeconomic status and their height and weight in order to calculate body mass index (BMI). The study, which was led by Dr Charlotte Hardman from the University of Liverpool, found lower SES was associated with higher psychological distress, and higher distress was associated with higher emotional eating, which in turn predicted higher BMI. More than access to high-calorie foods The study showed that psychological distress alone did not facilitate a relationship between lower SES and BMI. Dr Hardman, said: “Our findings suggest that experiencing psychological distress associated with living in lower socio-economic circumstances is associated with emotional eating to cope which in turn is associated with obesity. “The reason for socioeconomic disparities in obesity levels is often attributed to the greater availability of low-cost, calorie-dense foods in more deprived areas relative to more affluent neighbourhoods. However, there is limited evidence for an association between local food environments and obesity, indicating psychological and emotional factors may also play a role. “This finding suggests that it is not distress per se, but people’s coping strategies for dealing with distress that may be critical in explaining the link between socioeconomic disadvantage and body weight.” Emotional eating and higher socioeconomic status The study also revealed an unexpected finding. Higher SES was also associated with emotional eating however, this pathway was not in response to significant psychological distress. Dr Joanne Dickson, ECU, said: “It is, therefore, possible that participants with higher SES may be eating in response to other emotions not directly related to coping with distress, for example, boredom. “Almost 2 in 3 Australian adults were recorded as being overweight or having obesity in 2014-15, and in England 61 per cent of adults were recorded as being overweight or having obesity in 2016. The high prevalence of obesity in many countries worldwide is a major concern, and the development of effective intervention and preventive approaches is at the forefront of national health agendas. “This study indicates an important role for psychological and emotional factors in eating behaviour and body weight regulation, particularly for those of lower SES. Further, it is less clear what factors explain the emotional eating for those of higher SES.” About this neuroscience research article Source: University of Liverpool Media Contacts: Simon Wood – University of Liverpool Image Source: The image is credited to University of Liverpool. From Socioeconomic Disadvantage to Obesity: The Mediating Role of Psychological Distress and Emotional Eating Objective Lower socioeconomic status is robustly associated with obesity; however, the underpinning psychological mechanisms remain unclear. The current study sought to determine whether the relationship between lower socioeconomic status and obesity is explained by psychological distress and subsequent emotional eating as a coping strategy. It also examined whether psychological resilience plays a protective role in this pathway. Methods Participants (N = 150) from a range of socioeconomic backgrounds completed questionnaire measures of psychological distress, emotional eating, and resilience. They reported their income and education level as an indicator of socioeconomic status and their height and weight in order to calculate BMI. Results There was a significant indirect effect of socioeconomic status on BMI via psychological distress and emotional eating; specifically, lower socioeconomic status was associated with higher distress, higher distress was associated with higher emotional eating, and higher emotional eating was associated with higher BMI (b [SE] = −0.02 [0.01]; 95% CI: −0.04 to −0.01). However, resilience was not a significant moderator of this association. Conclusions Psychological distress and subsequent emotional eating represent a serial pathway that links lower socioeconomic status with obesity. Targeting these maladaptive coping behaviors may be one strategy to reduce obesity in low‐income populations.

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Transplanted Fetal Stem Cells for Parkinson's Show Promise Complete the form below to unlock access to ALL audio articles. Finding may lead to transplanting dopamine neurons taken from stem cells grown in labs Researchers at Harvard-affiliated McLean Hospital have found that fetal dopamine cells transplanted into the brains of patients with Parkinson's disease were able to remain healthy and functional for up to 14 years, a finding that could lead to new and better therapies for the illness. The discovery, reported in the June 5, 2014 issue of the journal Cell Reports, could pave the way for researchers to begin transplanting dopamine neurons taken from stem cells grown in laboratories, a way to get treatments to many more patients in an easier fashion. "We have shown in this paper that the transplanted cells connect and live well and do all the required functions of nerve cells for a very long time," said Ole Isacson, MD (DR MED SCI), director of the Neuroregeneration Research Institute at McLean and a professor of neurology and neuroscience at Harvard Medical School. The researchers looked at the brains of five patients who got fetal cell transplants over a period of 14 years and found that their dopamine transporters (DAT), proteins that pump the neurotransmitter dopamine, and mitochondria, the power plants of cells, were still healthy at the time the patients died, in each case of causes other than Parkinson's. The fact that these cells had remained healthy indicated that the transplants had been successful and that the transplanted cells had not been corrupted as some researchers had suggested they likely had been in other studies, said Dr. Isacson, lead author of the paper. "These findings are critically important for the rational development of stem cell-based dopamine neuronal replacement therapies for Parkinson's," the paper concluded. So far, about 25 patients worldwide have been treated with this particular method of transplanting fetal dopamine cells over a period of two decades and most saw their symptoms improve markedly, he said. Fetal cell transplants can reduce both Parkinson's symptoms for many years and can reduce the need for dopamine replacement drugs, even though they can take months or years to start working, the paper said. However, Dr. Isacson said proof had been lacking that the transplanted cells were able to remain healthy -- until this study. This is important for research in the transplant field to move ahead, he said. All of the patients were in the late stages of Parkinson's disease at the time of their transplants. Parkinson's is a disease characterized by tremors, rigidity, slowness of movement and poor balance. It is a chronic, progressive disease that results when dopamine-producing nerve cells in a part of the brain die or are impaired. Dr. Isacson said there was a need to understand how transplanted neurons could survive despite ongoing disease process in the patients' brains. He said there has been controversy among scientists, some of whom believe that the transplanted cells could be corrupted by toxic proteins associated with the disease process, even at the same time patients seemed to be doing better. "Everything we saw looked very healthy," he said, referring to the dopamine transporters and mitochondria cells. He said the method used to transplant the cells into these patients' brains was different than another method used on about 60 other patients worldwide. In some of those other trials, scientists said the cells might have been damaged as a result of the disease process. It may have been that the method used on the patients in this study, which injected tiny bits of liquefied dopamine nerve cells into the brain via a thin needle, was superior to the method used in other studies, which transplanted larger chunks of nerve cells using a larger needle, he said. The transplants on the patients in this study were done in Canada. In this study, the researchers led by Dr. Isacson compared the patients' own dopamine producing cells with the transplanted ones. "We found very different patterns," he said. The difference was seen in the DAT and mitochondria, which were unhealthy around the patients' own dopamine neurons and healthy around the transplanted ones. "The transplanted cells don't have the disease," he said. "This is very important in the quest for new therapies," he added. It is very difficult to obtain dopamine nerve cells from fetal tissue, he said. It would be far easier to grow the cells in a laboratory from stem cells, he noted. There have been no stem cell transplants as of yet for Parkinson's patients. Note: Material may have been edited for length and content. For further information, please contact the cited source. Penelope J. Hallett, Oliver Cooper, Damaso Sadi, Harold Robertson, Ivar Mendez, Ole Isacsonemail. Long-Term Health of Dopaminergic Neuron Transplants in Parkinson's Disease Patients. Cell Reports, Published Online June 2014. doi: 10.1016/j.celrep.2014.05.027

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We’ve heard the phrase “words matter” a lot in the political arena. Everyone knows that the words we use make a difference in the way information is received. But did you know that words we speak, hear, and even read can actually change the brain? Many of your brain regions that process language also control other parts of your body such as major organ systems, hormones and neurochemistry, and your immune system. Scientists refer to these brain regions as the “language network.” Not only do they enable you to read, speak, and comprehend words, they also impact your heart rate, glucose production that fuels your cells, and neurochemistry that either strengthens or weakens your immune system. “Words matter” is not just a catchy tagline. It’s neuroscience. In one research study, participants were asked to lie still in a brain scanner and listen to short descriptions of situations, like this one: You are driving home after staying out drinking all night. The long stretch of road in front of you seems to go on forever. You close your eyes for a moment. The car begins to skid. You jerk awake. You feel the steering wheel slip in your hands. As the participants listened, researchers saw increased activity in regions of their brain that are involved in movement, even though their bodies are lying still. We see other activity in regions involved in vision, even though their eyes are closed. And here’s the coolest part: there’s also increased activity in the brain regions that control heart rate, metabolism, the immune system, hormones, just from hearing and processing the meanings of words! The words we use have a direct effect on our own brain and bodily systems, and they have that same effect on other people. Your brain syncs up with other brains, whether you like it or not. Whether you intend for it to happen or are even aware that it’s happening – it doesn’t matter. It’s how we’re wired. According to neuroscience research, hearing or speaking positive and optimistic words stimulate frontal lobe activity. This area includes specific language centers that connect directly to the motor cortex responsible for moving you into action. The parietal lobe, responsible for perception of self and others, is also affected. A positive view of yourself will create a bias in seeing the best of others. Conversely, one negative word can create a profound neurological effect by way of the amygdala releasing stress hormones that actually drive you to make another negative statement and yet another one. Negative thoughts result in you being more critical and suspicious of others. There is where the 3 to 1 positivity ratio becomes important. If you don’t experience at least 3 positive thoughts for every negative one, you’ll mental state will become increasingly more negative as you get trapped in what scientists call the “vicious cycle.” Studies have shown that people who can generate a 5 to 1 positivity ratio have healthier relationships, are more collaborative, and more successful professionally. In their book, Words Can Change Your Brain, authors Newberg and Waldman write: “a single word has the power to influence the expression of genes that regulate physical and emotional stress.” In their research, they’ve explored how positive words, such as “peace” and “love,” alter the expression of genes, strengthen the logic and reasoning centers located in the frontal lobes thereby enhancing mental acuity. Angry words and words with negative connotations alert the brain to a potential threat and they pause activity in the frontal lobes. In short, the right words can sharpen our mental acuity while the wrong words can hijack it. Scientific findings and empirical evidence also prove that the use of passive sentence structures versus active sentence structures can unconsciously influence the way we receive information and the conscious decisions we make. Passive language seems feckless and invites doubt where the active phrases convey accountability and confidence. For example, when a hotel guest calls the front desk to report a clogged bathroom drain, there is a big difference between “Let me see what I can do” and “I will definitely take care of that.” When a diner asks his server if a dish can be prepared differently than is listed on the menu, “Let me find out for you” delivers a much different feeling than “I don’t know but I’ll ask the chef.” Even a simple response to “thank you” can create increased emotion in a very common exchange. “You’re welcome” is the standard, “of course” is dismissive, but when you respond “It’s my pleasure” implies you enjoyed the opportunity to do that thing.

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In today’s fast-paced and ever-evolving world, understanding ourselves on a deeper level has become more important than ever. One way to gain this insight is through the study of objective personality. Objective nature is a comprehensive system that aims to decipher the unique traits and characteristics that make up an individual’s true self. By delving into the depths of objective character, we can unlock a better understanding of who we are and how we interact with the world around us. The Basics of Objective Personality Objective Personality encapsulates a systematic study of personality rooted in cognitive functions, aiming to decode human behaviour objectively. It integrates psychology, neuroscience, and typology to offer a comprehensive understanding of individual differences. Objective personality is rooted in the idea that each person possesses a unique set of cognitive functions that influence their thoughts, behaviours, and decision-making processes. These cognitive functions are categorized into eight different types, each with its distinct characteristics. The eight types include extraverted thinking, introverted thinking, extraverted feeling, introverted feeling, extraverted sensing, introverted sensing, extraverted intuition, and introverted intuition. To understand objective character, it is crucial to grasp the concept of a “type grid.” The type grid is a visual representation of an individual’s cognitive functions, displaying their strengths and weaknesses in each area. By analyzing the type grid, one can gain valuable insights into their natural inclinations, preferred ways of processing information, and the potential challenges they may face. Understanding the Objective Personality System The objective personality system is a comprehensive framework that helps individuals navigate their journey of self-discovery. Developed by Dave and Shannon, this system aims to provide a clear and accurate understanding of an individual’s cognitive functions and how they impact their personality and behaviour. At the core of the objective character system is the belief that everyone has a dominant cognitive function, which serves as the foundation of their personality. This dominant function influences the way individuals perceive and interact with the world. Understanding one’s dominant function can lead to a greater understanding of their strengths, weaknesses, and preferred ways of approaching various aspects of life. Finding Your Objective Personality Type Discovering your objective personality type is a journey of self-exploration and introspection. It requires a deep dive into your thoughts, behaviours, and motivations. While it may seem daunting at first, there are several resources available to assist you in this process. One popular tool for finding your objective character type is the Objective Personality Test. This test is designed to assess your cognitive functions and provide you with a clear picture of your dominant function and how it shapes your personality. By answering a series of thought-provoking questions, you can gain valuable insights into your true self. Exploring the Different Objective Personality Types Once you have determined your objective personality type, it is crucial to explore and understand the other types as well. Each type brings its own unique set of strengths and weaknesses to the table, and by familiarizing yourself with the different types, you can gain a deeper appreciation for the diversity of human personality. For example, extroverted thinking types are known for their logical and analytical approach to problem-solving. They excel in tasks that require objective analysis and critical thinking. On the other hand, introverted feeling types are known for their deep empathy and understanding of others’ emotions. They excel in creating meaningful connections and fostering harmonious relationships. The Role of Objective Personality in Self-Discovery Objective personality plays a pivotal role in self-discovery by providing individuals with a roadmap to understanding their true selves. By unravelling the complexities of their cognitive functions, individuals can gain a clearer picture of their strengths, weaknesses, and areas for personal growth. Understanding your objective nature type can also help you make more informed decisions in various aspects of life, such as choosing a career path that aligns with your natural inclinations or navigating interpersonal relationships more effectively. It serves as a compass, guiding you towards a more authentic and fulfilling life. How Objective Personality Can Improve Your Relationships Objective personality not only enhances self-discovery but also has the power to improve your relationships with others. By understanding your cognitive functions and those of others, you can gain valuable insights into the dynamics of your relationships and develop better communication strategies. For example, if you are an extroverted thinking type and your partner is an introverted feeling type, you may approach problem-solving from different angles. By recognizing these differences and finding a common ground that respects each other’s strengths, you can foster a more harmonious and fulfilling relationship. Objective Personality and Personal Development Objective personality is not just a tool for self-understanding but also a catalyst for personal growth and development. By embracing your true self and leveraging your natural strengths, you can unlock your full potential and achieve greater success in various areas of life. Understanding your cognitive functions can help you identify areas where you may need improvement and focus your personal development efforts. For example, if you are an introverted sensing type and struggle with adaptability, you can work on developing strategies to become more flexible and open to change. Objective Personality Resources and Tools Embarking on a journey of self-discovery through an accurate personality can be both exciting and overwhelming. Thankfully, there are numerous resources and tools available to support you along the way. Books such as “Objective Personality: A Comprehensive Guide” by Dave and Shannon provide a deep dive into the subject, offering detailed explanations and practical exercises to help you navigate the complexities of factual personality. Online communities and forums dedicated to factual personality are also valuable resources. They provide a platform for individuals to connect, share their experiences, and learn from one another. Understanding your objective personality is a transformative journey that can lead to a greater sense of self-awareness, personal growth, and improved relationships. By embracing your true self and leveraging your unique cognitive functions, you can navigate life with more confidence, authenticity, and fulfilment. So, leap and embark on this journey of self-discovery. Explore the depths of your accurate personality, unravel the mysteries of your true self, and unlock a world of possibilities. Embrace your objective nature, and let it guide you towards a life that is truly your own. How can Objective Personality benefit personal growth? Objective Personality offers a structured approach to self-discovery, fostering self-awareness and understanding. By identifying one’s cognitive functions and personality traits, individuals can leverage this knowledge for personal growth, making informed decisions about strengths, weaknesses, and areas for development. Is Objective Personality a validated psychological theory? Objective Personality is a framework that draws from psychological theories and empirical data but isn’t universally accepted as a validated psychological theory. While it has gained popularity, some in the psychological community debate its validation and reliability. What is the objective personality system? Objective Character is a framework that aims to understand and analyze personalities based on empirical data, cognitive functions, and typological theories. It seeks to objectively categorize and explain human behaviour through a structured system of traits, functions, and typologies. Which personality tests are objective? Tests that align with Objective Personality principles, such as the Myers-Briggs Type Indicator (MBTI), Jungian typology, or the Big Five personality traits assessment, often strive for objectivity. These tests use standardized methods and measurements to evaluate personality traits. What is the difference between subjective and objective personality assessment? Subjective personality assessment relies on personal opinions, biases, or individual interpretations, often lacking empirical evidence or standardized measurement. In contrast, objective nature assessment employs empirical data, standardized methods, and measurable traits to understand personalities more objectively. What does subjective personality mean? Subjective personality refers to an assessment or understanding of one’s personality based on personal opinions, feelings, or perspectives. It’s often influenced by individual biases and may not rely on empirical evidence or standardized measures. What is subjective and objective personality? Subjective personality focuses on personal views and interpretations of personality traits, often influenced by individual perceptions. Objective personality, on the other hand, uses empirical data, standardized measurements, and structured frameworks to understand and categorize personality traits more objectively. What is the objective of personality development? The objective of personality development is to enhance self-awareness, foster personal growth, and improve one’s behavioural patterns, emotional responses, and social interactions. It aims to cultivate positive traits, adaptability, and resilience to lead a more fulfilling and successful life. If you want to read more articles similar to Objective Personality: A Comprehensive Guide to Understanding Your True Self, we recommend that you enter our Personality category.

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Online, Self-Paced Learning Online, self-paced learning is developed in advance and posted on a Web server. It is sometimes referred to as “asynchronous” training because students can access the training whenever they have access to the Internet. Self-paced learning has the following advantages: - A complex interactive training experience can be developed. Users can engage interactive exercises, view animations or simulations, listen to audio or watch video, download job aids and more. - Each participant can learn at his or her own pace and a time that is convenient. - Users can navigate the course and access information in a variety of ways—via “next” and “back” buttons (also called “linear navigation”), a table of contents, an index or a search function. Different learning paths can be developed for different users, allowing each user to access different materials. - Participation can be tracked. Information about users (e.g., address, e-mail, employer) can be collected and stored, as can test scores. Users can view their test scores; administrators and managers can view all test scores. - A consistent learning experience is presented to all users at all times. Content can be updated instantly and globally. - Content can be presented in multiple languages. - The course can be adjusted for low- and high-bandwidth users. - Self-paced learning scales well, offering a low per-person cost over time with large audiences. Online, self-paced learning is best suited for a large audience requiring critical learning material that does not change often. For example, self-paced learning is an excellent mode to roll out new product information to a large sales-channel group for a new product. However, self-paced training requires an investment of time and money that can render this approach unsuitable for small audiences or training that must be developed very quickly. A Web conference is training that occurs in real time, with a live instructor who shares a PowerPoint or other visual materials via the Web. It is sometimes referred to as “synchronous” training. - Web conferencing is very quick to deploy. A subject-matter expert can conduct a Web conference with very little notice. - Web conferencing is economical. Startup costs and the costs to conduct a training session are low. Visuals can typically be developed using PowerPoint. However, Web conferencing does not scale and can become expensive if repeated sessions must be conducted to reach a large audience. - Web conferencing supports live events and can allow live discussions, live interaction with a subject-matter expert, polling and collection of feedback. - Live events can be archived for later viewing. Web conferencing is best suited for content that will be delivered once and “just in time” to a relatively small, remote audience. For example, Web conferencing is an excellent mode for a small group of technical specialists who need to be informed of last-minute technical changes for a product rollout. However, the lack of development time is reflected in the Web conferencing experience, which is more analogous to a live class than an interactive, self-paced learning course. Also, Web conferencing does not scale well to large audiences, as it does not offer the scheduling flexibility of self-paced learning, does not leverage subject-matter experts’ time, and does not present a consistent message to all learners. Douglas Wieringa, learning development manager, has been a writer, instructional designer and project manager for 15 years. He currently serves a variety of roles at Knowledge Anywhere—managing the project management and content development teams, writing sites and participating in the instructional design of sites. He is the author of “Procedure Writing: Principles and Practices,” a leading publication on procedure writing.

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Why do people binge drink? Explore the psychological reasons behind "Why do people binge drink?" in our in-depth article. Gain insights into the effects and potential solutions. Why do people binge drink? Binge drinking is a prevalent issue with various psychological factors contributing to its occurrence. People indulge in binge drinking for several reasons, including the social acceptability of alcohol use and the desire to relieve stress. Factors like genetics, environment, and mental health issues also play a significant role in the development of alcohol use disorders. Many social occasions revolve around drinking, making alcohol use socially acceptable. This normalization of alcohol consumption can lead to binge drinking, especially when individuals feel pressured to conform to social norms. Additionally, the mind-altering effects of alcohol can lower inhibitions and provide temporary stress relief, prompting some individuals to engage in binge drinking when feeling overwhelmed or stressed. Understanding the psychology behind binge drinking is crucial in addressing this issue. Psychological factors such as genetics, environment, mental health issues, and social norms can increase the risk of developing an alcohol use disorder. It is essential to recognize the signs and seek help from qualified professionals to address binge drinking effectively. - Social acceptability and the normalization of alcohol use contribute to binge drinking. - The mind-altering effects of alcohol can provide temporary stress relief, leading to binge drinking as a coping mechanism. - Psychological factors, such as genetics, environment, mental health issues, and social norms, increase the risk of developing an alcohol use disorder. - Recognizing the signs of alcohol dependence and seeking professional help is crucial in addressing binge drinking. - Dopamine, a neurotransmitter associated with pleasure and reward, plays a role in alcohol addiction, with potential future treatments targeting the KCNK13 channel. Social acceptability and alcohol use One of the causes of binge drinking is the social acceptability of alcohol use, as many social occasions revolve around drinking. It is a common sight to see people drinking alcohol at parties, celebrations, and even casual get-togethers. The presence of alcohol in these settings can create a sense of normalization, leading individuals to consume excessive amounts in a short period. The influence of social norms Social norms play a significant role in shaping our behavior, and when it comes to alcohol, the societal expectation to drink can be strong. People may feel pressured to participate in binge drinking to fit in with their peers or to conform to perceived social standards. This acceptance and encouragement of alcohol use can contribute to a culture of binge drinking. Occasions and indulgence Binge drinking often occurs during specific occasions that are associated with alcohol consumption. Events like birthdays, holidays, or sporting events can provide a justification and context for excessive drinking. These occasions may create an environment where consuming large amounts of alcohol is not only accepted but even encouraged. Seeking acceptance and escape Moreover, binge drinking can be a way for individuals to seek acceptance or escape from stressors in their lives. Alcohol's mind-altering effects can temporarily lower inhibitions and numb negative emotions, providing a perceived sense of relief. People may turn to binge drinking as a coping mechanism or a way to momentarily forget their problems. Understanding the influence of social acceptability and the role it plays in alcohol use is essential for addressing the issue of binge drinking. By challenging social norms and promoting healthier alternatives, we can work towards creating a culture that encourages responsible and moderate alcohol consumption. Psychological Factors and Stress Relief The mind-altering effects of alcohol can lower inhibitions and relieve stress, leading some people to engage in binge drinking as a coping mechanism. When feeling overwhelmed or stressed, individuals may turn to alcohol as a temporary escape from their problems. It provides a sense of immediate relief and can temporarily numb negative emotions or help individuals forget about their troubles. Psychological factors play a significant role in binge drinking behaviors. Genetic predisposition, environmental influences, mental health issues, and social norms can all contribute to the development of an alcohol use disorder. Some individuals may have a genetic vulnerability that increases their susceptibility to the effects of alcohol and makes them more prone to binge drinking. Furthermore, the environment in which a person grows up and lives can impact their relationship with alcohol. Factors such as peer pressure, availability of alcohol, and exposure to heavy drinking can influence an individual's behavior and increase the likelihood of binge drinking. Additionally, individuals struggling with mental health conditions may turn to alcohol as a way to self-medicate or alleviate symptoms, further perpetuating the cycle of binge drinking. Understanding the psychology behind binge drinking is crucial in addressing and preventing this behavior. Recognizing the underlying factors that contribute to binge drinking can help individuals develop healthier coping mechanisms and seek appropriate support and treatment. Genetic and Environmental Factors: Increasing the Risk of Alcohol Use Disorder Genetic and environmental factors can increase the risk of developing an alcohol use disorder and, consequently, binge drinking. Research has shown that certain individuals may have a genetic predisposition to alcoholism, as alcohol dependence tends to run in families. The presence of specific genes can make someone more susceptible to the addictive properties of alcohol, leading to a higher likelihood of engaging in binge drinking behavior. Additionally, the environment in which a person grows up and lives can significantly influence their relationship with alcohol. Exposure to heavy drinking and alcohol-related problems within the family or social circle can normalize excessive drinking and contribute to the development of alcohol use disorders. Stressful life events, such as trauma or loss, can also increase the risk of using alcohol as a coping mechanism, leading to patterns of binge drinking. The Impact of Mental Health Issues and Social Norms Beyond genetics and environment, mental health issues play a crucial role in the development of alcohol use disorders and subsequent binge drinking. Conditions such as depression, anxiety, and bipolar disorder can co-occur with substance abuse, and individuals may turn to alcohol as a means of self-medication. The temporary relief provided by alcohol's mind-altering effects can be appealing to those experiencing emotional pain or seeking an escape. Moreover, social norms surrounding alcohol use contribute to the prevalence of binge drinking. In many cultures, drinking is seen as a socially acceptable and even expected behavior in various social contexts. Celebratory events, gatherings with friends, and even professional engagements often involve alcohol, creating an environment in which excessive drinking may be encouraged or normalized. Addressing Genetic and Environmental Factors for Prevention and Treatment Recognizing the influence of genetic and environmental factors is crucial in addressing binge drinking and alcohol use disorders. Understanding an individual's genetic predisposition can help inform targeted prevention strategies, such as early intervention programs or genetic counseling. Additionally, creating supportive environments that promote healthy coping mechanisms and reduce social pressure to drink excessively can help mitigate the impact of genetic and environmental risk factors. For those already struggling with alcohol use disorders, comprehensive treatment approaches are necessary. Combining evidence-based therapies, such as cognitive-behavioral therapy and motivational interviewing, with pharmacological interventions can help individuals overcome the challenges of both genetic predisposition and environmental triggers. Tailored treatment plans that address co-occurring mental health issues and provide ongoing support are essential in achieving long-term recovery from binge drinking and alcohol addiction. Risks and Consequences of Binge Drinking Binge drinking has significant risks and consequences that can severely impact both physical and mental health. Understanding these risks is essential for addressing the issue and promoting responsible drinking habits. Here are some of the most common effects of binge drinking: - Impaired vision: Excessive alcohol consumption can cause blurred vision and difficulty focusing, increasing the risk of accidents and injuries. - Blackouts: Binge drinking can lead to memory loss and blackouts, where individuals have no recollection of events during the drinking episode. This can have dangerous consequences, including engaging in risky behaviors without awareness or consent. - Liver damage: Prolonged and excessive binge drinking can lead to liver diseases such as fatty liver, alcoholic hepatitis, and cirrhosis. These conditions can have long-lasting effects on liver function and overall health. - Cancer: Regular binge drinking increases the risk of developing various types of cancer, including those of the liver, mouth, throat, esophagus, and breast. In addition to these risks, binge drinking can also have detrimental effects on mental health. It can exacerbate existing mental health conditions, increase the risk of developing depression and anxiety, and impair cognitive function. Binge drinkers may experience emotional instability, mood swings, and difficulties in personal relationships. It's crucial to recognize the potential consequences of binge drinking and take proactive steps to prevent and manage this behavior. Seeking support from healthcare professionals, joining support groups, and implementing strategies to control alcohol consumption are all essential components of addressing the risks associated with binge drinking. Understanding addiction and dependency It is important to differentiate between binge drinking and alcoholism, as regular binge drinking coupled with addiction symptoms may indicate a dependency. Binge drinking, characterized by consuming large amounts of alcohol in a short period, can lead to harmful consequences and health risks. While some individuals may engage in occasional binge drinking without developing a dependence, others may find themselves unable to control their drinking habits and experience negative physical and psychological effects. Signs of binge drinking may include consuming excessive amounts of alcohol during specific occasions, experiencing frequent blackouts, and engaging in risky behaviors while intoxicated. However, it is essential to note that binge drinking alone does not necessarily indicate an alcohol use disorder. Recognizing the signs of alcohol addiction - Increased tolerance to alcohol, needing more to achieve the desired effect - Withdrawal symptoms when attempting to reduce or stop drinking - Preoccupation with drinking and spending a significant amount of time obtaining, using, and recovering from alcohol use - Failure to fulfill responsibilities due to drinking, such as neglecting work or school obligations - Continued alcohol use despite negative consequences on relationships, physical health, or mental well-being In cases where binge drinking is accompanied by these signs, it is crucial to seek help from qualified professionals who can provide support and appropriate treatment options. Addiction is a complex condition with psychological and physiological components, and a comprehensive approach is often necessary to overcome it. Understanding the underlying factors contributing to binge drinking and alcohol addiction is a crucial step towards recovery. Genetics, environmental influences, mental health issues, and social norms can all play a role in the development of alcohol use disorders. By addressing these factors and adopting strategies to prevent and manage binge drinking, individuals can take positive steps towards a healthier relationship with alcohol. The neuroscience behind addiction A neuroscientific study suggests that dopamine, the neurotransmitter associated with pleasure and reward, plays a role in alcohol addiction, providing insights into potential treatment options. Researchers have found that a molecular pathway involving a potassium channel called KCNK13 may explain binge drinking behaviors. When this pathway is blocked in mice, it leads to an increase in alcohol consumption as individuals strive to achieve the same reward. This finding suggests that targeting the KCNK13 channel with drugs could potentially help individuals with alcohol use disorder to stop drinking. Understanding the neuroscience behind addiction is crucial for developing effective treatments. Dopamine release in response to alcohol consumption creates a pleasurable sensation, reinforcing the desire to continue drinking. Over time, repeated alcohol use can lead to changes in the brain's reward system, making it increasingly difficult for individuals to control their alcohol intake. While binge drinking is different from alcoholism, regular binge drinking coupled with alcohol addiction symptoms could indicate a dependency. Binge drinking has both short-term and long-term negative effects on physical and mental health, including impaired vision, reduced reaction times, blackouts, alcohol poisoning, an increased risk of liver damage, cancer, high blood pressure, brain damage, and worsened mental health. To address binge drinking and alcohol addiction, strategies such as having an exit plan, suggesting non-alcohol-based activities, tracking drinking patterns, and setting targets can be effective. Seeking support from a GP or joining a support group like Alcoholics Anonymous can also be beneficial. For those with severe alcohol dependency, specialist treatments like detoxification, residential treatment, therapy, and aftercare may be necessary. Strategies to Prevent and Manage Binge Drinking There are various strategies individuals can implement to prevent and manage binge drinking, such as having an exit plan and seeking support from qualified professionals. Here are some effective approaches: - Create an exit plan: Before attending social gatherings or events where alcohol is present, make a plan to leave early or have a designated driver ready. Having an exit strategy helps avoid situations where excessive drinking may occur. - Track drinking patterns: Keeping a record of drinking habits can help identify patterns and triggers that lead to binge drinking. Monitoring alcohol consumption helps foster awareness and accountability. - Set realistic targets: Establishing personal limits for alcohol consumption can help individuals maintain control and prevent excessive drinking. Setting realistic goals and sticking to them can reduce the risk of binge drinking episodes. Seeking Professional Support If binge drinking becomes a regular occurrence or if there are signs of alcohol dependency, seeking support from qualified professionals is crucial. Here are some options to consider: - Consult a General Practitioner (GP): GPs can provide guidance, conduct screenings, and make referrals to specialists, if necessary. They can also offer personalized advice on managing alcohol consumption and address any underlying mental health concerns. - Join a support group: Support groups like Alcoholics Anonymous provide a safe space to share experiences, gain support, and learn coping mechanisms from others facing similar challenges. These groups can be instrumental in providing encouragement and fostering long-term recovery. Specialist Treatments for Severe Alcohol Dependency In cases where severe alcohol dependency is present, specialized treatments may be required. These options can offer comprehensive support and help individuals overcome addiction: - Detoxification: Medically supervised detox programs assist individuals in safely managing withdrawal symptoms during the early stages of recovery. This process helps cleanse the body of alcohol while minimizing discomfort. - Residential treatment: Inpatient rehabilitation programs offer an immersive treatment environment where individuals receive intensive therapy, counseling, and round-the-clock support. Residential treatment provides a structured setting and a dedicated team of professionals to aid in recovery. - Therapy and aftercare: Individual and group therapy sessions can address underlying issues contributing to binge drinking and help develop healthier coping mechanisms. Aftercare programs, such as outpatient counseling or support groups, offer ongoing support to maintain sobriety and prevent relapse. By implementing these strategies and seeking appropriate support, individuals can take proactive steps to prevent and manage binge drinking, leading to a healthier and more balanced lifestyle. Seeking Support and Specialized Treatments For individuals with severe alcohol dependency, seeking specialized treatments such as detoxification, residential treatment, therapy, and aftercare may be necessary. These options provide comprehensive care and support to address the underlying issues contributing to the dependency and promote long-term recovery. Detoxification: Detoxification is often the first step in treating alcohol dependency. It involves the supervised withdrawal from alcohol and the management of withdrawal symptoms. Medical professionals can provide support and medications to alleviate discomfort and ensure safety throughout the process. Residential Treatment: Residential treatment programs offer intensive, 24/7 care in a therapeutic environment. Individuals with severe alcohol dependency can benefit from a structured and supportive setting where they can focus solely on their recovery. These programs typically include individual and group therapy, educational sessions, and holistic therapies to address the physical, emotional, and psychological aspects of addiction. Therapy and Counseling: Therapy plays a crucial role in alcohol dependency treatment. Various therapeutic approaches, such as cognitive-behavioral therapy (CBT) and motivational interviewing, can help individuals gain insight into their drinking patterns, develop coping skills, and address underlying issues that may contribute to their dependency. Counseling can also provide a safe space to explore emotions, work through challenges, and build a supportive network. - After completing a formal treatment program, aftercare support is essential to maintaining recovery and preventing relapse. Aftercare may involve ongoing therapy, support groups, and regular check-ins with healthcare professionals. - Support groups like Alcoholics Anonymous (AA) can provide a valuable network of individuals who have experienced similar struggles. These groups offer a platform for sharing experiences, gaining guidance, and fostering accountability. - It is important to understand that everyone's journey to recovery is unique, and treatment should be tailored to individual needs. Seeking professional help and exploring specialized treatments can significantly increase the chances of overcoming alcohol dependency and achieving long-term sobriety. Binge drinking is a complex issue influenced by psychological factors, genetics, and social norms, and requires understanding and intervention to mitigate its effects. People engage in binge drinking for various reasons, including the social acceptability of alcohol use and the mind-altering effects of alcohol, which can provide temporary relief from stress and lower inhibitions. Psychological factors such as genetics, environment, and mental health issues play a significant role in the development of alcohol use disorders. Understanding the psychology behind binge drinking is crucial for addressing the issue and providing appropriate support. It is important to recognize the signs of binge drinking and alcohol addiction and seek help from qualified professionals. Behavioral therapy can be effective for sporadic binge drinkers, while inpatient rehabilitation may be necessary for those with physical dependence on alcohol. Recent neuroscientific research suggests that dopamine, the neurotransmitter associated with pleasure and reward, and the KCNK13 channel, a potassium channel in the brain, may play a role in binge drinking behaviors. Targeting this channel with drugs could potentially help individuals with alcohol use disorder to stop drinking. Binge drinking has significant short-term and long-term negative effects on physical and mental health, including impaired cognitive function, increased risk of liver damage, cancer, high blood pressure, brain damage, and worsened mental health. Strategies to prevent and manage binge drinking include setting targets, tracking drinking patterns, and seeking support from healthcare professionals or support groups. In conclusion, addressing binge drinking requires a multi-faceted approach that considers the psychological, genetic, and social factors influencing this behavior. By understanding the complexities of binge drinking and implementing effective interventions and support systems, we can work towards mitigating its harmful effects and promoting healthier choices. Why do people binge drink? People binge drink for various reasons, including the social acceptability of alcohol use, stress relief, and a false sense of control. Psychological factors and social norms also play a role in the development of alcohol use disorders. What is the social acceptability of alcohol use? The social acceptability of alcohol use refers to the cultural norms and traditions that make alcohol consumption a common part of social gatherings and events. This can contribute to the prevalence of binge drinking. How does binge drinking relieve stress? Binge drinking is often used as a coping mechanism to relieve stress or escape negative emotions. The mind-altering effects of alcohol can temporarily lower inhibitions and provide a sense of relaxation and relief. What are the psychological factors that contribute to binge drinking? Psychological factors such as genetics, environment, mental health issues, and social norms can increase the risk of developing an alcohol use disorder and engaging in binge drinking behaviors. What are the risks and consequences of binge drinking? Binge drinking can have both short-term and long-term negative effects on physical and mental health. These can include impaired vision, reduced reaction times, blackouts, alcohol poisoning, liver damage, increased risk of cancer, high blood pressure, brain damage, and worsened mental health. How is binge drinking different from alcoholism? Binge drinking is characterized by sporadic episodes of excessive alcohol consumption, while alcoholism refers to a chronic and compulsive need to drink. However, regular binge drinking coupled with alcohol addiction symptoms could indicate a dependency. What is the neuroscience behind alcohol addiction? Dopamine, the neurotransmitter associated with pleasure and reward, plays a role in alcohol addiction. The KCNK13 channel, a potassium channel, may be involved in the molecular pathway that explains binge drinking behaviors. What strategies can help prevent and manage binge drinking? Strategies to stop binge drinking include having an exit plan, suggesting non-alcohol-based activities, tracking drinking patterns, and setting targets. Seeking support from a GP or joining a support group like Alcoholics Anonymous can also be beneficial. Are there specialized treatments available for alcohol dependency? For those with severe alcohol dependency, specialist treatments like detoxification, residential treatment, therapy, and aftercare may be necessary. These options can provide the necessary support and resources to overcome alcohol addiction.

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Exascale Computing to Unlock the Mysteries of the Human Brain Complete the form below to unlock access to ALL audio articles. The human brain sequesters many mysteries. How does cognitive development take place? Why does the brain age? How does it help us learn? What causes brain diseases? Dr. Nicola Ferrier, a senior computer scientist at Argonne National Laboratory, is partnering with researchers from the University of Chicago, Harvard University, Princeton University, and Google in the pursuit of these answers. Supported by the Argonne Leadership Computing Facility’s Aurora Early Science Program, the collaborative effort is preparing to use Argonne’s future exascale system to understand the larger structure of the brain, and the ways each minute brain cell – or neuron – connects with others to form the brain’s cognitive pathways. Once that information is unlocked, the team hopes their arduous endeavor will reveal information to benefit humanity, like potential cures for neural diseases. Of course, many hurdles lie ahead. The team must first understand a “normal” brain state down to a cellular level. As the saying goes, the devil is in the details. Finding answers means that Ferrier and her colleagues around the nation must gather detailed information about the brain’s structure, use that experimental data to form a computational pipeline, and map the connections among neurons. Doing so involves tapping enormous volumes of high-resolution imagery obtained from brain tissue samples viewed under a microscope. “We’re working together now to build specialized algorithms designed to analyze image data from brain tissue. The ‘output’ of the algorithms is what we call a connectome,” noted Ferrier. Ferrier acknowledges the team is still working out the ideal ways to handle those massive data sets. “We have access to troves of data. The big challenge we face is not just obtaining data but managing the sheer volume of it. For example, one cubic centimeter of brain tissue may sound tiny, but analysis of the imagery from that small sample can generate petabytes of data. A teeny sample like that, though, does not give us the big picture understanding we want. If we try to compare two entire brains or multiple brains, that’s a monumental challenge involving exabytes of data.” Images of brain sections obtained from electron microscopes give scientists access to details at a very granular level. For instance, the photos reveal the nuances of cell membranes and even capture details about the mitochondria which serve as tiny power sources within the neurons. Today, aspects of the data collection and analysis process require human intervention. However, as the scope of data increases the approach to tackling that data must evolve too. “Ultimately, we want an end-to-end pipeline to evaluate multiple samples at an extreme scale,” said Ferrier. “Deep neural networks can be successful at identifying specific characteristics from images. Artificial intelligence capabilities like deep learning offer us new tools to identify cells and other structures within the images. As a result, we have very accurate and efficient computational tools to assist us in our endeavor. However, at that level, we need to have compute systems and artificial intelligence work independently, without human intervention. Today that is a roadblock we are working hard to circumvent, but we will get there.” In neuroscience, precision matters. The analysis algorithms must be tested to ensure they align perfectly with observed data. Ferrier describes the challenge, “Neuroscientists are interested in helping us analyze our level of accuracy and sharing their perspective on what needs to improve. We must adjust our algorithms to avoid incorrect mapping or misinterpretation of neural structures. Accuracy is critical, so our algorithms must have underlying intelligence to help identify errors automatically. With labeled data sets and deep neural networks, our team can compare how well the defined algorithms compare with the information already obtained by neuroscientists. It is their many-year imaging effort which makes possible the data set we use for developing algorithms.” Aurora, the nation’s first exascale HPC system Given the sheer scope of data sets involved in neural research, work like Ferrier’s requires enormous computing power. “If we want to understand the scope of a human brain, exascale-capable computing is mandatory,” she said. Fortunately, Argonne National Laboratory is hard at work to make exascale computing a reality. Their forthcoming exascale computer, dubbed Aurora, is expected to exceed the world’s fastest computing systems, reaching performance capability on the order of a billion-billion calculations per second. While the system will empower the large-scale neuroscience workloads spearheaded by Ferrier, the system will also support many other research projects like global climate analysis, the study of subatomic particles, and astrophysics. Aurora’s multi-node prowess will be made possible by the most advanced hardware on the planet. Future generation Intel Xeon Scalable processors and a new Xe architecture will enable the performance characteristics and features to speed most demanding workloads like advanced visualization, analysis, artificial intelligence, and of course, neuroscience. “Building an exascale system of this magnitude involves an enormous team effort. Without the support of companies like Intel and Cray, Aurora could not exist,” noted Ferrier. “Having access to the first exascale system at Argonne means that we can be the first people to address these extremely complicated brain mapping problems. We finally have the resources to tackle challenges which were impossible previously. In our work with neurologists, we need to examine brains at multiple stages of development and take multiple samples at each stage. If each of those samples generates an exabyte of data needing analysis, our work is not simply a data volume challenge. It involves developing the tools to be able to compare them. We need the ability to process vast volumes of data, and that’s what exascale computing will enable. Thanks to Aurora, we can make progress against problems that nobody else can address today.” The team’s algorithms will examine brain tissue one minuscule “slice” at a time. From there the algorithm forms a three-dimensional image by stacking together multiple slices. With that information, the system can trace individual neurons in a sample. Per Ferrier, evaluating just one neuron’s branches in this way is a huge job. However, their goal involves mapping millions of neurons and the connecting synapses among them. Tracing all those slices and all those neural branches creates an arduous task. With a smile, she added, “Ironically, understanding something so tiny is a monumental undertaking.” “As a computer scientist, I am driven by my passion for developing algorithms. In the past, some algorithms proved very challenging for HPC systems. With Aurora, compute power will not constrain us. From my perspective, the sky’s the limit in terms of development. Fortunately, with all that capability at our disposal, I won’t have to worry anymore whether I’ll be able to run an algorithm in my lifetime,” Ferrier said. Once perfected, the innovative data capture methods and analysis tools created for her current mapping project will have an impact beyond neuroscience too. According to Ferrier, “Once we have a handle on managing extreme- sized data sets, our approaches will provide important tools for domains of science beyond neuroscience. The problems we solve today will help us in other scientific disciplines too.” “My favorite thing about the work is that I enjoy collaborating with others with a common passion for science. I have the unique opportunity to apply my skills to help neuroscientists, materials experts, manufacturers, and other researchers trying to unlock the mysteries of science.” Ferrier added, “I find it extremely rewarding that the work we do helps other forms of science, plus I get a unique opportunity to learn about those other fields. That may be the best part of my job.” Rob Johnson spent much of his professional career consulting for a Fortune 25 technology company. Currently, Rob owns Fine Tuning, LLC, a strategic marketing and communications consulting company based in Portland, Oregon. As a technology, audio, and gadget enthusiast his entire life, Rob also writes for TONEAudio Magazine, reviewing high-end home audio equipment. This article was produced as part of Intel’s HPC editorial program, with the goal of highlighting cutting-edge science, research and innovation driven by the HPC community through advanced technology. The publisher of the content has final editing rights and determines what articles are published.

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Education is increasingly becoming highly technical because technology is now directly impacting the educational sector. This means that teachers, students, and educational systems have to keep pace with the latest trends. Thanks to educational technology, learning methodologies can now accommodate all students. Teachers can now combat limitations in learning systems to ensure students who are outliers don’t end up as collateral damage. Modern technology in education also means more job opportunities for trained professionals. Educational technology jobs are in demand because the educational sector is in the initial phase of integrating education with technology. Technology also allows writers to earn money on the side, thanks to online Writing Jobs. Teachers no longer use a one-size-fits-all paradigm in classrooms. This ensures that every student’s needs are catered for. Here are the top 10 educational technology jobs in the education sector today. Educational technologists collaborate with teachers to facilitate the integration of technology in classrooms. Also known as edtech specialists, these professionals ensure learning systems have an easy time reshaping the learning process. As an educational technologist, you should be proficient in technology and be organized since change can be a chaotic experience for any learning institution. Your aptitude for learning allows you to integrate technology with education successfully. Educational Software Programmer To successfully integrate technology into learning systems, institutions need to have access to the right educational software. Educational software programmers develop different applications for different learning setups. Teachers need software they can use inside and outside the classroom for an impactful learning experience. Educational software programmers use their in-depth knowledge in programming and educational practice to make the merger as seamless as possible. The development and testing of educational computer software require vast knowledge in interface designs and core curriculums. Course designers are responsible for developing the school curriculum. These professionals specialize in creating educational instructions teachers use in classrooms. Every curriculum should be centered around teaching objectives and students’ needs. As a course designer, you’ll need technical knowledge and learning theory to design a learning experience that is impactful. For successful implementation, you’ll need to assess learners’ needs and test the effectiveness of your course before it’s rolled out. Training Materials Designer Training materials designers identify knowledge, skills, and performance and attitude gaps in different learning environments. The professionals use this information to come up with learning material that can fill these gaps. You should come up with compelling and engaging course content by identifying and working with your target audience’s needs. Ensure you set end goals, so you have a road map to work with. Media specialists work alongside database warehouses, learning institutions, and libraries to update learning materials for the public. These professionals don’t work for the benefit of students and teachers alone but for the reading community as well. You should have an educational background in education and library science. You should also train with media equipment to achieve proficiency in tech devices like computers, cameras, and recording devices. eLearning developers help learning institutions create online learning modules. Their job is keeping the online content relevant and updated. You need to ensure that you achieve a can-do attitude with the learning management systems (LMS). You should have an educational background in Microsoft Office, Instructional Design, Graphic Design, Project Management, and simulation-based training, to mention a few. You are to partner with internal teams and work side by side to brainstorm, problem-solve, and review eLearning content. Technology Integration Specialist The roles of technology integration specialists are fluid. You need to be passionate about using technology to make learning easier for students. These professionals are responsible for seamlessly aligning technology and education to provide beneficial learning processes. Chief Learning Officer Chief learning officer is not a new position, but it has evolved over time. To carry a CLO title, you have to be a leader with an extended set of skills under your belt. You’ll be a position to make significant decisions that impact the lives of many. Today’s CLO’s roles are predominantly in the eLearning environment. The ideal CLO is one who is a team player and who fully embraces eLearning. Instructional coordinators ensure that institutions use the right curriculum. Their job entails maintaining learning standards across all learning institutions. Once instructional materials are put in place, instructional coordinators are responsible for the implementation. These professionals also oversee teachers training workshops to ensure teachers are equipped to use the new curriculum. Performance Support Specialist Performance support specialists ensure that new learning programs are compatible with existing ones. Learning institutions cannot completely phase out old learning modules since they’re not entirely useless. The aim of integrating education with technology is to upgrade and not phase out old learning modules. Integrating education and technology gives every student a fair chance at learning. Teachers too have an easy time using the updated curriculum in classrooms.

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