A recent study shows that adults tend to blame parents more so than teachers for the trouble kids face in schools including falling test scores. The assumption being that lack of discipline and lack of parental presence or support are discouraging to kids, especially those who might need extra help after school.
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Would love to hear your opinion on this. Who is responsible if a student is struggling? Is it their parents? Teachers? Peers? Combination of all of those?
In my experience, having extended school hours actually helped. I don’t mean more school, but a few hours after school with your peers when you have time to do your homework in the presence of teachers and other students, as well as socialize with them was very helpful to me in my younger years in school.
What is the most compelling evidence that all the earth’s continents were once one?
A. Similar strains of bacteria on different continents.
B. Similar species of fish in freshwater lakes on different continents.
C. Similar species of grains on different continents.
D. None of the above.
Answer: B. Similar species of fish in freshwater lakes on different continents.
Most of the first settlers of the North American continent traveled across the Bering isthmus between Siberia and the present-day state of _________________________________.
Which four European countries benefited most from the European expansion into the New World?
Answer: England, France, Portugal, and Spain
4. Question: True or False: The main goal of the Virginia Company was the establishment of long-term British colonies.
Answer: False. The Virginia Company only sought to establish short-term colonies.
Answer: The theory of predestination states that God has known who will go to Heaven and who will go to Hell since the creation of the universe.
True or false: From its establishment Georgia promoted slavery, eventually becoming the foremost supporter of the slave trade.
Answer: False. Georgia initially did not support slavery, and it was not allowed in that colony until 1750.
For about how many years did immigrants indenture themselves?
Answer: Four to seven years
The _____________________________________________, used by both Maryland and Virginia, granted fifty acres of land to the individual who paid the Atlantic passage costs of a worker.
Answer: headright system
Why were Native Americans not a viable work source for tobacco plantations?
Answer: Native Americans were too susceptible to English diseases and died before contributing the amount of work tobacco growers desired.
True or false: In 1760 South Carolina, sensitive to the inhumanity of the slave trade, attempted to legislate against the importation of slaves. Answer: False. When South Carolina did attempt to legislate against the importation of slaves, it did so as a result of unease over the growing population of slaves and the possibility of revolt.
I recently found this article about the ways social media is changing.
Sounds pretty exciting to me, in particular what I find interesting is the suggestion that ALL companies should think of themselves as social media companies What a concept. Regardless of whether you are selling educational material or jeans, social media is the way to reach out to consumers, particularly young ones.
The other thing I find quite interesting and personally intriguing because I am into psychology, is the idea that social media is changing the way we look at psychology and personal relationships (number 7 on the list).
So what do you think will be the most interesting way or ways that social media will change either next year or ten years from now?
1. Occur when a neuron’s membrane voltage exceeds its threshold of excitation. This value is approximately negative 55 millivolts.
2. Are all or none signals. This means that action potentials are not “graded” signals, rather, they are binary signals. A neuron will either “fire” and action potential or it will not.
3. Electro-chemical gradients of both potassium and sodium ions, along with the synchronized opening and closing of voltage-gated sodium and potassium ion channels, allow for the generation of an action potential.
Here are some videos that will introduce you to how an action potential is generated in a neuron:
Action Potential: Video #0
Action Potential: Video #1
Action Potential: Video #2
Action Potential: Video #3
Action Potential: Video #4
An action potential is characterizied by 3 phases:
1. Rising Phase
Brief explanation of phases:
1. Rising Phase: Voltage-gated sodium channels open to allow for entry of sodium ions into the cytosol of the neuron. This event increases membrane voltage from approximately -70 millivolts to + 50 millivolts. Activation of voltage-dependent sodium channels triggers opening of voltage-gated potassium channels. As more and more voltaged-gated potassium channels open, more and more voltage-gated sodium channels close. At approximately 1ms, all sodium channels are closed. This state indicates the end of the rising phase and the begining of Repolarization.
2. Repolarization: During repolarization, voltage-gated potassium channels gradually begin to close. Hyperpolarization of the neuron’s membrane is sustained for approximately .25ms. Potassium channel kinetics explain this extended period of hyperpolarization.
3. Hyperpolarization: During hyperpolarization the neuron’s membrane voltage decreases below its resting potential of approximately -70millivolts. This event is called the “undershoot”. During the intial entry into the “undershoot” the neuron’s membrane enters a state called an “absolute refractory period”. During the absolute refractory period the neuron is not capable of generating an action potential. The “relative refractory period” occurs after the absolute refractory period. During the relative refractory period higher that normal levels of electrical stimulation must be applied in order for the neuron to generate another action potential. The conclusion of the relative refractory period begins when stimulation quantity to generate an action potential returns to “baseline” levels.
Reference: Biopsychology, P J Pinel, sixth edition
What are Quantum Computers?
Quantum computers are not that different from normal computers outwardly, but they are in the sense that quantum theory is the basis on which these computers operate. The end result is that they are put together in a completely different way.
A normal computer operates on the basis of units known as bits. Each byte in a normal computer can only be one of 0 or 1 and nothing else. No matter how many bytes you have, each computer at a single point in time can only occupy one combination of these bytes in order for the programming to actually work.
A quantum computer is different from this because of a principle in quantum mechanics known as superposition. If you think back to your high school science courses, you may have learned about superposition when looking at how waves like light and sound waves move from one point to another. Quanta can also be in superposition with respect to each other and the end result is that the quantum bits that make up the computer can actually be 0, 1 and any superposition of the two.
The more quantum bits (also known as qubits) that you have, the more possibilities they are. Because you are dealing with superposition, it also means that the different positions can be occupied simultaneously. Whereas a simple 8-bit computer can only occupy one of the 256 positions generated by those 8 bits at once, the same 8-bit quantum computer could occupy all 256 qubit positions at once.
The end result is that quantum computers can be much more efficient than their conventional computer counterparts. Although quantum computers are still in their infancy, as the technology improves eventually it will become true that these computers will be able to calculate faster than the computers we have today. When that happens, the 3.0 GHz speed of a personal computer that we brag about now will be nothing in comparison to the new quantum computer models that become available on the market.
What is a signal transduction pathway?
The steps through which a signal on the cell’s surface is converted to a series of specific cellular responses are called a signal transduction pathway.
The process is described below:
a) Fibroblast growth factors (FGFs) represent one of five classes of peptide growth factors. The binding of FGF-2
to it’s receptor FGFR induces receptor dimerisation and autophosphorylation.
b) These phosphorylated tyrosines act as binding sites for the growth factor receptor bound protein 2 (GRB2).
c) GRB2, with Son of sevenless protein (SOS) bound to it, binds to the RTK, which activates SOS. SOS is a guanine
nucleotide exchange factor (GEF).
d) SOS activates the low-molecular-weight GTPase Ras, by inducing it to release GDP and exchanging it for GTP.
e) GTPase activating proteins (GAPs) accelerate the intrinsic GTP hydrolytic activity of Ras, thereby promoting
the formation of the inactive GDP-bound in the form of Ras.
f) Active Ras triggers a cascade of protein phosphorylation involving mitogen-activated protein kinase kinase
kinase (Raf), mitogen activated ERK activating kinase (MEK) and extracellular signal regulated kinase (ERK).
g) Upon activation, the ERKs phosphorylate cytoplasmic targets translocates to the nucleus, where they stimulate
gene expression through the activation of transcription factors.
Born in 1904, American Psychologist B. F. Skinner made important contributions to the field of Psychology, in particular to the way we view behavior. Attending Hamiton College, and then Harvard College for a Ph.D., Skinner’s contributions changed the field of psychology with his theory of operant conditioning. The theory holds that when a behavior is followed by a consequence, the likelyhood of that behavior occuring again is influenced by whether the consequence is a reward or a punishment.
One of Skinner’s most famous inventions was called the Skinner box, in which a rat learns that pressing a lever in the cage (operant behavior) releases a food pellet (reward, also called reinforcer). On the other side of this learning process, if a particular behavior is punished, animals and humans alike, learn to not do it because the consequences are unpleasant.
What do you think? Do people behave in certain ways because they will be rewarded for doing good, and punished for the bad or is there more to it?
Today, we had the first write-up about our little site at eCampusNews.com. Please read if interested:
If you want a quiet place where you can focus to achieve your study goals:
The library can be an oasis of calm and respite from the hustle and bustle of classes. Find a corner in the “Quiet” area and settle down for a study session.
Find an empty classroom and voila! Your friends and you have an environment tailor-made for discussion, study groups, and quiet studying. Blackboards, seats, projectors are all available in a classroom.
Both at the library and the classroom, you get away from friends, the TV, phone, the fridge and other distractions.
The local Starbucks or Peet’s may be just the location to get some studying done. Not too noisy, not too quiet. Have noise-cancelling headphones available in case the espresso machine bothers you. And, of course, you have hot java available on demand.
Barnes and Noble or Borders can be the perfect place to study, with books to browse during breaks and being able to discuss with friends in study groups.
The emotion known as fear, evolutionary biology claims, is an integral part of a person’s survival instinct. Observing animals can easily confirm this statement. Terror at the prospect of being killed and eaten is the driving force behind the gazelle’s rapid dash across the African savanna. Terror of being pushed out of her fertile hunting grounds pushes the lioness to bite and tear into the flesh of the aforementioned gazelle. Fear is just as omnipresent among humans as it is among animals, and in the past, it was just as crucial to survival. Interestingly enough, recent research is starting to show that there is a lot more science to the sensation of fear than most people would believe.
Science has shown that being afraid triggers the “fight or flight” response in people, but research conducted by the neuroscience department of New York University claim that it does not end there. The body obviously feels the most drastic effects of being terrified or afraid. A host of hormones and biochemicals, like adrenaline, are pumped into every area of the body. These prepare a person, in case the need to physically perform beyond their standard levels are needed. The amygdala, a small section of the brain, is known to be the area that initiates this first response. However, this part of the brain has been shown to react only if the trigger has previously been recognized as a potential threat to status or survival. That implies that another part of the brain is responsible for someone learning fear responses.
According to research, the prefrontal cortex of the brain is responsible for the interpretation of sensory information. There have been some signs that point to this area being responsible for a person learning fear responses. Presumably, all fear is based on sensory information gathered through experience. This would imply that, once a certain stimuli has been interpreted as an unwanted sensation, it causes the person to both subconsciously and actively avoid those sensations. While this does explain why people will avoid being caught in certain situations after having experienced them once before, this does not always equate to a person being afraid of said situation.
The theory also does not explain certain instinctive reactions. Most people grow up afraid of certain things that they have not actually experienced. If the above theory is to be accepted, it must find a way to account for fear responses that appear entirely instinctive and are not explainable simply by previously acquired sensory data. Some experts believe that a combination of several areas of the brain, including the amygdala and the prefrontal cortex, act in conjunction whenever someone is afraid, as well as determining what unknown factors should make a person afraid.
Research done by the University of Wisconsin have revealed that levels of a drenocorticotropic hormone (ACTH) are tied directly to levels of fear. The test used rhesus monkeys as a basis for a human model of the study, which had a notably similar result. The study also shows that there might be a hereditary link between ACTH and fear. The research team found that mothers that were regularly scared, giving them higher levels of ACTH in their bloodstream, had offspring that exhibited the same tendencies. The offspring of the scared rhesus monkeys had higher stress and ACTH levels than others, suggesting a possible genetic link in ACTH production.