Neurofeedback for Peak Performance, Meditation, TherapyJonathan Banks
Neuro feedback is the most powerful form of brain training available. Is neurofeedback effective and what are the benefits you can expect to experience?
Neurofeedback for Peak Performance, Meditation, TherapyJonathan Banks
Neuro feedback is the most powerful form of brain training available. Is neurofeedback effective and what are the benefits you can expect to experience?
Cognitive Neuroscience - Current Perspectives And Approaches Vivek Misra
Cognitive neuroscience is an academic field concerned with the scientific study of biological substrates underlying cognition, with a specific focus on the neural substrates of mental processes. It addresses the questions of how psychological/cognitive functions are produced by neural circuits in the brain.
In current slides, I tried to cover History, Basic Concepts and Research Methods currently used in cognitive neuroscience research.
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
Re-thinking about the brain [based on the case of Nico-with half a brain]Sumitava Mukherjee
This is a presentation about Nico, a kid with half of his brain removed (from the book Half a Brain is Enough by Antonio M. Battro )
I also raise deeper issues based on this case which touch on mind-brain issues.
[Informal presentation at CBCS]
he nervous system is a network of neurons whose main feature is to generate, modulate and transmit information between all the different parts of the human body. This property enables many important functions of the nervous system, such as regulation of vital body functions (heartbeat, breathing, digestion), sensation and body movements. Ultimately, the nervous system structures preside over everything that makes us human; our consciousness, cognition, behaviour and memories.
The nervous system consists of two divisions;
Central nervous system (CNS) is the integration and command center of the body
Peripheral nervous system (PNS) represents the conduit between the CNS and the body. It is further subdivided into the somatic nervous system (SNS) and the autonomic nervous system (ANS). Cells of the nervous system
Two basic types of cells are present in the nervous system;
Neurons
Glial cellsCells of the nervous system
Two basic types of cells are present in the nervous system;
Neurons
Glial cells
The site where an axon connects to another cell to pass the neural impulse is called a synapse. The synapse doesn't connect to the next cell directly. Instead, the impulse triggers the release of chemicals called neurotransmitters from the very end of an axon. These neurotransmitters bind to the effector cell’s membrane, causing biochemical events to occur within that cell according to the orders sent by the CNS.
There are two types of neurons, named according to whether they send an electrical signal towards or away from the CNS;
Efferent neurons (motor or descending) send neural impulses from the CNS to the peripheral tissues, instructing them how to function.
Afferent neurons (sensory or ascending) conduct impulses from the peripheral tissues to the CNS. These impulses contain sensory information, describing the tissue's environment.Glial cells
Glial cells (Neuroglia); Image:
Astrocyte (Astrocytus); Image:
Glial cells
Neuroglia
1/5
Synonyms: Neuroglia
Glial cells, also called neuroglia or simply glia, are smaller non-excitatory cells that act to support neurons. They do not propagate action potentials. Instead, they myelinate neurons, maintain homeostatic balance, provide structural support, protection and nutrition for neurons throughout the nervous system.
This set of functions is provided for by four different types of glial cells;
Myelinating glia produce the axon-insulating myelin sheath. These are called oligodendrocytes in the CNS and Schwann cells in the PNS. Remember these easily with the mnemonic "COPS" (Central - Oligodendrocytes; Peripheral - Schwann)
Astrocytes (CNS) and satellite glial cells (PNS) both share the function of supporting and protecting neurons.
Other two glial cell types are found in CNS exclusively; microglia are the phagocytes of the CNS and ependymal cells which line the ventricular system of the CNS. The PNS doesn’t have a glial equivalent to microglia as the phagocytic role is performed by macrophages.
Similar to Biological Bases of Behavior: Parts of Brain (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
Biological Bases of Behavior: Parts of Brain
1. Biology & Behavior:
Ways to Study the Brain, Parts
of the Brain, Split Brains
1
2. Section 4: Observing the Brain
• Learning Goals:
– Students should be able to answer the following:
1. How do neuroscientists study the brain’s
connections to behavior and the mind?
2
3. How We Observe the Brain
• Phrenology
– Created by Franz Gall
(1796)
– Bumps on head
determine personality
• Dramatic Brain Injury
– Phineas Gage Case
Study (1848)
3
4. How We Observe the Brain
• Electroencephalogram (EEG) An amplified recording of the electrical
waves sweeping across the brain’s surface, measured by electrodes
placed on the scalp.
• PET (positron emission tomography) Scan is a visual display of brain
activity that detects a radioactive form of glucose while the brain
performs a given task.
• MRI (magnetic resonance imaging) uses magnetic fields and radio
waves to produce computer-generated images that distinguish among
different types of brain tissue. Images show ventricular enlargement
in a schizophrenic patient.
4
6. Section 4: Observing the Brain
• Reflection of Learning Goals:
– Students should be able to answer the following:
1. How do neuroscientists study the brain’s
connections to behavior and the mind?
6
Good
Understanding
Little
Understanding
Fair
Understanding
7. Section 4: Test Your Knowledge
(#1) 1. People, like Phineas Gage, who have experienced severe
damage to the frontal lobe of the brain seldom regain their ability
to:
A. Make and carry out plans
B. Recognize visual patterns
C. Process auditory information
D. Process olfactory information
E. Integrate their multiple personalities
2. An EEG records:
A. Direct electrical stimulation of the brain
B. The number of neurons in the brain
C. Electrical impulses from the brain
D. Chemical activity in specific areas of the brain
E. Stimulation of the frontal lobe
7
8. Section 4: Test Your Knowledge
(#2)
1. Identify this type of imaging and
hypothesis what it is showing:
8
9. Section 5A: Brain Structure & Functions
• Learning Goals:
– Students should be able to answer the following:
1. What specific brain areas control certain
functions?
9
10. The Old Brain (Brainstem)
• Medulla
– Heartbeat and Breathing
• Pons “bridge”
– Coordinates Movement and Sleep
• Reticular Formation
– Net of Nerves Inside the Brainstem
– Controls Arousal & Alertness
– Example: When you name is called
• Locus Coeruleus
– Center of Reticular Formation
– Alertness and Panic
• Thalamus
– Signal Switchboard
– Relays information to your pleasure areas
– Relays senses (not smell) information to cortex areas
• Ex: Information from eyes to visual cortex
10
11. The Cerebellum “little brain”
• MAIN FUNCTION:
– Coordinates balance &
movement
• (ex. Walking, playing guitar hero)
• OTHER FUNCTIONS:
– Judges time
– Stores muscle memory
– Discriminates sounds
and texture
11
12. The Limbic System (Emotional)
• Amygdala
– Aggression and Fear
• Hypothalamus
– Hunger, Thirst, Sex, & Body Temp.
– reward center & dopamine pathways
• Hippocampus
– Memory
12
13. The Cerebral Cortex
• Frontal Lobes
– Thoughts & Decision Making
– Contains Motor Cortex
– Contains Prefrontal Cortex
• In charge of logic, step-by-step
decision making, morals, and
emotional control
• Parietal Lobes
– Sensation/Touch
– Contains Sensory Cortex
• Occipital Lobes
– Vision Processing
– Contains Visual Cortex
• Temporal Lobes
– Hearing & Memory
– Contains auditory cortex
13
14. Section 5A: Brain Structure & Functions
• Reflection of Learning Goals:
– Students should be able to answer the following:
1. What specific brain areas control certain
functions?
14
Good
Understanding
Little
Understanding
Fair
Understanding
15. Section 5B: Brain Structure & Functions
• Learning Goals:
– Students should be able to answer the following:
1. What specific brain areas control certain
functions?
2. To what extent can a damaged brain reorganize
itself?
15
19. Language & The Brain
• Aphasia is an impairment of a
language area in the brain,
usually caused by left
hemisphere damage.
• Broca’s area helps us use muscle
movements for speaking and
pronunciation (Aphasia here is
indicated by speaking slowly
with missing words)
• Wernicke’s area interrupts
understanding of words.
(aphasia of this area is indicated
by garbled sentences or use of
words that don’t make sense)
Example Aphasia: What do you do
with a cigarette?
Broca Aphasia: Uh…(long
pause)…cigarette…uh…smoke it.
Wernicke Aphasia: This is a
segment of pegment, soap a
cigarette.
19
20. Brain Plasticity
• The ability for the brain to
modify itself after damage
• Amputation leads to phantom
sensations
• People can generate new brain
cells (Neurogenesis)
20
21. Section 5B: Brain Structure & Functions
• Reflection of Learning Goals:
– Students should be able to answer the following:
1. What specific brain areas control certain functions?
2. To what extent can a damaged brain reorganize itself?
21
Good
Understanding
Little
Understanding
Fair
Understanding
22. Section 5: Test Your Knowledge
1. Homework: Study parts of the brain!!!
22
23. Section 6: Split-Brain & Consciousness
• Learning Goals:
– Students should be able to answer the following:
1. What do split brain reveal about the functions of
our two brain hemispheres?
2. What is the “dual processing” being revealed by
today’s cognitive neuroscience?
23
24. The Two Hemispheres
Our brain is divided into two
hemispheres.
The left hemisphere processes
reading, writing, speaking,
mathematics, and comprehension
skills. In the 1960s, it was termed as
the dominant brain.
• Right Brain
– Creativity
– Facial Expressions
24
26. The Two Hemispheres
26
No Such Thing
as Left-Brain
or Right-Brain
Dominance.
You are NOT
primarily left
or right
brained!
27. Split Brain Experiment (Sperry
& Gazzagnia)
• With the corpus callosum
severed, objects (apple)
presented in the right visual
field can be named. Objects
(pencil) in the left visual field
cannot. We cut the corpus
callosum for seizures.
27
29. Split Brain Experiment (Sperry)
Try drawing one shape with your left hand and one with your
right hand, simultaneously.
29
30. Dual Processing: Who is really in control?
• Consciousness takes place in two forms:
– High Road: Conscious ideas that we think
about and readily recall
– Low Road: Unconscious feelings, ides and
experiences that influence our behavior and
thought.
About 1/3 of a second
before you think of raising
your hand, your brain has
already started to process
the movement
30
31. Section 6: Split-Brain & Consciousness
• Reflection of Learning Goals:
– Students should be able to answer the following:
1. What do split brain reveal about the functions of our two
brain hemispheres?
2. What is the “dual processing” being revealed by today’s
cognitive neuroscience?
Mr. Burnes 31
Good
Understanding
Little
Understanding
Fair
Understanding
32. Section 6: Test Your Knowledge
1. In people whose corpus callosums’ have
not been severed, verbal stimuli are
identified more quickly and more
accurately:
A. When sent to the right hemisphere first
B. When sent to the left hemisphere first
C. When presented to the left visual field.
D. When presented auditorally, rather than
visually.
32
Editor's Notes
#1) A #2) C
#1) B # 2) D
Phineas Gage Video
#1) B # 2) D
Most people say the left because it goes into the right hemisphere
DDD DDD DDD = H Symbol (Left lights up at D’s, Right lights up at H’s)
