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Billionaire Brain Wave.
Introduction
Success is not merely about wealth; it's a mindset, a phenomenon embedded in the neural pathways of those who reach the pinnacle of financial success. Welcome to the world of the "Billionaire Brain Wave," a term coined to describe the unique mental landscape of the world's wealthiest individuals.
The Power of Mindset
In the journey to success, mindset plays a pivotal role. The "Billionaire Brain Wave" is more than just a concept; it's a force that propels individuals toward extraordinary achievements. Understanding this mindset becomes paramount for those seeking success and personal growth.
Characteristics of the Billionaire Brain Wave
Resilience: A Pillar of Success
Resilience is the cornerstone of the "Billionaire Brain Wave." It's the ability to bounce back from setbacks, and billionaires are no strangers to adversity. From failed ventures to economic downturns, their resilience is a guiding light for aspiring entrepreneurs.
Innovation: Thinking Outside the Box
Innovation is the heartbeat of success. Billionaires not only think outside the box but redefine it. Their ability to innovate continuously propels them forward, ensuring they stay ahead of the curve in rapidly evolving industries.
NYC neuroscientist billionaire brain wave product
"Unlock your full potential with our Billionaire Brain Wave product! Elevate your mindset, boost productivity, and unleash your inner billionaire. Don't settle for ordinary when you can achieve extraordinary results. Try it now and start living your dreams!" Click the link above in FREE PDF to watch video and learn more..
Billionaires are spending money just to HIDE this from you
“We must never let the public see this."
This is what the billionaires who funded the top-secret “wealth attraction” experiment based on CIA research...
told their scientists.
But after these scientists discovered the 7-minute at-home ritual that attracts money to you...
They began using this new ‘wealth manifestation’ secret to pay off their own debts and fill their coffers.
And after one scientist showed up to work in a new Porsche...
He was never seen again.
There’s no doubt that these elite billionaires funding the secret CIA “wealth attraction” experiment don't want this newly discovered secret for manifesting wealth to be revealed to the normal public.
However…
Dr. Summers, a top NYC neuroscientist who was on the team, knew this wealth manifestation secret would help the middle class and the cash-strapped folks the most.
So he went rogue with the information.
Dr. Summers confesses that you could manifest all your desires of wealth, health, and relationships in 7 minutes a day (starting TODAY) if you just knew what he has leaked on this website here.
On this website, Dr. Summer reveals how to immediately
✅ Attract extra money into your life effortlessly and rapidly
✅ Heal your body quickly without medicine
✅ And find the love you’ve been searching for years
But you better hurry...
Because the billionaire investors that funded this research know about this website, they are currently sending their Manhattan lawyers to...
…shut this site down and silence Dr. Summers, so their secret for manifesting wealth can’t be revealed to the normal public.
Go here to discover the 7-minute at-home wealth manifestation ritual they are hiding from you.
This 7-second Brain Wave Ritual Attracts Money To You.!
Discover the power of a simple 7-second brain wave ritual that can attract wealth and abundance into your life. By tapping into specific brain frequencies, this technique helps you manifest financial success effortlessly. Ready to transform your financial future? Try this powerful ritual and start attracting money today!
The Billionaire Brain Wave is based on the latest studies
The Billionaire Brain Wave is based on the latest studies from the Columbia University Neuroscience labs.
The key to unlocking creativity and learning is the Theta Wave. (This is why billionaires like Elon Musk claim they get their best ideas in the shower.)
Theta comes from the hippocampus. A bigger, healthier hippocampus = more Theta.
And that's exactly what the Billionaire Brain Wave does for our customers! Just kick back, listen to the special audio 7 minutes a day and let the success start to pour in.
Brain Research for Teachers & Other Curious Souls, 2013 update
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
Research on the Brain and Learning by Tracey Tokuhama-2015
Research on the Brain and Learning by Tracey Tokuhama-2015Conexiones: The Learning Sciences Platform
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247Recommended
Billionaire Brain Wave.
Introduction
Success is not merely about wealth; it's a mindset, a phenomenon embedded in the neural pathways of those who reach the pinnacle of financial success. Welcome to the world of the "Billionaire Brain Wave," a term coined to describe the unique mental landscape of the world's wealthiest individuals.
The Power of Mindset
In the journey to success, mindset plays a pivotal role. The "Billionaire Brain Wave" is more than just a concept; it's a force that propels individuals toward extraordinary achievements. Understanding this mindset becomes paramount for those seeking success and personal growth.
Characteristics of the Billionaire Brain Wave
Resilience: A Pillar of Success
Resilience is the cornerstone of the "Billionaire Brain Wave." It's the ability to bounce back from setbacks, and billionaires are no strangers to adversity. From failed ventures to economic downturns, their resilience is a guiding light for aspiring entrepreneurs.
Innovation: Thinking Outside the Box
Innovation is the heartbeat of success. Billionaires not only think outside the box but redefine it. Their ability to innovate continuously propels them forward, ensuring they stay ahead of the curve in rapidly evolving industries.
NYC neuroscientist billionaire brain wave product
"Unlock your full potential with our Billionaire Brain Wave product! Elevate your mindset, boost productivity, and unleash your inner billionaire. Don't settle for ordinary when you can achieve extraordinary results. Try it now and start living your dreams!" Click the link above in FREE PDF to watch video and learn more..
Billionaires are spending money just to HIDE this from you
“We must never let the public see this."
This is what the billionaires who funded the top-secret “wealth attraction” experiment based on CIA research...
told their scientists.
But after these scientists discovered the 7-minute at-home ritual that attracts money to you...
They began using this new ‘wealth manifestation’ secret to pay off their own debts and fill their coffers.
And after one scientist showed up to work in a new Porsche...
He was never seen again.
There’s no doubt that these elite billionaires funding the secret CIA “wealth attraction” experiment don't want this newly discovered secret for manifesting wealth to be revealed to the normal public.
However…
Dr. Summers, a top NYC neuroscientist who was on the team, knew this wealth manifestation secret would help the middle class and the cash-strapped folks the most.
So he went rogue with the information.
Dr. Summers confesses that you could manifest all your desires of wealth, health, and relationships in 7 minutes a day (starting TODAY) if you just knew what he has leaked on this website here.
On this website, Dr. Summer reveals how to immediately
✅ Attract extra money into your life effortlessly and rapidly
✅ Heal your body quickly without medicine
✅ And find the love you’ve been searching for years
But you better hurry...
Because the billionaire investors that funded this research know about this website, they are currently sending their Manhattan lawyers to...
…shut this site down and silence Dr. Summers, so their secret for manifesting wealth can’t be revealed to the normal public.
Go here to discover the 7-minute at-home wealth manifestation ritual they are hiding from you.
This 7-second Brain Wave Ritual Attracts Money To You.!
Discover the power of a simple 7-second brain wave ritual that can attract wealth and abundance into your life. By tapping into specific brain frequencies, this technique helps you manifest financial success effortlessly. Ready to transform your financial future? Try this powerful ritual and start attracting money today!
The Billionaire Brain Wave is based on the latest studies
The Billionaire Brain Wave is based on the latest studies from the Columbia University Neuroscience labs.
The key to unlocking creativity and learning is the Theta Wave. (This is why billionaires like Elon Musk claim they get their best ideas in the shower.)
Theta comes from the hippocampus. A bigger, healthier hippocampus = more Theta.
And that's exactly what the Billionaire Brain Wave does for our customers! Just kick back, listen to the special audio 7 minutes a day and let the success start to pour in.
Brain Research for Teachers & Other Curious Souls, 2013 update
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
Research on the Brain and Learning by Tracey Tokuhama-2015
Research on the Brain and Learning by Tracey Tokuhama-2015Conexiones: The Learning Sciences Platform
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247IMPACT OF BRAIN-BASED LEARNING TOOLS IN MAINTAINING COGNITIVE RESERVE OF DEME...
This paper investigates the role of brain-based learning tools, like the Muslim spiritual songs 'Nasheed' in maintaining the cognitive reserve (CR) of dementia patients and its role in mitigating the speed of progression of the spillovers of the disease impairment symptoms. The author reviews the literature and presents close carer notes for the changes in the cognition capacity in the dementia case discussed, in continuation of previously published papers. The implication here is to focus on the role of the 'nasheed' like tools, as brain-based learning tools, in maintaining the cognitive reserve of dementia patients and those suffering memory loss due to aging.
HDFS 2950 Final Project
Infographic educating parents about children's cognitive development and brain anatomy.
The purpose of this assignment is for you to continue working on ele.docx
The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.
Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source. Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.
Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:
Describe the activity in some detail (provide more than just the name of the activity).
Identify the specific concept from cognitive development theory that supports the use of this activity.
Identify how the activity enhances cognitive development in the specific age group.
Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.
Examples of Activities:
Example 1: Cognitive Development Activity for Infant Room: Peekaboo.
One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.
Mossler, R. A. (2014).
Child .
This time's most popular toy is marketed as an antidote for attention deficit...
This time's best toy is promoted being an antidote for notice deficit hyperactivity condition, anxiousness and autism — but It is also becoming banned in lecture rooms across the nation.
College of Doctoral StudiesLiterature Review.docx
College of Doctoral Studies
Literature Review Resources
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© 2014. Grand Canyon University. All Rights Reserved.
Running head: LITERATURE REVIEW RESOUCES 1
LITERATURE REVIEW RESOURCES 8
Literature Review Resouces
Ebehi Osahon
Grand Canyon University: LDR-802
05/09/2018
Number
Added to RefWorks? Y or N (optional)
1.
Reference
Aschwanden, D., Martin, M., & Allemand, M. (2017). Cognitive Abilities and Personality Traits in Old Age Across Four Years: More Stability Than Change. Journal of Research In Personality, 70 202-213. doi:10.1016/j.jrp.2017.08.002
Y
Permalink
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-43984-020&site=eds-live&scope=site
Annotation
A few studies have been done in examining cognition in regards to personality associations in old age. The result stated that there was more stability than there was change across four years when it came to change in both domains. In the present study, a few and weak associations between the two domains were found. Stability and change comprised of six cognitive abilities and three personality traits in old age were examined over four years. Whether levels of one domain were related to the other domain four years later was also examined. Process of speed decreased while neuroticism increased in four years. The reason was that openness and conscientiousness were related to verbal knowledge four years later. Between the two domain. The findings showed that the development of cognitive abilities and personality traits in old age is marked more by stability than by change.
2.
Reference
Bridger, E., & Daly, M. (2017). Does cognitive ability buffer the link between childhood disadvantage and adult health? Health Psychology, 36(10), 966-976.
Y
Permalink
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-35661-001&site=eds-live&scope=site
Annotation
The authors of this article took a look at the difference cognitive ability makes in childhood when neglected. How early life psychological factors can be shielded when it comes to health consequences and social disadvantage in the long-term. Data was drawn on this study from two large British cohorts from birth to age 42 and from birth to age 50. The test was to determine whether high levels of cognitive abili ...
Culturing the adolescent brain what canneuroscience learn f.docx
Culturing the adolescent brain: what can
neuroscience learn from anthropology?
Suparna Choudhury
Max Planck Institute for the History of Science, 22 Boltzmannstrasse, Dahlem, D-14195, Berlin, Germany
Cultural neuroscience is set to flourish in the next few years. As the field develops, it is necessary to reflect on what is meant
by ’culture’ and how this can be translated for the laboratory context. This article uses the example of the adolescent brain to
discuss three aspects of culture that may help us to shape and reframe questions, interpretations and applications in cultural
neuroscience: cultural contingencies of categories, cultural differences in experience and cultural context of neuroscience
research. The last few years have seen a sudden increase in the study of adolescence as a period of both structural and functional
plasticity, with new brain-based explanations of teenage behaviour being taken up in education, policy and medicine. However,
the concept of adolescence, as an object of behavioural science, took shape relatively recently, not much more than a hundred
years ago and was shaped by a number of cultural and historical factors. Moreover, research in anthropology and cross-cultural
psychology has shown that the experience of adolescence, as a period of the lifespan, is variable and contingent upon culture.
The emerging field of cultural neuroscience has begun to tackle the question of cultural differences in social cognitive processing
in adults. In this article, I explore what a cultural neuroscience can mean in the case of adolescence. I consider how to integrate
perspectives from social neuroscience and anthropology to conceptualize, and to empirically study, adolescence as a culturally
variable phenomenon, which, itself, has been culturally constructed.
Keywords: adolescence; culture; context; brain development; neuroscience; anthropology
INTRODUCTION
The recent emergence of cultural neuroscience represents
an important challenge to the assumption of universality
of the neural mechanisms associated with perceptual,
attentional and social interaction processes. New data from
functional neuroimaging studies mirror findings from cross-
cultural psychology research, by showing differential brain
activation patterns, in terms of degree and location, among
adult individuals of different cultural groups engaged in
a variety of cognitive tasks (see Han & Northoff, 2008 for
a review). Certainly, with the advancement of neuroimaging
technologies, and the formation of new interdisciplinary
fields such as social neuroscience, neuroethics and most
recently cultural neuroscience, there has been a renewed
interest in ‘neural underpinnings’ of categories, or kinds,
of people. The possibility of seeing the living brain in
action has stimulated a drive to characterize these categories
of people�for example, male and female, Republican
and Democrat, prosocial and antisocial, Eastern and
Western�in terms of neural sign.
Brain Rules-Teach how the brain learns
The goal is to create a learning environment according to how the brain learns and is written Influencers of influencers, people like Teachers.
This booklet should prove useful to teachers of all kinds, be their learning environment the classroom, Sunday School, church, the workplace (Human Resource developers), educational institutions (staff developers in charge of training teachers), or the home. Parents should find this booklet beneficial as well, because parents are, after all, their child’s first teachers.
The format is designed to be brain-friendly as well. Section One contains a concise, catchy phrasing of the brain rule. On that same page, directly underneath, a brief description is given of the rule itself. Section Two contains a synopsis of the related brain research to add weight and veracity to the rule itself. On that second page, the answer to the question of “So what?” is provided in the form of a teaching tips. Brief and to the point, ideas are provided for instant application to any and all setting where one person is seeking to influence others (teachers!). Section Three contains what Sousa (2006) calls the Practitioner’s Corner. Here is where the rubber meets the road and invariably at this point, the reader must decide to take the next step, if indeed he or she plans on “obeying” this rule. A self-assessment questions begins the process to help the reader discern where he is on the map, then an exercise is provided to help him progress and plan changes and finally, some mechanism of accountability is suggested. The title of the booklet and a number of the rules themselves come directly from a book by the same name, written by John Medina, 2008, Seattle, WA: Pear Press.
Neural profile of callous traits in children a population-based neuroimaging...
Neural Profile of Callous Traits in Children:
A Population-Based Neuroimaging Study
Koen Bolhuis, Essi Viding, Ryan L. Muetzel, Hanan El Marroun, Desana Kocevska, Tonya White,
Henning Tiemeier, and Charlotte A.M. Cecil
ABSTRACT
BACKGROUND: Callous traits during childhood, e.g., lack of remorse and shallow affect, are a key risk marker for
antisocial behavior. Although callous traits have been found to be associated with structural and functional brain
alterations, evidence to date has been almost exclusively limited to small, high-risk samples of boys. We
characterized gray and white matter brain correlates of callous traits in over 2000 children from the general
population.
METHODS: Data on mother-reported callous traits and brain imaging were collected at age 10 years from participants
of the Generation R Study. Structural magnetic resonance imaging was used to investigate brain morphology using
volumetric indices and whole-brain analyses (n = 2146); diffusion tensor imaging was used to assess global and
specific white matter microstructure (n = 2059).
RESULTS: Callous traits were associated with lower global brain (e.g., total brain) volumes as well as decreased
cortical surface area in frontal and temporal regions. Global mean diffusivity was negatively associated with callous
traits, suggesting higher white matter microstructural integrity in children with elevated callous traits. Multiple individual
tracts, including the uncinate and cingulum, contributed to this global association. Whereas no gender differences
were observed for global volumetric indices, white matter associations were present only in girls.
CONCLUSIONS: This is the first study to provide a systematic characterization of the structural neural profile of
callous traits in the general pediatric population. These findings extend previous work based on selected samples by
demonstrating that childhood callous traits in the general population are characterized by widespread macrostructural
and microstructural differences across the brain.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
More Related Content
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IMPACT OF BRAIN-BASED LEARNING TOOLS IN MAINTAINING COGNITIVE RESERVE OF DEME...
This paper investigates the role of brain-based learning tools, like the Muslim spiritual songs 'Nasheed' in maintaining the cognitive reserve (CR) of dementia patients and its role in mitigating the speed of progression of the spillovers of the disease impairment symptoms. The author reviews the literature and presents close carer notes for the changes in the cognition capacity in the dementia case discussed, in continuation of previously published papers. The implication here is to focus on the role of the 'nasheed' like tools, as brain-based learning tools, in maintaining the cognitive reserve of dementia patients and those suffering memory loss due to aging.
HDFS 2950 Final Project
Infographic educating parents about children's cognitive development and brain anatomy.
The purpose of this assignment is for you to continue working on ele.docx
The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center.
Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source. Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity.
Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following:
Describe the activity in some detail (provide more than just the name of the activity).
Identify the specific concept from cognitive development theory that supports the use of this activity.
Identify how the activity enhances cognitive development in the specific age group.
Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center.
Examples of Activities:
Example 1: Cognitive Development Activity for Infant Room: Peekaboo.
One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature.
Mossler, R. A. (2014).
Child .
This time's most popular toy is marketed as an antidote for attention deficit...
This time's best toy is promoted being an antidote for notice deficit hyperactivity condition, anxiousness and autism — but It is also becoming banned in lecture rooms across the nation.
College of Doctoral StudiesLiterature Review.docx
College of Doctoral Studies
Literature Review Resources
Number
Article Information
Added to RefWorks? (Y or N)
1.
Bibliographic Information
Link
Annotation
2.
Bibliographic Information
Link
Annotation
3.
Bibliographic Information
Link
Annotation
4.
Bibliographic Information
Link
Annotation
5.
Bibliographic Information
Link
Annotation
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Bibliographic Information
Link
Annotation
7.
Bibliographic Information
Link
Annotation
8.
Bibliographic Information
Link
Annotation
9.
Bibliographic Information
Link
Annotation
10.
Bibliographic Information
Link
Annotation
© 2014. Grand Canyon University. All Rights Reserved.
Running head: LITERATURE REVIEW RESOUCES 1
LITERATURE REVIEW RESOURCES 8
Literature Review Resouces
Ebehi Osahon
Grand Canyon University: LDR-802
05/09/2018
Number
Added to RefWorks? Y or N (optional)
1.
Reference
Aschwanden, D., Martin, M., & Allemand, M. (2017). Cognitive Abilities and Personality Traits in Old Age Across Four Years: More Stability Than Change. Journal of Research In Personality, 70 202-213. doi:10.1016/j.jrp.2017.08.002
Y
Permalink
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-43984-020&site=eds-live&scope=site
Annotation
A few studies have been done in examining cognition in regards to personality associations in old age. The result stated that there was more stability than there was change across four years when it came to change in both domains. In the present study, a few and weak associations between the two domains were found. Stability and change comprised of six cognitive abilities and three personality traits in old age were examined over four years. Whether levels of one domain were related to the other domain four years later was also examined. Process of speed decreased while neuroticism increased in four years. The reason was that openness and conscientiousness were related to verbal knowledge four years later. Between the two domain. The findings showed that the development of cognitive abilities and personality traits in old age is marked more by stability than by change.
2.
Reference
Bridger, E., & Daly, M. (2017). Does cognitive ability buffer the link between childhood disadvantage and adult health? Health Psychology, 36(10), 966-976.
Y
Permalink
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-35661-001&site=eds-live&scope=site
Annotation
The authors of this article took a look at the difference cognitive ability makes in childhood when neglected. How early life psychological factors can be shielded when it comes to health consequences and social disadvantage in the long-term. Data was drawn on this study from two large British cohorts from birth to age 42 and from birth to age 50. The test was to determine whether high levels of cognitive abili ...
Culturing the adolescent brain what canneuroscience learn f.docx
Culturing the adolescent brain: what can
neuroscience learn from anthropology?
Suparna Choudhury
Max Planck Institute for the History of Science, 22 Boltzmannstrasse, Dahlem, D-14195, Berlin, Germany
Cultural neuroscience is set to flourish in the next few years. As the field develops, it is necessary to reflect on what is meant
by ’culture’ and how this can be translated for the laboratory context. This article uses the example of the adolescent brain to
discuss three aspects of culture that may help us to shape and reframe questions, interpretations and applications in cultural
neuroscience: cultural contingencies of categories, cultural differences in experience and cultural context of neuroscience
research. The last few years have seen a sudden increase in the study of adolescence as a period of both structural and functional
plasticity, with new brain-based explanations of teenage behaviour being taken up in education, policy and medicine. However,
the concept of adolescence, as an object of behavioural science, took shape relatively recently, not much more than a hundred
years ago and was shaped by a number of cultural and historical factors. Moreover, research in anthropology and cross-cultural
psychology has shown that the experience of adolescence, as a period of the lifespan, is variable and contingent upon culture.
The emerging field of cultural neuroscience has begun to tackle the question of cultural differences in social cognitive processing
in adults. In this article, I explore what a cultural neuroscience can mean in the case of adolescence. I consider how to integrate
perspectives from social neuroscience and anthropology to conceptualize, and to empirically study, adolescence as a culturally
variable phenomenon, which, itself, has been culturally constructed.
Keywords: adolescence; culture; context; brain development; neuroscience; anthropology
INTRODUCTION
The recent emergence of cultural neuroscience represents
an important challenge to the assumption of universality
of the neural mechanisms associated with perceptual,
attentional and social interaction processes. New data from
functional neuroimaging studies mirror findings from cross-
cultural psychology research, by showing differential brain
activation patterns, in terms of degree and location, among
adult individuals of different cultural groups engaged in
a variety of cognitive tasks (see Han & Northoff, 2008 for
a review). Certainly, with the advancement of neuroimaging
technologies, and the formation of new interdisciplinary
fields such as social neuroscience, neuroethics and most
recently cultural neuroscience, there has been a renewed
interest in ‘neural underpinnings’ of categories, or kinds,
of people. The possibility of seeing the living brain in
action has stimulated a drive to characterize these categories
of people�for example, male and female, Republican
and Democrat, prosocial and antisocial, Eastern and
Western�in terms of neural sign.
Brain Rules-Teach how the brain learns
The goal is to create a learning environment according to how the brain learns and is written Influencers of influencers, people like Teachers.
This booklet should prove useful to teachers of all kinds, be their learning environment the classroom, Sunday School, church, the workplace (Human Resource developers), educational institutions (staff developers in charge of training teachers), or the home. Parents should find this booklet beneficial as well, because parents are, after all, their child’s first teachers.
The format is designed to be brain-friendly as well. Section One contains a concise, catchy phrasing of the brain rule. On that same page, directly underneath, a brief description is given of the rule itself. Section Two contains a synopsis of the related brain research to add weight and veracity to the rule itself. On that second page, the answer to the question of “So what?” is provided in the form of a teaching tips. Brief and to the point, ideas are provided for instant application to any and all setting where one person is seeking to influence others (teachers!). Section Three contains what Sousa (2006) calls the Practitioner’s Corner. Here is where the rubber meets the road and invariably at this point, the reader must decide to take the next step, if indeed he or she plans on “obeying” this rule. A self-assessment questions begins the process to help the reader discern where he is on the map, then an exercise is provided to help him progress and plan changes and finally, some mechanism of accountability is suggested. The title of the booklet and a number of the rules themselves come directly from a book by the same name, written by John Medina, 2008, Seattle, WA: Pear Press.
Neural profile of callous traits in children a population-based neuroimaging...
Neural Profile of Callous Traits in Children:
A Population-Based Neuroimaging Study
Koen Bolhuis, Essi Viding, Ryan L. Muetzel, Hanan El Marroun, Desana Kocevska, Tonya White,
Henning Tiemeier, and Charlotte A.M. Cecil
ABSTRACT
BACKGROUND: Callous traits during childhood, e.g., lack of remorse and shallow affect, are a key risk marker for
antisocial behavior. Although callous traits have been found to be associated with structural and functional brain
alterations, evidence to date has been almost exclusively limited to small, high-risk samples of boys. We
characterized gray and white matter brain correlates of callous traits in over 2000 children from the general
population.
METHODS: Data on mother-reported callous traits and brain imaging were collected at age 10 years from participants
of the Generation R Study. Structural magnetic resonance imaging was used to investigate brain morphology using
volumetric indices and whole-brain analyses (n = 2146); diffusion tensor imaging was used to assess global and
specific white matter microstructure (n = 2059).
RESULTS: Callous traits were associated with lower global brain (e.g., total brain) volumes as well as decreased
cortical surface area in frontal and temporal regions. Global mean diffusivity was negatively associated with callous
traits, suggesting higher white matter microstructural integrity in children with elevated callous traits. Multiple individual
tracts, including the uncinate and cingulum, contributed to this global association. Whereas no gender differences
were observed for global volumetric indices, white matter associations were present only in girls.
CONCLUSIONS: This is the first study to provide a systematic characterization of the structural neural profile of
callous traits in the general pediatric population. These findings extend previous work based on selected samples by
demonstrating that childhood callous traits in the general population are characterized by widespread macrostructural
and microstructural differences across the brain.
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Culturing the adolescent brain what canneuroscience learn f.docx
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Physiology of Chemical Sensation of smell.pdf
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
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Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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- 1. Top NYC Neuroscientist: "This 7-Second Brain Wave Ritual Attracts Money To You..." Scientific References and Clinical Studies: Family income, parental education and brain structure in children and adolescents PubMed. (2015, May 1). PubMed. https://doi.org/10.1038/nn.3983 1. The Neuroscience of Socioeconomic Inequality PubMed. (2020, December 1). PubMed. https://doi.org/10.1016/j.cobeha.2020.05.007 2. Associations among average parental educational attainment, maternal stress, and infant screen exposure at 6 months of age PubMed. (2021, November 1). PubMed. https://doi.org/10.1016/j.infbeh.2021.101644 3. Neural correlates of socioeconomic status in the developing human brain PubMed. (2012, July 1). PubMed. https://doi.org/10.1111/j.14677687.2012.01147.x 4. Socioeconomic status and structural brain development PubMed. (2014, September 4). PubMed. https://doi.org/10.3389/fnins.2014.00276 5. Socioeconomic disparities in neurocognitive development in the first two years of life PubMed. (2015, July 1). PubMed. https://doi.org/10.1002/dev.21303 6.
- 2. Copyright © 2023 The Billionaire Brain Wave. All Right Reserved. https://doi.org/10.1002/dev.21303 Socioeconomic Status, Subjective Social Status, and Perceived Stress: Associations with Stress Physiology and Executive Functioning PubMed. (2015, January 1). PubMed. https://doi.org/10.1080/08964289.2015.1024604 7. Associations among family socioeconomic status, EEG power at birth, and cognitive skills during infancy PubMed. (2016, June 1). PubMed. https://doi.org/10.1016/j.dcn.2016.03.004 8. Socioeconomic status, white matter, and executive function in children PubMed. (2016, August 2). PubMed. https://doi.org/10.1002/brb3.531 9. AgeRelated Differences in Cortical Thickness Vary by Socioeconomic Status PubMed. (2016, September 19). PubMed. https://doi.org/10.1371/journal.pone.0162511 10. Wealth, Poverty, and the Brain: A Q&A With Kimberly Noble. (2023, May 1). Psychology Today. https://www.psychologytoday.com/intl/blog/brainstorm/201704/wealthpovertyandthebrainqakimberlynoble 11. Dopamine promotes head direction plasticity during orienting movements PubMed. (2022, December 1). PubMed. https://doi.org/10.1038/s41586022054854 12. Neuroplasticity within and between Functional Brain Networks in Mental Training Based on LongTerm Meditation PubMed. (2021, August 18). PubMed. https://doi.org/10.3390/brainsci11081086 13. Romeo, R. R., Segaran, J., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Yendiki, A., Rowe, M. L., & Gabrieli, J. D. (2018, September 5). Language Exposure Relates to Structural Neural Connectivity in Childhood. Journal of Neuroscience. https://doi.org/10.1523/JNEUROSCI.048418.2018 14. Privacy Policy Terms & Conditions Contact Us These earnings are not representative for the average participants. The average participant will earn significantly less or no money at all through this product or service. 2023 © Digistore24 Inc. (United States) Inc. and/or its licensors. Review legal terms of use here and privacy policy here. Contact us here. S E C U R E O R D E R