Group items tagged molecular - Diigo In Education

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Waksman Student Scholars - 27 views

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Physics Activities - Molecular Workbench Showcase - 68 views

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shared by Elizabeth Hobbs on 14 Feb 13 - No Cached

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Memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached

Encoding of working memory involves the spiking of individual neurons induced by sensory input, which persists even after the sensory input disappears (Jensen and Lisman 2005; Fransen et al. 2002). Encoding of episodic memory involves persistent changes in molecular structures that alter synaptic transmission between neurons. Examples of such structural changes include long-term potentiation (LTP) or spike-timing-dependent plasticity (STDP). The persistent spiking in working memory can enhance the synaptic and cellular changes in the encoding of episodic memory (Jensen and Lisman 2005).
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Recent functional imaging studies detected working memory signals in both medial temporal lobe (MTL), a brain area strongly associated with long-term memory, and prefrontal cortex (Ranganath et al. 2005), suggesting a strong relationship between working memory and long-term memory. However, the substantially more working memory signals seen in the prefrontal lobe suggest that this area play a more important role in working memory than MTL (Suzuki 2007).
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Consolidation and reconsolidation. Short-term memory (STM) is temporary and subject to disruption, while long-term memory (LTM), once consolidated, is persistent and stable. Consolidation of STM into LTM at the molecular level presumably involves two processes: synaptic consolidation and system consolidation. The former involves a protein synthesis process in the medial temporal lobe (MTL), whereas the latter transforms the MTL-dependent memory into an MTL-independent memory over months to years (Ledoux 2007). In recent years, such traditional consolidation dogma has been re-evaluated as a result of the studies on reconsolidation. These studies showed that prevention after retrieval affects subsequent retrieval of the memory (Sara 2000). New studies have shown that post-retrieval treatment with protein synthesis inhibitors and many other compounds can lead to an amnestic state (Nadel et al. 2000b; Alberini 2005; Dudai 2006). These findings on reconsolidation fit with the behavioral evidence that retrieved memory is not a carbon copy of the initial experiences, and memories are updated during retrieval.
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Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.
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At the Center for Cognitive Science at Ohio State University, researchers have found that memory accuracy of adults is hurt by the fact that they know more, and have more experience than children, and tend to apply all this knowledge when learning new information. The findings appeared in the August 2004 edition of the journal Psychological Science.
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Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information[59] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.[60]
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Methods to optimize memorization[edit] Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming which is intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.[72]
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Newly Discovered Protein Function Linked to Breast Cancer | UANews.org - 9 views

uanews.org/32793 protein discovered ua cell chemistry genetics warfare organics

shared by Dallas McPheeters on 13 Jul 10 - Cached

he researchers report their findings in the advance online publication of the Nature Cell Biology July issue. The cells in our bodies constantly sense their environment and respond appropriately. For example, if pathogens invade the body, cells will respond by generating an inflammatory environment to fight the pathogen. This is achieved by intricate molecular circuits within cells that sense and relay external signals and orchestrate the cellular response. Aberrant functioning of these cellular switch boards can lead to diseases including autoimmune disorders and cancer. In the study, an the scientists set out to better understand the molecular workings underlying inflammation. Inflammation, the body's primary line of defense against disease-causing microbes and parasites, is a highly complex and tightly regulated biochemical process involving a myriad of specialized cells communicating with each other through an arsenal of signaling molecules.
- Dallas McPheeters on 13 Jul 10
  
  Excellent explanation of how cells communicate in the human body.
  
  <div class="cArrow"> </div><div class="cContentInner">Excellent explanation of how cells communicate in the human body.</div>
  
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Molecular Animation - Where Cinema and Biology Meet - NYTimes.com - 66 views

www.nytimes.com/...16animate.html animation biology harvard molecular biovisions

shared by Melissa Wert on 29 Nov 10 - No Cached

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Students tap into technology - Pittsburgh Tribune-Review - 1 views

www.pittsburghlive.com/...s_612698.html

shared by Gregory Louie on 23 Feb 09 - Cached

use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
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Technology is the wave of the future
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a computer program
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"Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
- Ed Webb on 23 Feb 09
  
  The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
  
  <div class="cArrow"> </div><div class="cContentInner">The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.</div>
  
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has just begun incorporating technology
- Ed Webb on 23 Feb 09
  
  Uh, no. They have been using 'technology' forever, in the form of, say, books.
  
  <div class="cArrow"> </div><div class="cContentInner">Uh, no. They have been using 'technology' forever, in the form of, say, books.</div>
  
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students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
- Ed Webb on 23 Feb 09
  
  Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
  
  <div class="cArrow"> </div><div class="cContentInner">Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!</div>
  
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- Scott Merrick on 25 Feb 09
  
  I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
  
  <div class="cArrow"> </div><div class="cContentInner">I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...</div>
  
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- Ed Webb on 26 Feb 09
  
  Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
  
  <div class="cArrow"> </div><div class="cContentInner">Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.</div>
  
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"I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
- Ed Webb on 23 Feb 09
  
  Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
  
  <div class="cArrow"> </div><div class="cContentInner">Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.</div>
  
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Educational technology does not come cheaply
- Ed Webb on 23 Feb 09
  
  The cost of books is astronomical!
  
  <div class="cArrow"> </div><div class="cContentInner">The cost of books is astronomical!</div>
  
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"Learning is changing,"
- Ed Webb on 23 Feb 09
  
  Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
  
  <div class="cArrow"> </div><div class="cContentInner">Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?</div>
  
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- Gregory Louie on 26 Feb 09
  
  Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
  
  <div class="cArrow"> </div><div class="cContentInner">Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!</div>
  
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The Molecular Workbench Software: Computational Experiments for Science and Engineering... - 39 views

mw.concord.org/index.html science simulation chemistry biology physics molecular software tools

shared by Doug Brunner on 09 Mar 11 - Cached

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A&P Resources from Lonestar - 0 views

nhscience.lonestar.edu/...ap1int.htm anatomy physiology biology life science body systems

shared by Holly Barlaam on 24 Jul 11 - Cached

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Nova Elements - 15 views

ukedchat.com/...nova-elements chemistry elements science

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Interferón gamma - Medicina molecular - 0 views

medmol.es/18 interferó immunologia

shared by rmollap Rafa on 06 Nov 16 - No Cached

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Authors@Google: Dr. John Medina - YouTube - 0 views

www.youtube.com/watch instructional_design brain_rules

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Molecular Expressions: Physics of Light and Color - Primary Subtractive Colors: Interac... - 7 views

micro.magnet.fsu.edu/...index.html light color primary colors interactive science energy tools

shared by Doug Brunner on 15 Nov 11 - No Cached

Molecular Expressions: Physics of Light and Color - Primary Additive Colors: Interactiv... - 0 views

micro.magnet.fsu.edu/...index.html light color colors primary interactive science energy tools

shared by Doug Brunner on 15 Nov 11 - No Cached

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Journal of Cerebral Blood Flow & Metabolism - Multiple Microvascular and Astroglial 5-H... - 0 views

www.nature.com/...9590586a.html

shared by Kenuvis Romero on 23 Jun 13 - No Cached

Physiologic and anatomic evidence suggest that 5-hydroxytryptamine (5-HT) neurons regulate local cerebral blood flow and blood-brain barrier permeability.
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capillary endothelial cells exhibited mRNA for the h5-HT1D and for the 5-HT7 receptors whereas microvascular smooth muscle cells, in addition to h5-HT1D and 5-HT7, also showed polymerase chain reaction products for h5-HT1B receptors. Expression of 5-HT1F and 5-HT2A receptor mRNAs was never detected in any of the microvascular cell cultures. In contrast, messages for all 5-HT receptors tested were detected in human brain astrocytes with a predominance of the 5-HT2A and 5-HT7 subtypes. In all cultures, sumatriptan inhibited (35–58%, P < .05) the forskolin-stimulated production of cyclic AMP, an effect blocked by the 5-HT1B/1D receptor antagonists GR127935 and GR55562. In contrast, 5-carboxamidotryptamine induced strong increases (≥ 400%, P < .005) in basal cyclic AMP levels that were abolished by mesulergine, a nonselective 5-HT7 receptor antagonist. Only astroglial cells showed a ketanserin-sensitive increase (177%, P < .05) in IP3 formation when exposed to 5-HT. These results show that specific populations of functional 5-HT receptors are differentially distributed within the various cellular compartments of the human cortical microvascular bed, and that human brain astroglial cells are endowed with multiple 5-HT receptors. These findings emphasize the complex interactions between brain serotonergic pathways and non-neuronal cells within the CNS and, further, they raise the possibility that some of these receptors may be activated by antimigraine compounds such as brain penetrant triptan derivatives.
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