The document discusses how the brain works and how it can be improved through learning. It describes the three main parts of the brain - the brain stem, cerebellum, and cerebrum. It also discusses neurons and how the brain develops most in the first three years of life. The document explores the theory of left brain and right brain dominance and their different characteristics. It introduces the concept of mind mapping as a creative learning technique. Throughout, it emphasizes that the brain is like a muscle that strengthens with use and challenges, and that everyone has the ability to learn and grow their brain capacity.
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Search for Dark Matter Ionization on the Night Side of Jupiter with CassiniSérgio Sacani
We present a new search for dark matter (DM) using planetary atmospheres. We point out that
annihilating DM in planets can produce ionizing radiation, which can lead to excess production of
ionospheric Hþ
3 . We apply this search strategy to the night side of Jupiter near the equator. The night side
has zero solar irradiation, and low latitudes are sufficiently far from ionizing auroras, leading to a lowbackground search. We use Cassini data on ionospheric Hþ
3 emission collected three hours either side of
Jovian midnight, during its flyby in 2000, and set novel constraints on the DM-nucleon scattering cross
section down to about 10−38 cm2. We also highlight that DM atmospheric ionization may be detected in
Jovian exoplanets using future high-precision measurements of planetary spectra.
Science-9-Lesson-1 ang lesson 2-NLC-pptx.pptxJoanaBanasen1
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Prototype Implementation of Non-Volatile Memory Support for RISC-V Keystone E...LenaYu2
Handling confidential information has become an increasingly important concern among many areas of society. However, current computing environments have been still vulnerable to various threats, and we should think they are untrusted.
Trusted Execution Environments (TEEs) have attracted attention because they can execute a program in a trusted environment constructed on an untrusted platform.
Particularly, the RISC-V Keystone is one of the interesting TEEs since it is a flexibly customizable and fully open-source platform. On the other hand, as same as other TEEs, it must also delegate I/O processing, such as file accesses, to a host OS, resulting in the expensive overhead. For this problem, we thought utilizing byte-addressable non-volatile memory (NVM) modules is a useful solution to handle persistent data objects for TEEs.
In this paper, we introduce a prototype implementation of NVM support for the Keystone. Additionally, we evaluate it on the Freedom U500 built on a VC707 FPGA dev kit.
https://ken.ieice.org/ken/paper/20210720TC4K/
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Read the full article: https://colours.guide/principles-of-colorimetry/
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This an presentation about electrostatic force. This topic is from class 8 Force and Pressure lesson from ncert . I think this might be helpful for you. In this presentation there are 4 content they are Introduction, types, examples and demonstration. The demonstration should be done by yourself
The X‐Pattern Merging of the Equatorial IonizationAnomaly Crests During Geoma...Sérgio Sacani
A unique phenomenon—A geomagnetically quiet time merging of Equatorial IonizationAnomaly (EIA) crests, leading to an X‐pattern (EIA‐X) around the magnetic equator—has been observed in thenight‐time ionospheric measurements by the Global‐scale Observations of the Limb and Disk mission. Thepattern is also reproduced in an ionospheric model that assimilates slant Total Electron Content from GlobalNavigation Satellite System and Constellation Observing System for Meteorology, Ionosphere, and Climate 2.A free‐running whole atmospheric general circulation model simulation reproduces a similar pattern. Due to thesimilarity between measurements and simulations, the latter is used to diagnose this heretofore unexplainedphenomenon. The simulation shows that the EIA‐X can occur during geomagnetically quiet conditions and inthe afternoon to evening sector at a longitude where the vertical drift is downward. The downward vertical driftis a necessary but not sufficient condition. The simulation was performed under constant low‐solar andquiescent‐geomagnetic forcing conditions, therefore we conclude that EIA‐X can be driven by lower‐atmospheric forcing.
CULEX MOSQUITOES, SYSTEMATIC CLASSIFICATION, MORPHOLOGY, LIFE CYCLE , CLINICA...DhakeshworShougrakpa
showing Culex mosquitoes' systematic classification, a completed life cycle i.e. egg, larva, pupa and adult mosquitoes also known as imago, also this slide showed the morphology of culex mosquitoes including head, thorax, abdomen, wing, egg larval stage, resting position,etc. by comparing with anopheles' mosquitoes. it's also showed the transmission of wuchereria bancrofti transmitted by vector Culex quinquefasciatus. Host: W. bancrofti completes its life cycle in
two hosts.
1. Definitive host: Man
2. Intermediate host: Mosquito named
Culex quinquefasciatus is the principle
vector worldwide. Rarely Anopheles
(rural Africa) or Aedes (Pacific Island)
can serve as a vector.
Infective form: Third stage filariform larvae
are the infective form found in the proboscis
of the mosquito.
Mode of transmission: L3
filariform larvae get
deposited in skin by the insect bite. Residents living in the endemic areas are exposed to
about 50–300 L3
larvae every year.Human cycle
z Develop into adults: Larvae penetrate
the skin, enter into lymphatic vessels and
migrate to the local lymph nodes where they
molt twice to develop into adult worms in
few months (4–6 weeks for B. malayi)
z Adults lay L1
larvae (microfilariae): Adult
worms reside in the afferent lymphatics or
cortical sinuses of the lymph nodes where
they mate and start laying the first stage
larvae (microfilariae). Male worms die after
mating where as the female worms live for
5–10 years. A gravid female can discharge
50,000 microfilariae/day
z Prepatent period: It is the time period
between the infection (entry of L3
larvae)
and diagnosis (detection of microfilariae
in blood). This is variable ranging from 80
days to 150 days
Mosquito cycle
z Transmission: When the mosquito bites
an infected man, the microfilariae are
ingested. Culex bites in night where as Aedes
bites in daytime
z Exsheathing: Microfilariae come out of the
sheath within 1–2 hours of ingestion
z Migration to thoracic muscle: L1
larvae
penetrate the stomach wall and migrate to
thoracic muscle in 6–12 hours where they
become sausage shaped (short and thick)
z Develop to infective L3
larvae: L1
larvae
molt twice to develop L2
(long and thick
form) followed by L3
(long and thin form).
The highly active L3
larvae migrate to the
labella (distal part of proboscis) of the
mosquito and serve as the infective stage
to man
z Extrinsic incubation period: Under
optimum conditions, the mosquito cycle
takes around 10–14 days
Clinical symptoms:
The clinical symptoms and signs are mainly determined by the duration of the infection. The
adult worms, which live in the lymphatic vessels, can cause severe inflammation of the
lymphatic system and acute recurrent fever. Secondary bacterial infections are a major factor in
the progression towards lymphoedema and elephantiasis, the characteristic swelling of the limbs,
genitalia and breasts.
treatment like using larvicide like fenthion can spray on water
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The extremotolerant desert moss Syntrichia caninervis is a promising pioneer ...Sérgio Sacani
Many plans to establish human settlements on other planets focus on
adapting crops to growth in controlled environments. However, these settlements will also require pioneer plants that can grow in the soils and
harsh conditions found in extraterrestrial environments, such as those
on Mars. Here, we report the extraordinary environmental resilience of Syntrichia caninervis, a desert moss that thrives in various extreme environments. S. caninervis has remarkable desiccation tolerance; even after
losing >98% of its cellular water content, it can recover photosynthetic
and physiological activities within seconds after rehydration. Intact plants
can tolerate ultra-low temperatures and regenerate even after being stored
in a freezer at 80C for 5 years or in liquid nitrogen for 1 month.
S. caninervis also has super-resistance to gamma irradiation and can survive and maintain vitality in simulated Mars conditions; i.e., when simultaneously exposed to an anoxic atmosphere, extreme desiccation, low temperatures, and intense UV radiation. Our study shows that S. caninervis is
among the most stress tolerant organisms. This work provides fundamental insights into the multi-stress tolerance of the desert moss
S. caninervis, a promising candidate pioneer plant for colonizing extraterrestrial environments, laying the foundation for building biologically sustainable human habitats beyond Earth.
national learning camp 1&2 grade 08.pptxJoanaBanasen1
Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component 4C? Why? Which questions were easy to answer – the ones in Component 4B or Component
2. OBJECTIVES:
At the end of this module, you will be able to:
• Discuss that understanding the left and right brain functions
may help in improving one’s learning
• Explore mind-mapping techniques suited to right brain- or
left brain-dominant thinking styles; and
• Make a plan to improve learning using both left and right
brain development.
6. 3 MAJOR PARTS
OF THE BRAIN
• Brain stem
It connects the spinal
cord and the brain. Controls
functions that keep people
alive such as breathing, heart
rate, blood pressure and food
digestion.
BRAIN STEM
7. 3 MAJOR PARTS
OF THE BRAIN
• Cerebellum
It controls voluntary
movement. It translates your
will into action.
BRAIN STEM
CEREBELLUM
8. 3 MAJOR PARTS
OF THE BRAIN
• Cerebrum
Largest of the three
brain sections, accounts for
85% of the brain’s weight
and has four lobes.
BRAIN STEM
CEREBELLUM
CEREBRUM
10. NEURONS
The basic functional units of the
nervous system, are three-part units
and are key to brain function.
They power the rapid-fire process
that turns thought into movement.
The thought moves as an electrical
signal down the axons to the
dendrite and then jumps to another
nerve cell across a space with the
help of some chemicals.
12. There is a consensus among
researchers that brain cells
regenerate through out life.
“The size of the brain doesn’t increase much after 3”
It is during the first three years of life, the brain
experiences most of its growth and develops most
of its potential in learning.
1. The brain parts are adaptable.
2. Deprivation of intellectual stimulation occurs
dramatically before age 3.
14. “The question scientists can’t
answer now is if the damage is
permanent.”
INHALANTS
Such as glue, paint, gasoline and aerosols,
destroys the outer lining of nerve cells and make
them unable to communicate with each other.
15. Marijuana hinders memory, learning, judgment and reaction times.
Ecstasy destroys neurons that makes serotonin - a chemical crucial in
controlling sleep, violence, mood swings and sexual urges.
Steroids cause aggressions and violent mood swings.
17. “There’s a lot we
won’t know until later.
Classic example is
cigarettes. We
allowed people to
smoke for 100yrs
before we knew about
all the horrible things
that nicotine will do”
21. 1. Give yourself one point for each time you answered "A" for questions:
1, 2, 3, 7, 8, 9, 13, 14, 15, 19, 20, 21.
2. Give yourself one point for each time you answered "B" for questions:
4, 5, 6, 10, 11, 12, 16, 17, 18.
3. Add all points.
Totals imply:
0-4: strong left brain 5-8: moderate left brain
9-13: middle brain
14-16: moderate right brain 17-21: strong right brain
23. The theory of brain
lateralization was developed
by Nobel-prize winners
Robert Ornstein and
Roger Sperry.
It states that each side of the brain has different specific
functions. While humans use both sides, each one has a
dominant side which, according to the theory, explains
much about his or her behaviour, interests, personality,
and mode of thinking.
This led to the coined terms left-brained or right-
brained individuals
24. LEFT-BRAINED
These people are
o Organized
o Logical
o Detail-oriented
They prefer
o sequencing
o linear thinking
o mathematics
o thinking in words
o Like to set goals
o Can interpret information well
o Keep a tidy room
o Answer questions spontaneously
o Follow directions and read
directions
25. RIGHT-BRAINED
These people are
o Intuitive
o Risk-takers
o Creative
They prefer
o imagination
o holistic thinking
o rhythm
o feelings visualization
o daydreaming
o Adventure
o Writing
o Fantasies
o expression
27. PRO :
LEARNING
Upon knowing the brain
inclination or to which brain
a person is ‘affiliated’, he or
she could think of ways to
boost strengths and
compensate for weaknesses.
It may lead someone to
develop effective ways to
learn and study.
32. Have you ever heard of
mind map?
Popularized by Tony Buzan, a mind map is a thinking technique
used to visually organize information. It is a creative and logical way
of organizing thoughts and ideas in your mind through a diagram.
It usually revolves around a central subject. Major ideas in the form
of images and/or words branch out from the main subject. Texts,
lines, colors, images, and symbols may be used to make mind maps.
Mind maps can be simply done by manual drawing or sketching or
through more intricate processes using computer applications.
34. M a k i n g a M i n d M a p
1. Decide on what type of mind map you will create
2. Think of the main idea for your mind map.
3. Add branches to the main idea.
4. Supplement with keywords
5. Incorporate colors into the branches.
6. Attach images if possible.
37. New Research Suggests the Brain is More like a Muscle
It changes and gets stronger
when you use it. Scientists have been
able to show how the brain grows and
gets stronger when you learn.
A person who can’t lift 20 lbs
when they start exercising can get
strong enough to lift 100 lbs after
working out for a long time.
“Use it or lose it!”
38. Inside the cortex of brain are billions of neurons connecting in a complicated
network. Communication between these brain cells is what allows us to think and
solve problems.
When you learn new things, these tiny connections in the brain actually multiply
and get stronger. The more that you challenge your mind to learn, the more your
brain cells grow.
40. How do we know that our brain can grow stronger?
Scientists started thinking that
the human brain could develop
and change when they studied
animals’ brains. They found out
that animals who lived in a
challenging environment were
different from animals who lived
alone in brain cages.
41. The whole brain of those
playing outside were 10%
heavier than the animals
who lived alone without toys.
Even old animals got
smarter and developed more
connections in their brain
when they got the chance to
play with new toys and other
animals, their brains also
grew by about 10%.
42. Practice is the Key!
From the very first day you are born, you can hear everyone talk and you
make sense of these strange sounds and figure out what they mean. As
young as you are, you’re exercising your brain and learn how to talk goo-
goo to real words. The brain has changed – it has actually gotten smarter.
44. “Don’t be dumb, you’re smart!”
No one thinks babies are stupid because
they can’t talk. They just haven’t learned
how to yet.
Some people will call a person dumb if
they can’t solve problems or spell a word
right, or read fast – even though all these
things are learned with practice. You can
learn something difficult until you find
one topic easier because your brain
muscles gotten stronger!
45. We are all SMART
When one say – “That’s the smartest
student in the class”. They don’t realize
that any other students could learn to do as
well if they exercised and practice studying
as much.
No one is really that well-rounded. But you
can achieve this goal by learning how to
use your brain effectively. Boost it up with
mind boggling questions, read a book,
learn some facts, make good decisions
and devise an idea or plan.
46. Think about it!
We are smart, and we can be smarter!
Just try not to push yourself too hard.
Remember: it is a gradual process.