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Name: Paul Grobstein
Subject: thursday morning
Date: Thu Jul 26 08:41:29 EDT 2001
So ... enough content yesterday? Let's see, we did
neurons, action potentials, resting/receptor/generator potentials, synaptic potentials, neurotransmitters, inhibition, signals end and start in middle of box, thinking backwards about behavior.
What did any (or all) of that make you think about? Write briefly (and spontaneously, without worrying about whether its "right") about whatever comes to mind, what you (think) you understand now that you didn't before, what puzzles/worries you, what new questions any or all of this raises that you're now curious about because of things we talked about.
Name: Gladys Baskerville
Subject: Neuron activity
Date: Thu Jul 26 09:50:43 EDT 2001
The nervous system is a very sophisticated body system of the human body.
And it really makes me more curious about all behaviors that one exhibits.
Some behaviors such as violent activity exhibited by individuals could
possible be a part of the individual's initial nervous system or effected
by life experience. I'm thankful for being created with such a intricate
Subject: inhibited signals
Date: Thu Jul 26 09:53:08 EDT 2001
For learning disabled, mentally challenged individuals- is it that the
signals remain inside the box and do not transmit to other boxes?
Willthinking backwards really help educators facilitate a more adequate
learning environment for these individua
Name: Randal Holly
Subject: Neurological Management
Date: Thu Jul 26 09:53:20 EDT 2001
I am beginning to wonder that in the case of complex organisms that continually inhibiting the occurence of action potentials of neurons must be a flawed task for the nervous system. In my view, considering the vast number of neurons, it must be somewhat impossible for a complex organism to perform this incredible task on a continual basis over its lifetime. Apparently, there must be countless behaviors that seemingly go unnoticed (consciously) because of the inherent lack of perfect span of control probably exhibited by the nervous system of an organism.
Name: susannah starkweather
Subject: neural activity
Date: Thu Jul 26 09:56:37 EDT 2001
Perhaps research on behaviors done in the past where a connection was made
between neural activity and behavior was supposedly identified are
inaccurate based on this research submitted in this lecture. The Nervous
system is more complicated than we think and cannot be analyzed so simp
Name: John Dalton
Subject: discursive meanderings
Date: Thu Jul 26 09:56:56 EDT 2001
In reading over notes, I discovered that "Neurons are the oldest and longest cells in the body! You have neurons for your whole life. Although other cells die and are replaced, neurons are not replaced. In fact, you have fewer neurons when you are old compared to when you are young. However, the neurons you have when you are old ARE THE SAME ONES you had when you were young. On the other hand, data published in November 1998 show that at least in one area of the brain (the hippocampus), new neurons CAN grow in adult humans." If this is true, what kind of neurons can be generated in the hippocampus? and what purposes would they serve?
Also, in reading over notes, it occurred to me that the genes within the neurons were doubtlessly important and may generate impulses in and of themselves. If so, what would be the implications of such spontaneous generation.
Also, I was struck by the notion of inhibition vs. excitation that briefly emerged at the end of class. I immediately thought of allergies.
Name: J. Middleton
Subject: Signals in the middle of the box
Date: Thu Jul 26 09:57:14 EDT 2001
The answers I left here yesterday concerned the triggers for such events as seizures, turrets syndrome and other neuro muscular events. For years my son suffered from local seizures but they were always triggered by fevers. The fevers in his case provided the stimulus for the events to occur. There was one occassion where he had a seizure that was not triggered by a temp. This was the one event that has always scared me. We were told by his doctors to watch him during puberty because hormonal changes (sgnals within the middle of the box) could trigger a seizure. I am overjoyed there was significant research to notice these behaviors. Will there be a time when we identify the hormones that trigger these events and will the hormones be suppressed so that these events do not occur?
Name: Bertha Henson
Subject: gray patches
Date: Thu Jul 26 09:58:58 EDT 2001
in youth with MS, how are signals interfered with muscle control?
Date: Thu Jul 26 10:00:23 EDT 2001
Does this have any effect on the children with various learning disorders:
such as ADD, ADHD, Touretts Syndrome?
Date: Thu Jul 26 10:01:29 EDT 2001
Name: Bob Cole
Subject: Thurs. morn.
Date: Thu Jul 26 10:03:31 EDT 2001
I believe that we still respond or behave according to past experiences,
even if what we're responding to is not immediate stimuli or no outside
stimuli at all. I also believe we react to others or behave a certain
wayby our own genetic make
Name: Regina Toscani
Subject: Thursday's Morning
Date: Thu Jul 26 10:04:44 EDT 2001
The idea that signals can start from the middle of the box (as opposed to always coming from outside the box) does not worry me one bit. This notion actually makes sense. The more a person's neurons "talk" to each other, independently from outside influences, the more creativity the person will display.
Also, the idea that signals start in the middle of the box might explain how we dream. I donít know about others, but so many of my dreams have nothing to do with my present environment or even the dayís events. Where do these images/ideas come from? They must be the products of the "inner boxes" of the brain. I, for one, am glad that my thoughts and ideas do not always depend on the outside world, especially when the outside world is in really bad shape. I can imagine a better world.
As a side note, I appreciate the idea of writing down my thoughts for others, instead of having only the option of either verbalizing my ideas or remaining quiet. I can write out my ideas and also express emotions without fear of immediate criticism.
Name: Christeena Mathews
Subject: Neural activity
Date: Thu Jul 26 10:05:49 EDT 2001
After reading the article,'variablity in brain function and behavior', it
was quite interesting to find out that scientist have come to the
conclusion that trying to predit what the nervous system is doing is, at
this time, impossible. This article is probably comforting to many
scientist who have tryed to do research on the brain and have always come
up with different results. And it reminds the human race that the human
body is a very complicated and even though we have come a long way in
medical research we still have a lot to
Subject: Friday's Round-table discussion
Date: Fri Jul 27 13:21:45 EDT 2001
Excellent and thought-provoking discussion. It was nice to hear how other teachers are coping with many problems that I am also having. I appreciate the fact that people from outside the school district asking for ordinary and lowly teachers.
Name: Paul Grobstein
Subject: and now ... education?
Date: Thu Aug 2 11:12:35 EDT 2001
One day to go. Hopefully you've got, at this point, some new ways to think about the brain ... and about behavior? So, what does this all mean for education ... for your classroom? We'll talk a bit about that tomorrow morning but, before we do, how about YOUR first thoughts? What do you, right now, think any of what we've been talking about means for education? What can you take back and use in your own teaching?
Name: Regina Toscani
Subject: Future of Education
Date: Thu Aug 2 13:13:21 EDT 2001
Tht main idea that I will carry with me is that I know now that some behaviors are not under my control. This is more true for children. In my classroom, I hope to be more sensitive to their inability to follow directions even though they are trying. Also I would encourage them to explore their identities, and to share that knowledge with the rest of the class.
Name: John Dalton
Subject: Education and the intersection of I-function with the rest of the nervous system
Date: Thu Aug 2 13:17:03 EDT 2001
Having an opportunity to examine the brain over the last fortnight, allows me to speculate that there are tremendous implications for education to be derived from the latest findings in neurobiology. This would especially be true with regard that implicit intersection where the I-function communicates with the rest of the nervous system. If individuals have varying degrees to which their I-function both receives input from the nervous system and gives output to the nervous system, than this suggests that, as educators, we may have the ability to expand the amount of communication taking place. Doing so might positively enhance the amount of conscious free will that an individual exercises in relationship to the amount of unconscious biological determination that an individual experiences. Inherent in this recognition is the belief that because of the way in which our brains are constituted, we all possess more knowledge than our I-function realizes. The problem becomes one of accessing this unconscious knowledge.
This suggests that there may also be ways in which we can positively create physiological conditions under which the brain is more receptive to learning. That is, there may be ways in which we can foster receptivity to more communication between the different parts of the brain. It also suggests that there may be physiological states of receptivity which once induced may positively enhance both interior communication as well as new communication exterior to the nervous system. Unfortunately, this also suggests that there are ways in which we may inhibit communication, that we may produce learning environments that limit receptivity.
Name: J Middleton
Subject: Brain and Behavior and Education
Date: Thu Aug 2 13:37:22 EDT 2001
Over the past two weeks I've come to understand the relevance between actions, reactions, input, output, our "vision" of the world, reality versus what we perceive, control and freewill. It put a new perspective on the term diagnostic teaching. The idea is to diagnose the students abilities through testing, writing samples, etc. Once the shortcoming has been identified an education plan can then be implemented to optimize the educational experience for the student. Well, all of this sounds so simple but it is much more complex. There are environmental concerns, the mental state of the student, exposure to chemicals that may have been released in the nervous system (either in utero or self-ingested), prior knowledge, etc.
Should we have been diagnosing our children all along? We're we supposed to give them content, let them struggle a little to get those critical thinking membranes working and then give them opportunities to show what they did/did not learn?
I realize there isn't a clear cut answer to any of these questions. Everyone has their own opinion. However, I am concerned that if educators become too preoccupied with diagnosing student behavior we'll miss those ah-ha moments our students have when they've "discovered" something new. I know it is up to me to keep the balls in the air that create the balance between teaching and providing the steps needed to learn and seek knowledge on one's own. I DON'T WANT TO DROP ANY BALLS WHILE JUGGLING!
Name: Bertha Henson
Subject: answer to Paul
Date: Thu Aug 2 13:49:16 EDT 2001
The institue has reawakended and or given new knowledge to me. It really has
helped me understand why people may behave the way they do. This knowledge should be most helpful to me, in my day to day working with both students and co-workers. The technology sessions were extremely informative. I entend to share my new information with all who are interested
Name: susannah and christeena
Date: Thu Aug 2 15:09:19 EDT 2001
Girl's High Crew:
We would like to say that the I function is needs to be active in order for
learning to take place. Students have the free will to learn but many
choose to believe the they cannot learn biology or any subject. We want to
know the difference between cramming the night before and actually learning
the material. How can we demonstrate the importance of being an active
learner in the classroom?
This has been a great class. Thank you.
PS The food was good
Date: Fri Feb 1 22:31:02 EST 2002
I was once again left with several unanswered questions at the end of Thursday's class. It was interesting to talk about the structure of the brain because it helped me understand why we behave differently. These differences in brain size and shape, could explain the question, is brain your behavior? However, I am still a bit skeptical about my own answer to that question.
One of the things that had me wondering if our behavior is our brain, is the issue of gender roles. We all can see that men and women are different, but where do those differences originate? Does being either gender influence your capability to learn and to be intelligent? Do we all obtain A BOX in common, or do those boxes go on getting outputs from other boxes forever? Is the bigger box a part of an even bigger box?
It was interesting to hear that the brains of different sexes are slightly different in size, and perhaps shape. But then again, has there been studies done on people who are hermaphrodites? What are the characteristics of their brains and how do they function? Do they function any differently? I guess I donít really have any comments, rather questions about our discussion. But I canít really make my own opinion when I have so many questions to be answered.
Date: Thu Mar 21 10:44:20 EST 2002
Name: Sharon Lee and Tunde Oronti.
Username: shlee.phila.pa.us and email@example.com
Date: Mon Jul 8 15:56:27 EDT 2002
What interests us so far is the relationship between brain and behavior. And that all brains are different and the same. Behavior is the brain and the brain is behavior.
Hypothesis is a guess or summary of observations. For example when they say "tomatoes cause cancer", that's just an example of summary of observation. Someone else might come up with a different summary of observation on the same topic.
We want to find out how chemicals affect the brain and behavior. How environment affects behavior and what causes various neurological dieseases such as Touretts syndrome, Attention deficit disorder, Autism,Dyslexia and Hyperactivity disorder.
How is it that people who are extremely intelligent sometimes don't grasp some simple facts of life or show some common sense.
Subject: Being headless
Date: Wed Jul 10 13:33:54 EDT 2002
You can have a life without a head. Read Mike the headless chicken.
All About Mike: A True Story of One Bird's Will to Live
Name: Sam and Charles
Date: Wed Jul 10 13:45:31 EDT 2002
It was interesting to learn what really happens when a chicken has its head cut off. The idea of inhibitors relates to how people behave. It certainly thrusts ownership on a teacher, in a school setting, when a student behaves inappropiately. Now, instead of behaviors being able to be purely blamed on what is inside of the student, teachers should question what it is they are permitting.
Name: Charles, Shellie, and Sam
Subject: K-16 Collaboration
Date: Fri Jul 12 10:35:31 EDT 2002
Where Are We: City Year Program- students come into the school and help with instruction, motivation, and encouragement. However, some of the City Year participants are not always responsible which disappoints teachers. There are also a group of Drexel Univ. students who come to schools and teach lessons. However these students are not and do not plan on becomming teachers. It shows. It is a distraction to the school and limited planning with little thought of the students, wastes time and resources.
What Now: Participating college students need to be better trained to work with "our" students. There needs to be more communication between teachers, college personnel, and college students to more accurately address the needs and wants of all. This could be accomplished by a needs assessment.
It would be helpful if universities would provide more materials, resources, and financial support.
Name: DON FARBER & RAY LUCCI
Subject: BETTER LIVING THROUGH CHEMISTRY
Date: Mon Jul 15 09:45:16 EDT 2002
There is a primary need in all organisms and in all organ systems to maintain homeostasis. Drugs have been demonstrated to assist in restoring this order when properly prescribed. In other cases, drugs have been used to disrupt homeostasis often with disastrous results. Addiction to a drug is the result of homeostasis shifting to accomodate or negate the effect of the drug. Remember "Mother's Little Helper" as penned by Mick Jagger & Keith Richards? Things are different today, I hear every mother say. Mother needs something to help her get by. And though she's not really ill, there is a little yellow pill.
Name: carolyn fitchett
Subject: sites for environmental ed.
Date: Tue Jul 23 14:57:16 EDT 2002
water testing lesson plan
excellent interactive recycling game
variety of environmental /pollution sites
Name: Gerald Wasserman
Subject: Bridging Cultures
Date: Thu Jul 25 12:23:06 EDT 2002
I feel all the guest speakers have presented excellent programs,butI feel an instructor who is presently teaching in the Phila. School System could be a tremendous addition to your programs.
Name: carolyn fitchett
Subject: Health issues for women
Date: Thu Jul 25 13:06:22 EDT 2002
This topic(Women's Health) is a real concern for society. The Franklin Institute had an interactive exhibit on this topic.The videos gave me an opportunity to meet women of diverse cultures who had over come such diseases as cancer, HIV virus, also, a closer look at ways women were living with complications. Dr. Kaye Edwards
presented this is a manner that was inclusive to many disciplines, language arts, social studies and of course science.
Subject: This Site
Date: Fri Oct 4 08:57:10 EDT 2002
I hate it
Subject: Who is?
Date: Fri Oct 18 23:15:31 EDT 2002
Who is Maria Vasiliadis?
Name: Kelvey Richards
Subject: Is bahavior retarded if the brain is?
Date: Mon Jan 27 10:50:44 EST 2003
I have never really thought about the fact that the "brain=behavior and
there is nothing else" but since both brain and behaviour encompass
such a scope of complex interactions that most things will fall within, I
do not greatly doubt it. Instead, the proof for the statement is what is
of greatest interest to me. The ideas that the changing of the brain
results in the changing of behavior is the theme I have focused on
while reading 'Flowers for Algernon' by Daniel Keyes and watching 'I
am Sam' starring Michelle Pfeiffer and Sean Penn. In 'Flowers for
Algernon' Charlie undergoes an operation to make him 'smart'. The
operation raises his IQ to the level of a genius but it also affects how
he behaves towards others as he realizes the difference between
being laughed at and laughing with a person. In addition, the
behavior of others towards him changes as he is seen as a
threatening ' smart person'. Sam's mental limitations become an
issue once society takes an interest and intervenes after judging his
behavior. The interactions are all based on perception that is an
action by the brain and is then relayed to a behavior. Behavior is not
only derived from an internal source but is clearly a reaction to
In addition, the effect of the mind on emotional behavior in the case of
either a 'normal' or 'mentally challenged' person is also apparent in
'Flowers for Algernon'' and 'I am Sam' as in both cases the simple
minds of the protagonist is able to display complex emotions simply.
Like a blind person who has a heightened sense of smell, a mental
deficiency can heighten an emotional awareness. Not focusing on
the complex interactions (by not understanding) can allow for a more
instictive reaction to a situation. Sam's fatherly behavior
concentrates on expressing love. By having an altered mental state,
the behavior is different and yet the beauty is that it can be seen as a
skill or gift as opposed to a retardation. Due to the direct relationship
between brain and behavior, the question that arises in 'Flowers for
Algernon' is if indeed an operation to change the brain and make a
person 'smart'', creats behavior that is actually 'smarter' than the
simple-minded person who looked at the beauty in people and did
not know how to judge.
Name: Rosamond Reeves
Date: Mon Dec 6 13:54:06 EST 2004
hey i would really like to know more about this disease please email me back my brother who i just found after 12 years has turrets i would like to know more about this please email me back
Name: Darren davies
Date: Wed Jan 19 14:47:43 EST 2005
Hello i am a young student in olchfa school, doing my As levels, and i was wondering if any one could tell me how people who suffer from turrets syndrome get it? It would be very helpful for me and my psychology teacher as both me and her wish to know wether it would be something to do with bad parenting or just naturalLy born with it. If u could e-mail me a reply to my question at firstname.lastname@example.org as soon as u possibly could i would be very grateful! thank you very much Darren Davies aged 16!
Subject: my friend
Date: Thu Jan 27 20:37:55 EST 2005
i think my friend has tireets i dont no thow should i ask her? what are some of the signs
Name: Edna Stevenson
Subject: tourettes syndrome
Date: Wed Jul 20 11:35:31 EDT 2005
My precious granddaughter has recently diagnosed as having tourettes and I need to know about it.My limited knowlegde of the syndrome is about unacceptable social behaviors(tics). Her symptoms include "zoning" seizures, frequent inability to follow instructions. She is intelligent but was held back in 1st grade. I attributed that to the fact that she was terribly neglected and emotionally abused for 6 years and then abused sexually by an older brother and the babysitters children regularly for a year. My son has custody of her now and I am her primary caretaker who's at a loss as to what to expect and what to do for her besides love her. Please help me and her!
Subject: Experience of a Friend
Date: Sat Sep 24 12:29:12 EDT 2005
In a perfect day filled with sunshine and joy, my friend processed this day and responded a few days later with images and experiences that did not happen. His approach was vulgar and shocked me that a nice person
outwardly had such a different experience. This happens around holidays and other things, like social situations, a mall or a Target...
He sleeps alot, has boundless physical energy and always looking for a victory dinner after competition with other workers. I found him lying
several times.......... crude responses that pop up from nowhere. I travel and am exposed to a lot of people. This does not come about from drinking or a negative experience. This seems internal but a shock to me.
He is now on Wellbutrin, but I am reading about the yeast. I believe his childhood was poor and hard, losing a brother to violence, who also had Tourettes. Can anyone advise a California, southern California connection?
I care for people having a developmentally disabled sister myself.
I have always been involved. How much of the anger management classes deal with this?
My friend is an excellent experienced public service employee and a kind man. Any positive suggestions are welcome and thankyou in advance.
Date: Sun Nov 27 03:53:50 EST 2005
of the left/right
the left side
of the body wich
female brain have
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