https://connect.oeglobal.org/

https://connect.oeglobal.org/

Liu, C., Yang, Y., Chen, B., Cui, T., Shang, F., & Li, R. (2022). Revealing spatio-temporal interaction patterns behind complex cities. ArXiv:2201.02117 [Physics]. http://arxiv.org/abs/2201.02117

Histology staining of three dopamine-synthesizing sources in the hypothalamus support the findings in Figure 5E. The amount of TH cells (dopamine-synthesizing cells) in these regions decreases with 6-OHDA and can be partially rescued with short-day photoperiod exposure.

Even with 6'OHDA treatment, exposing the animals to short-day photoperiod resulted in some behavioral rescue, reflected by the animals spending more time spent in the open arm in the EPM test and less time spent immobilized in the forced swim test. The difference in behavior is significant comparing results of the short- vs long-day photoperiod exposure. One additional comparison that could be insightful are the results of 6'OHDA on 12L:12D photoperiod exposure; these can be found in Figure 5 B, and do not appear to be significantly different from the long-photoperiod exposure results. Thus, a follow up idea for the researchers is to consider when the effect of increasing the duration of light-exposure in a day begins to saturate.

Here, dopamine synthesis is being stopped by two things: the neurotoxic agent 6-OHDA and long-day light exposure, a stressor for nocturnal animals. Both treatments should reduce the presence of dopamine-making neurons.

These findings validate the specificity of 6-OHDA's delivery. In the dopaminergic cell group A13 just 200 μm away from the treatment site, the effects of 6-OHDA are not observed.

Following action potential firing, transmitters will be sent from the presynaptic, or sending, neuron to the postsynaptic, or receiving, neuron; the received transmitter will thereby alter the likelihood of that postsynaptic neuron firing its own action potential. The experimenters had observed that at certain clusters of neurons in the CNS, short photoperiod exposure increased production of the transmitter dopamine, and long photoperiod exposure led to an increased production of somatostatin. Consequently, the experimenters are questioning whether expression of those cognate postsynaptic receptors, i.e., dopamine receptors or somatostatin receptors, follow suit.

For rats, nocturnal mammals, increased photoperiod exposure is a stressor. Consequently, in both the EPM and FST, rats exhibit more depressive/anxious behaviors following long photoperiod exposure. In the EPM test, these rats spend less time in the open arm, and in the FST, they give up swimming and become almost immobile much sooner than the control group. For the short-day exposure group, the rats have more open arm activity, and in the FST persevere for longer, indicating reduced anxiety relative to the control group.

When expression of a receptor is greater than that of its transmitter, the likelihood of those transmitters binding to the receptor will be high. Thus, if levels of SST2/4R are high compared to the presynaptic SST, then presynaptic SST will likely be able to bind to the cognate receptor, and induce its inhibitory effects.

A decreased amount of TH-IR neurons means that less dopamine is being produced; this was observed when the rats were given long-day exposure (19 hours of light, 5 hours of darkness). Short-day exposure (5 hours of light, 19 hours of darkness) resulted in the number of TH-IR neurons increasing, a sign of greater dopamine production. These results were all relative to the control group, rats that experienced a balanced-day with 12 hours of light and 12 hours of darkness.

It is known that the young developing brain is able to add or switch the transmitters that their neurons express. The question guiding this research is whether sensory stimuli can cause the already mature (adult) brain to experience changes in the types of transmitters that are produced by their neurons.

I feel like students do not understand that Snapchats, Instagram, Youtube are considered digital annotations because when students are using these technological tools, they are just having fun. In order to teach them that these tech tools are digital annotations, we as teachers need to help them connect the phrase "digital annotation" to these technology tools.

This shows the users that they can easily connect monday.com with any existing online tools they already use to manage and have all their work in one place.

EUvsVirus. Pan-European hackathon. https://euvsvirus.org/

I've had multiple students experience this, and it can be frustrating, but I think it's important to address this with empathy for the parents and help the student role play the conversation. One of my students was able to get the information from their parents by remind the parents that college graduation was a shared, family goal, but they wouldn't be able to reach that goal without doing the FAFSA.

Some other college coaches and I recently watched a seminar on how students can apply to SNAP, so putting that information out on a social media post or in a mass text could be helpful for identifying students who might need help without signaling anyone out.

There's a Facebook page called "Your Freshmen is Off to College" which is technically for parents, but they make a post each month about common transitional issues students face, so I share those to start a conversation with students on Facebook about how to navigate those barriers.

To some point this is true, but I've also had conversations with students who clearly understand the impact finances have on their peers experience in college, especially for the students who are the only ones that have to work out of their friend group. I make sure they know those feelings of having to do more are valid, but I think helping students understand that noticing those dynamics is a skill of it's own and they are building life skills more than their peers.

Along with these factors, I also know students experiencing culture shock when going from a diverse high school to a primarily white institution. Culture shock is also important to talk about within the social-emotional learning topic because it can make them feel disconnected or isolated to campus. But this is also when I notice students really developing their self advocacy skills to find or start student organizations that reflect their own experiences.

Most colleges have a degree audit or career classes where they require students to plan out a timeline of college. These are great resources I ask students to take advantage of to help keep track of their goals.