#just not using a framework of developmental regulation

[malpractice-morale]

that cursed feeling of looking at a body of research and going “this is really obvious but I cannot find any offshoots looking at it”. like did I just find a huge gap in research or is the literature about it just weirdly obscure? like you cannot tell me that nobody has looked at how goal disengagement interacts with help-seeking behavior. that is way too simple a question for nobody to have asked. It’s literally part of the assimilative mode of coping. and you are telling me nobody has looked at it??? that cannot be it

[gallifreyinstituteforlearning]

It's been mentioned in passing that humans and gallifreyans can procreate together. Depending on who the carrying parent is, what would that pregnancy look like, in terms of gestation length, physical symptoms, etc?

What would a Human/Gallifreyan pregnancy look like?

🧬Triple Helix DNA

Successful human-Gallifreyan reproduction hinges crucially on one thing: the offspring inheriting Gallifreyan triple helix DNA. This genetic structure is vital not just for the viability of the offspring but also for the inheritance of distinct Gallifreyan traits such as regeneration. Without the triple helix in full working order, the offspring may face severe health complications, sterility, or a complete/partial absence of typical Gallifreyan abilities.

👶Human vs Gallifreyan Carriers

1. Human-Carrying Parent

Given the complexity of Gallifreyan DNA, a human pregnant with a Gallifreyan hybrid could respond to the pregnancy in very unpredictable ways.

Gestation Period: Due to the human body's influence and biological clock, the gestation period may align more closely with human norms, typically around nine months.

Physical Symptoms: Due to the alien DNA, the human body may exhibit unusual symptoms, such as heightened sensitivity to temporal fluctuations or yo-yo telepathic abilities. There might also be unexpected bouts of healing, linked to artron or lindos energy surges. Increased appetite would also come into play, with some very weird cravings that reflect the baby's high nutrient demands.

Gestation Complications: There's an inherent increased risk of complications during pregnancy due to potential incompatibility issues between human and Gallifreyan biological systems. For one, the human immune system might react unpredictably to the foreign DNA.

2. Gallifreyan-Carrying Parent

A Gallifreyan carrying a hybrid child might face a different set of challenges, owing to the intricate developmental needs of the hybrid DNA.

Gestation Period: The gestation period could extend beyond the standard nine months, potentially up to a year, due to the need to fully integrate human DNA into the Gallifreyan biological framework.

Physical Symptoms: Gallifreyan parents might experience less physical strain due to their superior biological resilience. However, the presence of human DNA could introduce anomalies, such as disruptions in their ability to regulate body temperature or metabolic rate as they normally could.

Telepathic Bond: There may be a developing telepathic link between the carrier and the child, providing early emotional and cognitive connections, and possibly allowing the parent to manage gestational discomfort through direct mental intervention.

🏥Medical Implications

Advanced Gallifreyan technology would likely need to be used to monitor and support the pregnancy, ensuring the stable development of both human and Gallifreyan genetic traits.

Check-Ups: Baby check-ups would need to be very regular and very comprehensive.

Daily Monitoring: General monitoring of the mother's physical and mental health daily.

Gallifreyan Interventions: It's likely some Gallifreyan medical interventions might be required, and these would have to be adjusted particularly for the human.

🏫 So...

Little baby Gallihumans (Humifreyans? I should make a poll) are certainly possible and create a bridge between two hugely different cultures and biological heritages, but it's certainly not going to be straightforward. These are all of course some theories, and theoretically, anything can happen that I've not mentioned.

Related:

What would a Human/Gallifreyan child be like?: Developmental expectations of a hybrid.

Factoid: Can Gallifreyans have interspecies children?

How long would it take for a Gallifreyan-Human hybrid child to realise they're not human?: All the little clues a new hybrid might pick up on as they grow.

Hope that helped! 😃

More content ... →📫Got a question? | 📚Complete list of Q+A and factoids →😆Jokes |🩻Biology |🗨️Language |🕰️Throwbacks |🤓Facts →🫀Gallifreyan Anatomy and Physiology Guide (pending) →⚕️Gallifreyan Emergency Medicine Guides →📝Source list (WIP) →📜Masterpost If you're finding your happy place in this part of the internet, feel free to buy a coffee to help keep our exhausted human conscious. She works full-time in medicine and is so very tired 😴

[data-analytics-consulting]

Sustainable Living: Practical Tips for Reducing Your Carbon Footprint 

Climate change, pollution, deforestation, decreased biodiversity, water scarcity, and related socioeconomic crises suggest that the world population needs to realize the meaning of sustainable living. For example, carbon reduction can begin with a multistakeholder, conscious effort towards saving energy. 

All stakeholders must work together to achieve comparable ends outlined in the UN’s sustainable development goals (SDGs). This post discusses practical tips to help you reduce your carbon footprint as a contribution to a healthier planet through sustainable living. 

What is Sustainable Living? 

Sustainable living is a life attitude that reduces an individual’s or the society’s use of the Earth’s natural resources and personal assets. It leads to minimalist lifestyle choices and eco-centric practices that decrease your actions’ adverse environmental impact. Therefore, you can promote preserving and protecting available resources to ensure a reasonable living standard for future generations’ welfare. 

The core principle of sustainable living focuses on living harmoniously with the environment. In other words, your modern, materialistic lifestyle must change since it harms everyone’s efforts to protect future generations’ interests. 

Simultaneously, the corporate world must recreate SDG-compliance successes that most sustainable companies have demonstrated. Besides, lawmakers have several opportunities to devise legally enforceable frameworks to help you and businesses discourage the exploitation of Earth’s precious offerings.  

Tips for Reducing Your Carbon Footprint via Sustainable Living  

1| Individuals and Corporations Must Embrace Clean Energy 

Solar power, geothermal, or wind are alternative renewable energy sources that can help you fulfill your energy needs with a negligible carbon footprint. In developed nations, you can buy direct solar or a renewable energy plan from a power company. Without these options, individuals will rely on conventional, non-renewable energy resources, contributing to carbon emission increments worldwide. So, governments and enterprises must deliver the necessary infrastructure. Likewise, avoiding fossil fuels or limiting their usage facilitates carbon footprint reduction. 

2| Reduce, Reuse, Recycle, Redesign, and Reshare 

Reduce carbon footprint through responsible consumption. For instance, use reusable polymers or natural materials instead of single-use plastics. While you can adopt this approach through cloth shopping bags, metal straws, or glass containers, businesses must deliver eco-friendly packaging. 

No stakeholder, be it an individual, an enterprise, or an administrative institution, must cause irresponsible waste disposal. Instead, they must support advanced research, development, and green design innovation for goods many can share and reuse to advocate sustainable living principles. 

3| Control Meat and Dairy Consumption 

Both meat and dairy are resource-intensive in production, contributing a significant share of greenhouse gases. As a result, individuals must try to reduce meat and dairy products from their daily diet by consuming them just a couple of days a week. At the same time, they must increase their number of plant-based meals. 

Similarly, businesses must prioritize collaborating with local, organic farm owners. Regulators can create a transparent ecosystem to address their transactional relationship based on aggregate profit sharing. Involved terms and conditions could necessitate limited use of chemical pesticides and growth agents. 

Conclusion 

Reducing carbon footprint continues to pose challenges, as specific groups still need more evidence to prove the legitimacy of green, SDG-focused developmental efforts. Therefore, individuals, organizations, and governments must address misinformation about sustainable living through appropriate channels. They must educate stakeholders on how a small lifestyle change can assist in preserving Mother Earth’s beautiful, irreplaceable gifts, like vast forests, fresh air, and consumable water. 

When you consciously embrace all the above practical tips based on sustainable living principles, you can reduce your carbon footprint. Undoubtedly, every stakeholder’s commitment to preserving the environment for future generations is the much-needed course correction attitude for this era. 

[entrepreneurstreet]

India Moves to Regulate Cryptocurrency: LotusX, India's FIU-Registered Crypto Platform, backs Government’s Public Consultation Initiative

LotusX, a leading India-based cryptocurrency and blockchain platform registered with the Financial Intelligence Unit (FIU), fully supports the Indian government's recent initiative to regulate the cryptocurrency sector through public consultation. As a company dedicated to driving innovation and building trust in digital finance, LotusX considers this as a crucial developmental milestone towards establishing a secure, transparent, and sustainable crypto ecosystem in India.

India’s Regulatory Initiative: Ushering in a New Era for Cryptocurrency

The Indian Government’s decision to engage the public in the formulation of cryptocurrency regulations marks a significant move for the industry. By seeking input from a broad range of stakeholders, including industry leaders, experts, and the general public, the government is ensuring that the resulting regulatory framework will be balanced, inclusive, and reflective of the diverse perspectives within the country. The government's proactive approach to regulating the sector is a strategic response to these challenges, aiming to protect investors while also encouraging continued innovation.

LotusX is optimistic that this collaborative approach will lead to a regulatory framework that not only addresses the risks currently associated with cryptocurrencies but also establishes a strong foundation for the sector's long-term growth. 

CEO’s Statement: Embracing Regulation for a Sustainable Future

Ankit Agarwal, CEO of LotusX, expressed strong support for the government’s initiative, stating, "We commend the Government of India for initiating a public dialogue on cryptocurrency regulation. This inclusive approach will not only facilitate the creation of balanced regulations but also play a crucial role in educating the public about the potential benefits of digital currencies. At LotusX, we believe that a well-regulated environment will provide the legitimacy and trust needed for the crypto industry to thrive, paving the way for broader adoption and innovation."

CFO’s Perspective: Ensuring Financial Stability and Growth

Abbas Hussain, CFO of LotusX, emphasised that clear regulations will play a crucial role in ensuring financial stability within the cryptocurrency sector. "From a financial perspective, the move to introduce comprehensive regulations is not just about compliance; it’s about building a stable and secure environment that fosters investor confidence. Regulatory clarity will allow us to better manage risks, enhance financial transparency, and deliver greater value to our users. “

A Team of Experts Ready to Support

LotusX prides itself on being a team of seasoned professionals with extensive experience in crypto & blockchain as well as other financial sectors. The company is not only prepared but eager to support the Indian government in its efforts to develop and implement effective cryptocurrency regulations. By leveraging its deep industry knowledge and expertise, LotusX aims to contribute meaningfully to the creation of a secure, innovative, and thriving digital finance landscape in India.

Looking Ahead: Shaping the Future of Cryptocurrency in India

India moves toward formalising its approach to cryptocurrency regulation, as per the Business Today report. LotusX remains committed to actively participating in the development of the industry’s future. The company will continue to engage with policymakers, industry stakeholders, and the broader community to ensure that the regulatory framework supports innovation while safeguarding consumer interests.

LotusX is confident that with well-considered regulations in place, India has the potential to emerge as a global leader in the cryptocurrency and blockchain sectors.

For more information about LotusX, please visit our website: https://lotusx.global

Disclaimer: Investing in cryptocurrencies involves significant risks and may not be suitable for all investors. The value of digital assets can be highly volatile, and there is a real possibility of losing some or all of your investment. You should fully understand the risks before engaging in any cryptocurrency transactions.

[thedayimissu-peach]

Week 10: Cyberbullying on social networks – does the law work?

Social media is a public place - that is something we all know. However, what is difficult for any government or platform is making a law to manage it, especially in the matter of speech. There are many reasons to defend or justify the lack of specific legal regulations on this issue. Some of them include the following factors:

Difficulty in framing the problem.

One of the main obstacles in creating anti-cyberbullying legislation is the lack of a consistent definition. What constitutes cyberbullying can vary widely, making it difficult to establish a legal framework that covers all forms of online harassment without violating freedom of expression. In addition, speaking has long been a form that is difficult to manage if the insult is not too obvious. You cannot just accuse a person just because he or she uses dirty words.

Technology barriers

Social networks are dynamic, with features and user behavior constantly evolving. Laws have difficulty keeping up with rapid technological developments, often rendering them obsolete soon after they are enacted. Current search engines can only localize dirty words, but there needs to be an element of checking the context and context as well as the issue being talked about.

The issue of authority

The global nature of the Internet means that cyberbullying can cross international borders, leading to legal complications. Determining which laws apply and how to enforce them when the parties involved are in different countries is a significant obstacle. Language differences or metaphorical words of each culture are also issues that need to be considered.

Implementation challenges

Even with laws in place, enforcement of anti-cyberbullying laws remains difficult. Identifying the perpetrator, proving intent, and gathering evidence are all complicated by the virtual environment of social media. Remember, the foundation of the law is evidence, not evidence. This means that if a person has bad thoughts and words but the actions, he or she takes do not have an adverse impact, it is exceedingly difficult to accuse him.

Age is responsible.

Many cyberbullying cases involve minors, raising questions about the age of criminal responsibility and the appropriate response from the legal system. Balancing the need for accountability with recognition of youth's developmental stage is a delicate task. At the same time, the law goes hand in hand with education, so if we only side with the victim, it will be unfair to the perpetrator. Not to mention some bullying cases also come from the community or in other words the majority (due to some information orientation issues) but in other words it will be exceedingly difficult to make fair judgments in some schools. fit

Thus, it can be said that making laws to address the issue of cyberbullying on social networks is a complex issue, requiring careful consideration of legal, technological, and social factors. While the challenges are great, the pursuit of a safe and respectful online environment remains an important goal for lawmakers and society alike. Because that promotes order as well as the maximum protection of each citizen's rights.

Works Cited

Chan, Tommy K. H., et al. “Cyberbullying on Social Networking Sites: The Crime Opportunity and Affordance Perspectives.” Journal of Management Information Systems, vol. 36, no. 2, 3 Apr. 2019, pp. 574–609, https://doi.org/10.1080/07421222.2019.1599500.

El Asam, Aiman, and Muthanna Samara. “Cyberbullying and the Law: A Review of Psychological and Legal Challenges.” Computers in Human Behavior, vol. 65, no. 0747-5632, Dec. 2016, pp. 127–141, https://doi.org/10.1016/j.chb.2016.08.012.

---. “Cyberbullying and the Law: A Review of Psychological and Legal Challenges.” Computers in Human Behavior, vol. 65, no. 0747-5632, Dec. 2016, pp. 127–141, https://doi.org/10.1016/j.chb.2016.08.012.

[poisonheadcrabsalesman]

More therapy thoughts part 1/?

Behavior Theory Frameworks/Conditioning and What the fuck does Master Chief talk about in therapy?

Ramblings below - like a lot, like I spent too much time writing this and you should not read this

Behavioral Theory could work well as a framework with rehabilitating Spartan IIs if the case worker focused on Operant Conditioning Theory and Cognitive Social Learning Theory, which I talked about in this ask because I think I’m funny and this blog is an archive of me applying human behavior theories to video games.

Spartans have always been taught the mission comes first! Always! The 2s are indoctrinated from age 6-14 and then have that reinforced the rest of their lives. From the beginning they are taught to push themselves to the limits, earn their food by winning, form bonds with teammates but be ready to sacrifice them for the mission. The whole lives wasted vs spent conversation between John and Mendez after the augmentation surgery!

What the UNSC/ONI wants comes before their lives, the lives of other soldiers, civilians, AI etc. This constant conditioning of expectations and rewards has created the norms cemented in their minds. This becomes standard operating procedure.

Spartans are also an entirely separated social group, other people have made really great posts on how they are Othered and have their own way of communicating with body language. ODSTs hate Spartans, marines see them as cyborgs or saviors, and while they’re allies, Spartans are not seen or treated as human, by literally everyone. They are a means to an end, with the original goal being to maintain the UNSC’s position of power and crush the insurrectionists in the outer colonies, but uh oh Aliens!

Maybe the 2s aren’t as expendable as the 3s but the mindset and reinforcement of “mission first, people second” being repeated their entire lives is going to stick. So is the constant mistreatment and abuse from their fellow soldiers and handlers. 

Addressing the cognitive distortions that come from their upbringing while also balancing the fact that Spartans are so fundamentally different from the way they developed to survive would be so much work, especially considering how much information on them is given to their therapist.  The main distortion I would apply is minimization, making large problems small and not properly dealing with them, and specifically for John, personification, accepting blame for negative events without sufficient evidence. 

Like these are grown ass super soldiers who can kill you in less than a second and calculate the amount of gravity in a room on the fly but then also can flounder when trying to comfort civilians or make small talk because their experiences and values are so alien to adults who had more developmentally “normal” lives. 

Literally applying therapy to Spartans would be like, what was done to you was wrong, the ends do not justify the means, you were children and the adults in your life failed to protect you. You are a human person who is fallible and did the best you could with what you had. And the Spartan would say, “sounds fake but okay, can I pass my psych eval and go back to war now please?”

Jumping back to Behavior Theory

Different approaches to therapy under the Behavior Theory umbrella help modify negative behaviors with treatments like Cognitive Behavioral Therapy and Dialectical behavior therapy that teach individuals adaptive coping like emotional regulation, distress tolerance, cognitive distortions, and interpersonal communication. And that’s just one framework under the umbrella of human behavior theories.

Social work therapy is different from psych as it approaches individuals with heavily researched, evidence-based theories and frameworks in a holistic viewing of person-in-environment, instead of a strong focus on internal psychology. 

Social work looks at all the interacting systems, environment, history, and internal and external factors affecting an individual. One of the most useful frameworks is the Biopsychosocial-Spiritual Frameworks (BPSS) when helping a client. It helps with identifying all the intersecting factors, both risk and protective, that shapes a client’s lived experiences. The most important thing to remember is that the individual is an expert in their own life, they know their experiences best.

The hardest part is applying this to Spartans because they Are So Fucked, their lived experiences, their environments and systems and institutions interacting with them, and the amount of their personal information that is probably so classified.

BPSS is a tool to help social workers assess individuals and their situations by collecting info that is related to the presenting issues and current and past circumstances. Info like medical history, hospitalizations, substance abuse, mental illness, personal relationships, family history and background, culture and norms, education, legal history, spirituality and participation etc. is all under this framework. 

For Spartan 2s most of this info is lost or classified and helping someone who has repressed every negative emotion they've had for the sake of the mission would be so much to unpack but that’s also why you’re reading the mad ramblings over an over caffeinated nerd on the internet.

Life Course Theory which looks at developmental milestones and the individual’s experiences versus the socially expected markers, how do you apply that to children who were taken and have lived such different lives? 

While early adolescence is when “normal” development of thoughts of self and identity take place alongside the physical changes of puberty, Spartans were being turned into emotionless calculating weapons. Sorry John, no forming a sense of identity and peer bonds for you, go kill that Watts guy who betrayed us and joined the insurrectionists. 

And now that I’ve gone this insane and opened 2 whole textbooks up, let’s get to Master Chief thoughts. If you’ve read this far thank you, I swear I’m normal, 2020 has just been a weird year. 

Why the fuck did I think I could write a therapy fic on a guy with 20 minutes of actual dialogue across almost 2 decades of games?

I make fun of him and call him a himbo, but he’s smart, he knows he’s being used and there is resentment there that’s been building for years. 

There’s also decades of trauma and combat experience, physical, and emotional abuse, the lack of a support network,  lack of an identity, the biological factors and aftermath of the augmentations and injuries he’s received, a whole lot of grief and self-inflicted guilt. 

The loss of a third of his peer group with the augmentation surgery, Sam’s death, the loss of Reach (the only place he’s considered home), Keyes, the Pillar of Autumn crew, Miranda Keyes, Johnson, Cortana. He cares about the marines who fight with him!!!

He just stands there and takes it and rarely snaps, and even then it’s just small cracks on the surface with fissures running deep. The few details I will pull from Halo 5 are Blue Team’s reactions to John pushing himself so hard from the beginning of the game, and the literal crack in his armor from the fight with Locke. Like dude.  

John’s a leader and will get the mission done but he tugs on the leash. He’s earned enough of a reputation and uses it to get his way.

Halo 2’s “Permission to leave the station” with Mr. “I’m going to hand deliver a bomb to the fusion reactor of a covenant supercarrier and hope my friends catch me”. 

Halo 4 is when we see him say no to a superior officer and then 5 is him going AWOL. Palmer literally points out that no one is going to stop him.

Halo 5 kills me for many reasons but John bringing up Halsey and what she did to him and also pointing out that he knows Halo 5 Cortana is trying to manipulate him with psychological tactics hurts. 

He knows what’s been done to him!

I cannot remember which book it was but John isn’t used to working alone. He literally takes fire because he was expecting someone to have his back! 

He’s lost without Cortana! She was in his brain! Y’all! I played Halo Combat Evolved on the original xbox when I was like 8 and I knew these two were meant to be together. From the moment they met they had great chemistry and relied on each other! Cortana literally goes after people who have it out for John! John wants her approval and shows off for her in one of the books. 

I’ve already written too much here but like all of the games have John showing off for Cortana, making dry jokes, jumping out of things he shouldn’t. 

The whole point of this rambling is to try and get my thoughts about how to approach John’s character under control.

And that’s the thing. He’s lost control. He’s lost people, he’s losing his position and being phased out as an aging spartan, a relic. John’s used to following orders and making some decisions on the battlefield but it was always short term.

He has no identity beyond being a weapon. Complete the mission, clear the LZ, get put in cryo. Rinse, repeat. 

The timeline of the games are what I'm most familiar with but with the comics and books too it’s one long run from Halo 2 to Halo 4. Cairo station to the Dreadnought to the crash landing to Forward Unto Dawn to Requiem to “The Didact is Dead but not really but we’ll deal with him off-screen”.

I know Hood apparently gave John R&R orders before Halo 5 that he ignored and kept running himself into the ground. This is a man who has to keep moving and keep being useful. 

I imagine him giving in and seeking help as a last resort to fix any problems he has with performing his duties rather than helping himself be healthier. 

Any professional he sees is going to have to approach him like they’re approaching a self sacrificing feral cat, with lunch meat and quiet. This man needs to have his support network closer, set up long term goals, and do some serious, and most likely incredibly painful, self reflection on where he’s come from and where he wants to go. Get him out of that tin can and into therapy. I don’t have a nice neat ending because this was a ramble and also therapy is not neat and tidy. Thanks for reading my words about mr halo

[unsparingcritic]

I suppose that “statistically safer” means that each year more black women die after the baby is due but before she can give birth or during birth than die while having an abortion; and we are asked to believe that this difference has nothing to do with the intrinsically greater variations in the point in time at which, and so in the developmental stage at which, the baby is aborted, nor anything to do with the intrinsically greater variations in health that can increase the likelihood of a particular woman or particular type of woman dying in childbirth than in having an abortion, but instead that race and race alone makes the difference because.   But even if that were so, what does the statement mean? Does it mean that, since the chances for continuing to live once she gets pregnant are so much higher if she gets an abortion than if she waits to give birth that, wishing to live at any cost, every black woman should just abort every pregnancy, because that way every black woman will have at least eliminated one of the racial dangers they face?  

 On the presumption that whenever any institution compares actuarial rates of mortality, they address their findings to people's basic sense of self-preservation, even if they know that not everyone has the will to act upon that desire, it seems proper to infer that, indeed, PPBC's officials do intend black women to infer that, in the interests of self-preservation, the statistically more rational course is to abort every pregnancy—not because every pregnancy is bound to kill, but because taking the chance is like playing Russian Roulette.  

 So, Black Women of America, choose life—only losers play Reproductive Racial Roulette; don't let the propaganda for Black Motherhood make you willing to die for the sake of giving birth to black babies—your life isn't worth that.

 That's how PPBC wants Black Women in America to roll: self-genocide is health care.  Leibefrüchtentôtung Ist Negernimmermütternlebenshut—killing the fruits of the womb is protecting the life of black nevermothers.  Abortion Is Health Care.  Say It Loud:  I'm Vacuumed and Proud!  

 I will never stop saying it:  progressives treat everybody like niggers—whether you are a man or a woman, black or white, straight or gay, ally or opponent, stranger or lover, and no matter how close in their affections and fixed in their loyalties titles like mother, father, brother, sister, child, lover, friend, or neighbor might have given you reason to believe you stood, they hold that you have no rights they need to respect, that they have the indefeasible prerogative to treat people without the use of any consistently and universally known and applied principle, ideal, value, standard, measure, scale, limit, proportions, rules, codes, policies, regulations, concepts, frameworks of interpretation, traditions, customs, conventions, or decorum; they want to reduce everyone to the position of never being able to know what moral or legal construction they, the progressives, will put on any act, of knowing that neither intention nor innocence nor inadvertence nor any other reality can limit their exposure to charges of the highest magnitude because all realities have been assimilated to the concepts that denote the evil extremes and the presumption of culpability, and that no principle of any sort requires proportion of any sort between violation under color of graduated measures and punishment under color of your abominable sub-humanity.  

[blogspersonal707]

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[juniperpublishersoceanography]

The Effect of Salinity Acclimation on the Upper Thermal Tolerance Threshold of the European Green Crab

Abstract

Fluctuations in salinity and temperature, among other varying environmental conditions, are stressors in estuaries and may work together to alter the physiological response of organisms that inhabit such environments. Laboratory assessments that investigate how animals respond to multiple environmental stressors can provide an ecological framework for understanding physiological performance across varying conditions. In this study, European green crabs, Carcinus maenas, were collected from Seadrift Lagoon, California, USA (37°54′27.82″N, 122°40′19.56″W) and were lab-acclimated at three different salinity concentrations typical of many estuaries: 15, 25, and 35 PSU at 12 °C (± 1 °C). After acclimation, crabs from each salinity treatment experienced a temperature ramp of 2 °C every 30min until they reached their critical thermal maxima (CTmax). Crabs held at 15 PSU acclimation treatment died at significantly lower temperatures than those acclimated to 25 PSU, demonstrating that the upper thermal tolerance of C. maenas is decreased at lower salinities. Hence, crabs in the northeast Pacific, which are limited to estuarine and brackish waters by marine predators, may be physiologically limited from further expanding their southern range boundary due to the effect of increased temperature on physiological performance. This work took place in March, 2013 and highlights the importance of examining the effect of multiple stressors to understanding what factors may limit or enhance range shifts.

Keywords: Carcinus maenas; Multi-stressor; Salinity acclimation; Thermal tolerance; Abiotic resistance; Invasive species

Introduction

Ecophysiological research has historically focused on altering one abiotic variable at a time to measure the physiological response to that variable. However, examining how multiple stressors affect organisms provides a more holistic view into factors that govern distribution and abundance of species [1-3]. The intersection of fresh and salt water, coupled with thermal fluctuations typical of estuaries can affect physiological performance, leading to geographic distribution limitations of estuarine organisms Sokolova et al. [4]. Additionally, along the west coast of North America, the estuarine distribution of Carcinus maenas has been attributed to predation by a larger, aggressive native crab Hunt & Yamada [5].

Owing to their broad thermal and salinity tolerance, C. maenas has successfully invaded coastal habitats of four continents, including the west coast of North America [6-8]. In addition, C. maenas can survive and reproduce in a wide range of salinity concentrations because they are proficient osmoregulators [9]. Nagaraj [6] found that salinity had little to no effect on developmental rates of C. maenas; however, zoeae kept in high salinity treatments (25 and 35ppt) had the greatest survival rates at the lowest experimental temperature, ~10 °C [6]. While these studies are informative, they do not necessarily reflect the dynamic abiotic environment that C. maenas inhabits.

In the eastern Pacific, C. maenas is preyed upon by native crabs, limiting their habitat use of the open coast, consequently forcing C. maenas to occupy areas with greater temperature and salinity fluctuations [5]. As such, C. maenas populations generally reside in upper estuaries, which are characteristically warmer and less salinated [5]. For C. maenas specifically, exposure to lower salinities leads to increased oxygen demand (i.e. increased anaerobic metabolic rate) as a means to offset the concomitant increase in hemolymph pH, which in turn affects the hemolymph’s O2 affinity [10]. The variable salinity concentration of estuaries in conjunction with their often warmer conditions [5] may combine to limit the ability of C. maenas to mount robust heat stress response, thus lowering the upper thermal tolerance, despite it being a euryhaline hyperosmotic regulator. Ionic stress combined with heat stress has been investigated in larval C. maenas; however, the effect of variations in salinity concentrations on adult crab upper thermal tolerance has yet to be investigated. To better understand how variations in salinity affect the upper thermal tolerance of adult crabs, animals were acclimated to three different salinity concentrations common to estuaries and then were subject to acute heat stress. Given that C. maenas is an osmoregulator, such that decreased salinity increases metabolic demand, we hypothesized that a reduction in salinity would circumvent the ability of C. maenas to mount a robust response to heat stress, thus reducing organismal thermotolerance.

Methods

Sampling, maintenance, and salinity treatments

Male and female Carcinus maenas were collected from Seadrift Lagoon, Stinson Beach, California, USA in August 2012, and transported to Portland State University, Oregon, USA. The crabs were temperature acclimated at 12 °C (± 1 °C) and 30 PSU for approximately 210d prior to the salinity acclimation phase. Three groups were then formed via random selection and acclimated to 15, 25, or 35 PSU, encompassing the salinity conditions where they are typically found (~10-35 PSU) [11] for 56d. Each salinity-controlled treatment group was held in a separate, self-sustaining, recirculating-water, temperaturecontrolled aquarium table system in artificial sea water (Instant Ocean) treated with 20mL of a nitrogen reducer (AmQuel) per approximately 151.42L of water, when nitrogen was high. System salinity was held within ± 1 PSU of the target salinity concentration for each treatment group by thrice weekly salinity measurements and additions of deionized water as needed to maintain the respective salt concentrations. The crabs were fed a medley of squid, fish, and mussels ad libitum, once per week.

Heat ramping

Members of the C. maenas sample population (n = 15 per treatment) were randomly selected from each salinity treatment and placed in recirculating and continually aerated water bath (Lauda RM6 MGW) filled with aquarium water from their acclimation tank. The bath was then ramped up by 2 °C every 30min, beginning from a base temperature of 12 °C ± 1 °C Kelley et al. [7]. The temperature at which each crab expired was monitored with a Vernier thermometer probe (± 0.1 °C) and recorded. Critical thermal maximum (here after CTmax), a standard measure of temperature-related animal death, was determined via a set of criteria verified by physical examination [7]. If the specimen was unresponsive to manipulation and could not right itself, it was held just below the surface of the water and examined for signs of respiration, i.e., water movement via the activity of the scaphognathite Crothers [12]. If cessation of respiration lasted for longer than 30s, the specimen was considered physiologically deceased and was removed from the water bath. Upon each crab’s death, we removed the specimen and recorded its treatment group, sex, temperature at death, and carapace width. Heat ramping continued until all of the experimental animals expired.

Statistics

To determine that the assumptions of normality and homoschedasticity were not violated, the Kolmogorov-Smirnov Goodness-of-Fit Test (P = 0.57) and Bartlett’s test for equal variance (P > 0.1) were used (Graphpad Prism) prior to analysis. Analysis of Covariance (ANCOVA), followed by Tukey’s Multiple Comparison Test were employed to determine whether salinity (fixed) and crab size (continuous covariate) affected the upper thermal tolerance of the crabs (Minitab 17). To further explore the relationship between carapace width (CW) and CTmax, a linear regression was used (Graphpad Prism).

Results

The three salinity treatments differed in their mean CTmax values (Figure 1, Table 1, ANCOVA, F(2,42) = 4.16, P = 0.02). The mean differences in CTmax between 15 PSU and 25 PSU, 15 PSU and 35 PSU, and 25 PSU and 35 PSU were -2.6, -1.3, and 1.3 °C, respectively. Tukey’s Multiple Comparison Test revealed a significant difference between the 15 PSU and the 25 PSU samples: the average CTmax of the 15 PSU sample (32.5 °C ± 0.6 °C) was significantly lower than that of the 25 PSU sample (35.0 °C ± 0.46 °C, Figure 1). The 35 PSU treatment was intermediate, having an average CTmax of 33.7°C ± 0.6, and did not significantly differ from the CTmax values of the other two salinity treatments. CW also significantly affected the upper thermal tolerance threshold, with lower CTmax for larger crabs (Figure 2: r2 = 0.2, y=-0.1*x + 41; ANCOVA. F(2,41); P = 0.008).

Discussion

We found that adult crabs that were acclimated to low salinity concentrations showed greater susceptibility to rising temperature. Crabs acclimated to lower salinity had a significantly lower CTmax than crabs acclimated to 25 PSU, supporting our initial hypothesis that lower salinity environments can negatively affect the upper thermal tolerance of adult Carcinus maenas. This finding was in accordance with a study that examined the effect of salinity acclimation on thermotolerance and larval development distribution of larval C. maenas Nagaraj [6]. Similarly, in another study, temperature interacted with salinity, together affecting larval development duration and attachment of the barnacle Balanus trigonus Thiyagarajan et al. [13]. Variations in salinity and temperature significantly modified the development of Nile tilapia, Oreochromis niloticus, but the interaction of the two variables modified development in unpredictable ways, with growth rates peaking at different temperatures as salinity changed Likongwe et al. [14]. A decrease in salinity concentration was also shown to significantly limit the range of temperatures tolerable by the bivalves Mercenaria mercenaria and Crassostrea virginica, for both survival and larval development Davis and Calabrese [15].

Our CTmax data suggest that after acclimation to a low salinity (15 PSU), temperature tolerance decreased significantly, offering an additional abiotic variable that may further limit their distribution. Hence, a large expansion south to warmer waters along the western North American coast seems unlikely This observed decrease in temperature tolerance implies that although C. maenas is capable of tolerating low salinities, it is metabolically taxing for them and could synergistically alter their ability to physically cope with thermal stress. Southward expansion of east coast  C. maenas populations has been documented to be limited by native crab species found in estuaries De Rivera et al. [16], our data suggest that salinity and temperature in concert with predation together limit southward expansion. Together these multiple stressors may determine the potential for future range expansion of  C. maenas.

A recent study found a significant relationship between environmental temperature and body size across this population of C. maenas, with larger crabs occupying areas of cooler temperatures, a phenomenon known as the temperaturesize rule for ectotherms Kelley et al. [17]. Here, we have shown that larger crabs tend to have a lower overall thermal tolerance threshold than smaller crabs (Figure 2). This study provides further evidence supporting the temperature-size rule in that large crabs that inhabit warmer, hyposaline water are more susceptible to heat stress, such that temperature acts as a selection force against larger body size.

Our study’s findings add to the body of literature supporting the conclusion that multiple stressors combine synergistically and may affect geographic range expansion and possibly overall success; however, the exact effects and synergistic relationship differ across species Todgham et al. [18], Crain et al. [1], McBryan et al. [19], Todgham and Stillman [3]. Together these studies, and others, suggest that the interaction between salinity concentration and temperature on aquatic life is not purely additive, and that more research is needed on multiple environmental stressors acting in one system, especially to predict the geographic distribution of species as their ranges shift due to climate change or biological invasion. Because of overwhelming evidence of climate change, it is important to consider the implications of inevitable further rise in temperature and changing estuarine salinities on native and non-native marine species in the near future Kelley [20], Sorte et al. [21]. The predicted change in riverine input could alter salinity and temperature along with pH, and could be modeled to understand potential future distributions. Life at low salinity levels and high temperatures becomes increasingly difficult for native and invasive species and can cause northward range expansion of C. maenas Kelley et al. [3], Hunt and Yamada [5]. It is important to understand the many abiotic factors can affect C. maenas distribution in order to predict future range expansions and possible ecological and economic effects of a non-native species on native marine animals and delicately balanced ecosystems.

Conclusion

This study documents that other environmental factors influence the upper thermal tolerance of the invasive Carcinus maenas, the European green crab. Understanding the role that dynamic environments play in regulating the physiological tolerances of invasive organisms is critical to gaining insight regarding the ecology of biological invasions. This research underscores the importance of, and the need to conduct studies that investigate the interplay of multiple environmental stressors on the physiology of non-native species.

To Know More About Journal of Oceanography Please Click on: https://juniperpublishers.com/ofoaj/index.php

[star-anise]

hi, mentally ill undergrad psych student here. i know you posted about this like...a while ago, but on the subject of C-PTSD vs GAD, how do you differentiate between the two? can you have both, or can the constant stress of severe GAD be traumatic enough to cause C-PTSD? like if a kid has severe anxiety, but becomes more focused on certain subjects/events and shows signs of trauma after encountering those subjects/events, would that just be their GAD or could that contribute to C-PTSD?

Hey! Congratulations, you’ve hit on the actual reason Developmental Trauma Disorder (C-PTSD) didn’t get included in the DSM 5. Because like, when you start to really look at it, isn’t everything a little bit to do with developmental trauma? DTD turned into this giant amorphous black hole of diagnoses, sucking in everything that came too close. 

Here’s one of my earlier posts about this: Childhood trauma doesn’t have to be dramatic to leave an impact; it’s not experiencing extraordinary events nearly as much as being marinated in an environment of toxic stress.

Trying to differentiate between different diagnoses in a person begins to be like looking at a Monet painting up close. All the data starts to turn into total static, you lose sight of the bigger picture, and it starts to reveal the actual nature of diagnosis.

Psychological diagnosis is, at this point in time, extremely fuzzy and subjective. I mean, it’s science, but it’s science that’s only 75% of the way there. It’s not like when you x-ray someone’s leg and go, “Yup, that bone’s broken.” We’ve noticed these symptoms often occur together, so we group them together in syndromes,. They’re grouped together based on statistical occurrence, possible causation, and what seems clinically useful. ��Depression” is like “headache”; a headache is a sore head, but it could be caused by any number of things–a concussion, a hangover, muscle tension, migraine, or brain tumour. Depression is also probably several different distinct underlying causes grouped together by subjective experience, and in the next 50 years we’ll slowly peel them apart.

Added to this, inter-rater reliability has always been pretty low for psychological diagnosis. If you ask ten different competent clinicians to diagnose the same person, between four and eight of them will generally agree that it’s one thing, while the others will disagree and think it’s something else. The lenses that we see a problem through are many and varied.

So to some degree, especially in complex cases, clinicians ask other questions than simply “What does this look most like?” We also ask

For what purpose will this diagnosis be used?

Will certain diagnoses open this person up to stigma and prejudicial treatment, or will they help advocate for deeper understanding and better treatment?

Who is going to see this diagnosis? Will they have the knowledge required to fully understand what it means?

Does this diagnosis provide clarity in understanding someone’s issues, or confuse it?

Will this diagnosis lead to the most suitable treatment for this person?

Talking about specifics below:

So if it isn’t clear by now: Yes, lifelong GAD and C-PTSD are absolutely things that can exist at the same time or be one another or camouflage as one another or.... yeah. That’s a thing. And a lot of the time it subjectively comes down to which diagnostic perspective works for you, and becomes something you and your treatment providers figure out through discussion and trial and error.

From one perspective, C-PTSD is an incredibly messy and frustrating diagnosis because it’s an incredibly diverse one–there are thousands of possible combinations of symptoms. The odds of two people with C-PTSD resembling each other are actually pretty low; there’s a lot of variation in how people cope, and often different C-PTSD methods of coping are night-and-day different from person to person, or within one person over time.

From another perspective, C-PTSD is a very clarifying diagnosis because it pulls a lot of symptoms from a lot of different places together and provides a solid theoretical framework on which to base treatment. It can take what was a nonstandard eating disorder, sleep disorder, learning disorder, mood disorder, and behaviour disorder, and spin them together into one coherent story about a brain that didn’t learn how to regulate itself during childhood.

So the real question is: For you, what happens to you and your treatment providers when you view your problems as lifelong GAD, as opposed to C-PTSD? Does it make you feel like you have a deeper understanding of what’s going on with you? Does one or the other communicate what’s going on with you more effectively to the people you see for treatment? Does one or the other suggest new treatment pathways or ways of improving your life? Which gets better results for you?

What helps you see the whole picture?

(I personally adjust how I report my issues depending on who I’m speaking to. From one perspective, I have a nonstandard brain, a lowkey shitty childhood, and congenital birth deformities; from another, I have depression, anxiety, some other stuff I forget, sensory processing disorder, fibromyalgia, and a bunch of physical shit.  I find the short holistic version useful to give to my mental and physical health treatment providers before diving into details, but when speaking with the general public, I parcel the information out disorder by disorder on a need-to-know basis, partly because as soon as you say you have PTSD, an appalling number of people say, “Oh, what from?”)

[myadhdlife98]

ADHD stereotypes

Despite much publicity over the last two decades, ADHD is still a condition that’s widely misunderstood.

The common stereotype of the ‘naughty, uncontrollable child,’ still prevails among many people. Even when this stereotype isn’t being reinforced by lack of education, the condition is most often seen as being related solely to children being hyperactive and unable to concentrate. Other aspects of the disorder are often not recognized.

In addition, stereotypes and stigmas exist with regards to what causes ADHD, including assumptions such as poor diet, bad parenting and incorrect behaviors during pregnancy (such as excessive drinking or smoking).

Common Stereotypes

ADHD Only Occurs in Naughty Children

Perhaps one of the most damaging stereotypes surrounding children who suffer from ADHD is that of the naughty child.

This stereotype asserts that if a child is just disciplined properly, or is told to focus enough, then ADHD symptoms will be eliminated.

Individuals with ADHD are Not Properly Parented

Linked to these assumptions is the idea that poor parenting, with few boundaries and permissive attitudes are responsible for any or all the symptoms children with ADHD suffer from.

This is damaging to both the child and parents, who are often all trying extremely hard to find ways of dealing with their challenges. When this stereotype comes into play it can lead to lack of self-worth in both children and the adults caring for them.

At best, it is a dismissal of the condition they are suffering from and at worst it blames them for something they have had little control over.

Individuals with ADHD Can’t Sit Still

Another stereotype regarding ADHD is the belief that all people with ADHD are hyperactive and unable to sit still or concentrate for any length of time.

In fact, many sufferers can concentrate for extended periods of time, depending on the level of their engagement with a task.

Because of this some people often assume that ADHD isn’t a ‘serious’ disorder, and that since most people find they have trouble concentrating or focusing from time to time, children with ADHD are similar, but just not trying hard enough.

ADHD Only Affects Boys

Some people mistakenly believe that ADHD is a boy’s disorder and rarely effects girls.

In fact, although the diagnoses of ADHD between boys to girls is about 3 boys for every 1 girl, when adults are diagnosed this figure changes to around 1.6 males to 1 female in epidemiological studies, and around even in clinical assessments.

So, whilst it is a disorder that is more commonly diagnosed in boys, it doesn’t necessarily follow it is extremely rare in girls. The possibility is that the symptoms are simply more widely recognized in boys than in girls.

Children Who Have ADHD Are Exposed to Too Much Television

With the growing popularity of video-games and television many have assumed a causal relationship between screen time and ADHD in children.

This feeds into the stereotype of ADHD really being children who have simply watched too much TV. In 2014 researchers working at the University of Amsterdam and Ohio State University conducted a meta-analysis of over 50 studies into media and ADHD symptoms.

Their findings suggested some link between the two, however there was no evidence to suggest screen time in fact caused ADHD.

Children with ADHD Aren’t Fed Proper Diets

Dietary influences are commonly held to be partially or fully responsible for the disorder.

It has been considered that certain food-colorings or additives were partially to be blamed for symptoms of ADHD in children. In addition, it’s been commonly claimed that a diet high in sugar is the cause.

There are many books on the market which claim to cater for a special ADHD diet. However there have been no studies which conclusively prove that this is the case. Although a causal link may have been indicated in one or two studies, the numbers were not sufficient to be of statistical significance.

As of 2016, the National Institute for Clinical Excellence NICE does not have any guidelines which prohibit artificial colorings or additives. Their advice centers around ensuring children get a healthy, balanced diet.

ADHD Children Are Addicted

One further damaging stereotype of the ADHD child is that of the ‘junkie kid’.

With the advent of drugs such as Ritalin and Adderall the stereotype of children needlessly ‘dosed up’ on drugs has risen. Certain religious groups have sometimes criticized the use of medication for ADHD and in areas of the media such as tabloids the disorder has often been demonized.

In addition to this, there is also a common assumption that the only treatment for ADHD revolves around medication, and that in time children with ADHD simply grow out of the condition.

When you take these stereotypes altogether, it’s no wonder that many sufferers and caregivers still feel frustrated and that their condition is poorly understood at best.

Countering Stereotypes

ADHD is a condition which affects what we call ‘executive function’ in the cognition of sufferers.

It is a neuro-developmental disorder – which means it is a disorder that results from differences in the way the brain processes information, as compared to a child without ADHD. It is also a disorder that can present in many different forms, and with a combination of factors which influence behavioral traits.

According to the CDC there are three main categories of ADHD:

Predominantly Inattentive: The child finds it hard to finish tasks, follow instructions and conversations or pay attention to details

Predominantly Hyperactive-Impulsive Presentation: The person finds it hard to remain still and has trouble with impulsive behaviors

Combined Presentation: Occurring when symptoms of both types are mixed

As we have developed our ability to examine functions within the brain, researchers have been able to identify factors which relate to structural, functional and chemical processes.

For example, structural areas affected include reductions in the volume of several areas of the brain and thickness in grey matter, as well as abnormalities in connections which are responsible for attention and emotion regulation.

In addition to this chemical processes in the brain which may affect dopamine and noradrenaline have been found. These areas influence impulsivity and inattention.

The issue of dopamine has been challenged in recent years, including in a study by researchers at the University of Cambridge.

The researchers found that when they gave doses of Ritalin to volunteers who did not suffer from ADHD, they showed a similar response in the increase in levels of dopamine to those who had ADHD and were given Ritalin. The study questions whether fundamental abnormalities in dopamine are responsible for causing ADHD.

What we do know however is that dopamine, along with many other factors all play an inter-related role in what is a complex disorder.

New studies are being conducted every year, and new theories are being suggested as to the exact nature of the disorder. In his book “Taking Charge of ADHD,” Russell Barkley suggests that not only do children suffering from ADHD struggle with many of the issues which are becoming more widely known, but they also have a poor concept of time and the future.

This means that they lack the skills to be able to locate their actions within a framework of the present and future.

The issue of emotional regulation is also another area to consider when trying to understand ADHD.

Many children struggle with controlling their emotional responses, and with finding enthusiasm for tasks that they are not deeply engaged with. Because of this many children are labelled as being ‘lazy’ or ‘naughty,’ adding to frustration and low self-esteem.

As we can see ADHD is a complex disorder that has many different traits and manifestations. It has often been stereotyped as a disorder that is either made up, or is not as serious as reported by people such as parents, teachers or children.

However, the vast range of studies over the past two decades, coupled with more advanced capacities to study the brain through mediums such as MRI scans, has led to a greater awareness and understanding of the condition.

It appears that attitudes are slowly beginning to change. Many clinicians and professionals now accept the need for medication or other therapy, and there are many parenting networks dedicated to challenging the stereotypes found online or in the print media.

ADHD is a disorder than can bring many challenges to the child suffering and those who care for them. But with greater information and understanding we can continue to challenge stereotypes and help to funnel efforts into research and support.

[futurestrong]

The Brain-SET Formula for Classroom Design © - Designing with the brain in mind.

Dr. Kathryn Murray | Future Strong Education, Australia. | July 2021 An original researched formula for planning the classroom environment.

When I was developing this work, I called my process the Brain-SET Framework for Classroom Design. There was a lot of interest in learning how to design and implement learning in an early childhood classroom. Having consideration for brain science, developmental domains, skill development and relationship building were pivotal to my design philosophy.

There has been much written about how to build a classroom for functionality (art space near the sink, bag rack near the door, cross flow ventilation), convenience, or to keep within a budget. I acknowledge the importance of the physical, built environment but I’ve expanded this thinking to factor in how a child’s brain responds to the physical space and the influence of space on learning.

An early childhood Director asked me to explain my process. I began by saying “The Brain-SET Framework guides educators to set up their indoor and outdoor spaces in a way that is brain friendly for young children.” Her response was “Oh we don’t need yet another framework!” and shut down the conversation. You know what – she was right.

We have all been through multiple changes in education in general and specifically in the early years. The word ‘Framework’ didn’t resonate with my intention of combining research into how children learn, my 40 years of experience, evidence of the success of the Brain-SET design or the changes in relationships that occur because of classroom design factors.

That was a good learning curve for me. After that discussion, I renamed my process for developing built environments to the Brain-SET Formula for Classroom Design, so that it didn’t sound or feel like yet another framework to follow. This is a formula to create and develop successful classrooms, confident teachers and calm, engaged children who learn through playful, hands on, open ended experiences.

I trialled many different approaches in my own early childhood classrooms over 25 years. It was my Masters Research in 2005 that set me on the pathway of learning more about how and why the brain functions and how it influences the way we learn.  My passion to find the best way for children to learn was reignited. This was coupled with lecturing pre-service teachers in a university and engaging with mountains of research that set me on the pathway to what is now the Brain-SET Formula for Classroom Design.

What started as a little seed of thought around important elements when designing a classroom environment developed into a full formula that connects with:

·      children’s brain development

·      the developmental domains (social, emotional, physical, cognitive, language)

·      addressing curriculum requirements

·      enhancing skill development

·      play based learning

·      developing soft skills of confidence, independence, creativity, problem solving, resilience and more

·      all ability levels can access the learning

·      igniting the love of learning for the child and the teachers.

 An overview of the Brain-SET Formula for Classroom Design.

The overview of the regions of the brain is simplified here to easily convey the connection between the brain and the decisions made when designing a classroom. In simple terms, the brain has three levels that we have to accommodate when teaching children (actually this is true for people of all ages).

In the title of the Brain-SET Formula, the S. E. T. represents the Survival, Emotional and Thinking parts of the brain.

The brain stem is at the base of the skull and is designed to make sure that we Survive. Our involuntary muscles such as breathing, pumping blood through our heart and body making sure that we can act quickly if we find ourselves in danger. The brain stem responds to how we feel and is regulated in the limbic system.

The Limbic system includes the amygdala and sits halfway up the brain (near the ear) and monitors our Emotions. The amygdala registers how we feel and controls the flight, fight or freeze responses. The emotions are connected to the brain stem to get our muscles moving if we feel scared or threatened and have to run from danger. We may have to use a different strategy to stay safe while facing the danger or play dead to survive.

Once we know we are safe, feel calm and secure then the neocortex comes into play. It is positioned at the top of the brain and is designed for Thinking. When we are relaxed, we are ready to learn and remember. Children and adults who suffer trauma can function and think, but often memory is impaired or straight thinking is compromised because the bottom two areas of the brain have not been considered.

A way to remember this is by using my favourite saying, “A calm brain is a thinking brain” (Murray, 2015). It helps remind us that Brain-SET is important for learning.

©Dr. Kathryn Murray. Future Strong Education, 2021

Classroom Design

The way we design our classrooms can either inhibit or expand on the degree of engagement children have with learning. In the Brain-SET Formula, spaces in the classroom environment are specifically set up to address the areas of the brain, develop skills, build knowledge and encourage the expansion of soft skills such as problem solving, decision making, imagination and more.

When we are addressing the structures of classroom design, we need to ensure that we plan the overall classroom as multiple smaller open ended spaces. The classroom structures include:

1.       Design for Learning

2.      Feelings for Learning

3.      Spaces for Learning

Each of these three learning considerations have 5 or 6 elements that are included throughout the room. The child is always at the centre of the planning and learning and design elements can overlap in several spaces. This is important because it allows children to practice skills over and over until they are ready for experiences that may be a little more challenging or complex. The skilled teacher knows when the time is right to add some complexity into the spaces to encourage skill development or change the focus.

The design elements are related to brain science and child development. The interest of the child is also factored into the planning of the spaces in the classroom. This same concept applies to the outside environment – but in this paper I am focusing just on the inside classroom environment.

Each element in the design process requires planning and deliberate placement of materials to engage and interest the children.

The spaces are not for the children to rotate through but are a part of the classroom every day.

Repetition of skills assists the development of executive functioning skills in the brain that includes the ability to self regulate, adapt learnt skills and knowledge to other contexts and enhance memory.

©Dr. Kathryn Murray. Future Strong Education, 2021

The method to set up each learning space and the reasons behind why this is important to build relationships and assist the development of a love of learning is part of my coaching program offered to early years classrooms. The Brain-SET classroom benefits children and educators and include:

·        Calmer children and a considerable decrease in behaviour issues

·        An increase in oral language by children feeling safer to talk with a smaller group of children in small, well designed spaces

·        Smaller spaces that are less threatening for those children who need it, particularly children with special needs

·        A variety of seating levels, textures, shapes and materials so that the brain is interested and can be creative and innovative in learning

·        Multiple ability entry levels into each space to ensure that all children can access the learning, work independently or with others to develop confidence, self esteem, creativity, innovation and problem solving skills

·        Resilience and self regulation is developed through having to wait to be able to access smaller learning spaces.

I work face to face or remotely to take you through the Brain-SET training, followed by focused coaching. I support you every step of the way to set up the classroom and plan for the teaching and learning experiences to unfold in an organised but open ended way conducive with the needs of the developing brain.

If you would like to know more about how the Brain-SET Formula can benefit you and your children, please send me a message or email: kathy@futurestrongeducation.com

It is truly a beautiful thing to see children engaged in learning and educators facilitating and strengthening relationships through mutual goals – all while having fun in the classroom.

Remember: “A calm brain is a thinking brain”.

Warm wishes

Dr. Kathryn Murray.                                                                                                            

Reach out to me here…

W: www.futurestrongeducation.com

E: kathy@futurestrongeducation.com

P: +61 438 776 116

I invite you to connect with me on:

https://www.linkedin.com/in/dr-kathryn-murray-25299314    

https://www.facebook.com/futurestrongeducation/?ref=page_internal

https://www.instagram.com/futurestrongeducation/

 To learn about my parent coaching program, please email:

kathy@futurestrongeducation.com

To book a complementary call with me, please use this link: https://calendly.com/futurestrongeducation/30min

To enroll in my parenting course, please go to the ‘courses’ tab on the website:

www.futurestrongeducation.com    

Dr Kathryn Murray has over 40 years of experience in the education sector. She has 4 happy adult children. Kathryn has written and published numerous articles for teachers and parents in magazines and academic journals. She is a published author featured in the Change Makers book for inspiring women, has won multiple awards for online teaching and was recently named Best Early Childhood Mentor (International, 2020). Kathryn partners with international organisations and community groups to support parents and educators of young children within Australia and globally. She is a highly sought public speaker and workshop facilitator and the creator of the Brain-SET Formula for Classroom Design©.

Kathryn’s aim is to guide parents and early childhood educators to be the best they can be, so that every child has the best possible start to a strong future.

Kathryn’s qualifications include: Doctor of Education, Masters in Learning Management, Bachelor of Education, Diploma of Teaching (Primary/Preschool), Certificate IV Training and Assessment as well as numerous certificates in education based professional development.

[juniperpublishers-ttsr]

Digital Literacy and its Use by Teacher Trainees at Secondary Level in Odisha

Abstract

Digital devices and applications have been used in schools and teacher education institutes across the globe for teaching learning. All the prospective teachers must be digitally savvy to utilize it in school for teaching, assessment, management and professional development. This study intended to find out the level of digital literacy and its uses among teacher trainees at secondary level. Descriptive research method was followed for undertaking this study. Survey was conducted on sample of 170 trainees selected randomly from teacher education institutes under Utkal University, Odisha, India. Self-developed questionnaire based on different aspects of digital devices and applications such as skills of trainees in digital technology, use of digital technology and applications by trainees for learning and teaching etc. was used at tool. Collected data were subjected to frequency and percentage analysis and accordingly conclusions were drawn. The study found that majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications, more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications, around 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security, majority of trainees use group email and WhatsApp for academic work and only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students. It is suggested that teacher education institutes must be equipped with digital devices and applications useful for teaching learning and professional development. Further, teacher educator must encourage and motivate trainees by integrated ICT in regular course work and across the subjects so that trainees can develop skills of using it for teaching, learning and assessment in schools.

Keywords:Digital Literacy; Digital Devices; Applications; Teacher Trainees; ICT

    Conceptualization of the Problem

Digital literacy is the engine of the modern civilization and the driving force of the information age. Today the meaning of literacy is not just limited to the ability to read and write. It extends to an effective application of all those activities in which literacy is normally assumed. The modern meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge, solve mathematical problems and use the dominant symbol systems of a culture. In this context, digital literacy has become much more than the ability to handle computers, just like traditional literacy and numeracy, it comprises a set of basic skills which include the use and production of digital media, information processing and retrieval, participation in social networks for creation and sharing of knowledge, and a wide range of professional computing skills. The UNESCO [1] Expert Meeting in Paris, defined “literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society”.

Different committees and commissions in India have strongly recommended for the use of ICT and digital technology in the education system for increasing its efficiency. The National Policy on Education (1986) stressed the need to employ educational technology to improve the quality of education. The significant role that ICT can play in school education has also been highlighted in the National Curriculum Framework [2]. Use of ICT for quality improvement also figures in Government of India’s flagship program on education, Sarva Shiksha Abhiyan (SSA). Again, ICT has figured comprehensively in the norms of schooling recommended by the Central Advisory Board of Education (CABE), in its report on Universal Secondary Education, in [3]. For improvement of digital literacy among students, Government of India framed a National Policy on Information and Communication Technology in School Education in [4].The initiative of ICT Policy in School Education is inspired by the tremendous potential of ICT for enhancing outreach and improving quality of education.

Teacher education needs to orient and sensitize the teacher to distinguish between critically useful, developmentally appropriate and the detrimental use of ICT. For seeing the importance of digital technology in today’s world many commissions and committees in India emphasized on the proper infrastructure in teacher education institutions and their appropriate use in teaching learning process as well as for administration purposes. National Curriculum Framework for Teacher Education (NCFTE) [5] reported that ICT can be imaginatively drawn upon for professional development and academic support of the preservice and in-service teachers. Justice Verma Commission [6] recommended that ICT may be utilized and materials developed in a decentralized and contextualized mode with participation of teachers and teacher educators for more sustained benefits. ICT should not be perceived as an ‘efficiency mechanism’ for large scale outreach only, as that assumes a ‘broadcast’ model in which the creation/control is central and the peripheries are seen as ‘consumers/users’. The real power of using ICTs is to decentralize the curricular and pedagogical processes that are currently existent.

The National Council for Teacher Education (NCTE) [7] regulation laid down guidelines about availability of ICT infrastructure in teacher training institutions. In accordance with regulation, several specialized courses are being offered in B.Ed. programme to enhance professional capacities of a student- teacher such as courses on language and communication, drama and art, self-development and ICT. A course on critical understanding of ICT is being offered as an important curricular resource. It also gives emphasis on ICT Resource Centre in the teacher educating institute and also there should be ICT facilities with hardware and software including computers, internet, TV, Camera, ICT equipment like ROT (Receive Only Terminal), SIT (Satellite Interlinking Terminal) etc. ICT must be integrated in different theories & practicum papers to develop skills and competency of prospective teachers. As per the recommendations of the NCTE regulation [7], all states have revised their curriculum, incorporated ICT in the teaching learning process and provided ICT facilities in the teacher training institute with the intention to develop digital skills of trainees.

In teacher education, digital literacy involves the development of knowledge and skills for using general computer applications, learning specific software programs and internet tools confidently and competently. It comprises several aspects, including technological awareness, technical vocabulary, components of computer, concepts of data and programs, ways of computing, working on files, documents and pictures, working with multimedia, evaluating resources and communicating with others.

    Rationale of the Study

Digitalization has influenced all the aspects of human life including teaching learning. It has great potential for quality improvement of education in schools. Hence, teachers of present era should not only have content knowledge, but also, they should have pedagogical as well as technological knowledge so that they can transact knowledge to students in an advanced way. Teacher can use the digital technology for preparation, delivery and follow up of the lesson in school. Teacher can also use technology for assessment purpose as like digital portfolio. Hence, the prospective teacher must possess digital literacy for effectively dealing with digital native students in future. In this context, the Government of India and states has provided ICT facilities to all teacher training institutions. The curriculum of all teacher education courses has been revised and ICT components are included as per the NCTE regulation [7]. Hence, it is high time to examine the level of digital literacy of teacher trainees so that suitable intervention can be planed.

Recently many researchers have taken interest on the uses of digital devices and applications in teacher education. Sethy & Mohalik [8] found that all the schools have computer and projector in smart classroom, but all teachers are not using smart classroom every day for teaching learning. Barik & Mohalik [9] reported that 95% of teachers are aware about internet and effectively using for teaching and professional development and agreed that digital technology is helpful for effective teaching. Devim [10] found that B.Ed trainees’ had moderate level of ICT literacy and the urban B.Ed trainees mean scores was higher than the rural. Armistead [11] found that digital technology has significant potential to enhance learning opportunity which a student needs to be successful. Li lan [12] found that use of digital technology is significantly correlated with self-efficacy, perceived computer skill and technology access and support for both teachers and students. Oloyede [13] stated that there was no significant difference in the level of ICT literacy between male and female student teachers. Sivasankar [14] reveals that the higher secondary school teachers from English medium, teachers from urban areas and matriculation higher secondary school teachers are better in their ICT awareness than their counter parts. Tabasum, et al. [15] found that majority of the students are average in computer literacy level. Wang [16] found that digital natives misleading and disconnect student’s inside and outside classroom technology experience. Hatlevik, et al. [17] found that digital competency among secondary students is due to different factors like classroom teaching methods, home environment, language integration and academic aspirations etc. Beena & Mathur [18] reported that male M.Ed. students possess significantly higher awareness of ICT in education than female M.Ed. students and the teacher trainees of both the Government and self-financed M.Ed. Colleges have similar kind of awareness of use of ICT in education. Pattee [19] found that digital technology helps a teacher for being an effective technology user, a lifelong learner in advanced ways, make effective technological pedagogical content knowledge as well as an effective mentor and facilitator.  

The above discussion reveals that attempt has been made by the researcher to examine the use of digital technology and devices in schools, colleges and teacher education institutes by the teachers and students. Mostly researches were conducted in school setting. Few studies were conducted on digital literacy of teacher trainees and teacher educators. In this context, study on digital literacy of teacher trainees is relevant.  

    Objectives

a) To study the digital literacy of trainee teachers at secondary level.

b) To study the extent of using digital devices for learning and teaching during internship by trainee teachers

    Methodology

Survey method was used for studying the level of digital literacy and use among trainee teachers. The sample for the present study was selected randomly which consists of 170 trainees of secondary teacher training institutes of Utkal University, Odisha, India. Out of 170 trainees, 50 are from Nalini Devi Womens College of Teacher Education, 50 from Regional Institute of Education, Bhubaneswar and 70 from Radhanath Institute of Advance Studies in Education. Self-developed questionnaire based on different aspects of digital literacy and its uses such as skills and competency of using digital devices, general awareness of digital devices and applications and using digital devices for teaching learning. The validity of tools was ensured by taking expert comments. The collected data was coded numerically and entered in MS Excel for analysis. All the items were analyzed in terms of frequency and percentage and accordingly interpretation was made.

    Data Analysis and Interpretation

The collected data are analyzed as per the objectives of the study by using frequency and percentage and qualitative descriptions. The detailed analysis and interpretation are presented in following pages.

The Table 1 indicates that above 90% of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications. Further, above 50% of trainees can scan disks for viruses, write files onto USB drive, record and edit digital sound and video and only 35.8% of trainees can create and update web pages. It can be said that trainees have working knowledge of digital devices except creating and updating web pages.

The Table 2 indicates that more than 70% of trainees have good knowledge of word processing, social networking, video sharing, web search engines and dictionary application. Further, more that 40% of trainees have good knowledge of spreadsheet, presentation and photo sharing applications. The table also reveals that more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications.

The Table 3 indicates that more than 90% of trainees are aware about the device needed to install on computer for video conference and use of Bluetooth. Further, more than 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password. The table also points out that less than 50% of trainees knew about voice typing and cyber security.

The Table 4 indicates that more that 90% of trainees use group email and whatsapp for academic work. Further, around 50% of trainees have created audio/video teaching learning materials. The table also reveals that few trainees have done online course and attended webinars.

The Table 5 reveals more than 50% of trainees always use digital devices for collecting resources and preparing lesson plan during internship in teaching. Further, more than 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students, and use online library and share notes online during internship.

    Major Findings

a) Majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications. Further, around 50% of trainees cannot scan disks for viruses, write files onto USB drive, record and edit digital sound and video and only 35.8% of trainees can create and update web pages.

b) More than 70% of trainees have good knowledge of word processing, social networking, video sharing, web search engines and dictionary application. More than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications.

c) More than 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security.

d) Majority of trainees use group email and WhatsApp for academic work. Around 50% of trainees have created audio/video teaching learning materials. Few trainees have done online course and attended webinars.

e) More than 50% of trainees always use digital devices for collecting resources and preparing lesson plan during internship in teaching. Only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students, and use online library and share notes online during internship.

    Educational Implications

a) Teacher educators must play great role in motivating and engaging trainees in digital devices for teaching and learning. Hence, training of all teacher educators must be organized so that they can use digital devices in teaching and assessing. They must demonstrate the uses of different digital devices in the field of school education and teacher education.

b) Present day education focuses on collaboration in learning. The digital medium can be utilized for collaboration among students and teacher educators. Hence different social networking apps like Whatsapp, Twitter, Blog, Facebook etc can be utilized for sharing and commenting in educational problems and issues so that trainee will develop skills and competencies in using ICT for learning and teaching

c) Most important skills for effective use of digital devices and services are safe practices. All the trainees must be oriented and educated in safe practices in using online services like onlinebanking, email, face book etc. They should be oriented especially in creating and changing passwords.

d) Internship is one of the significant elements of teacher training programme which provides the scope for utilizing digital devices and apps. Trainees must be motivated to use digital devices and apps for effective teaching and learning. The teacher education institute must make it compulsory for trainees to deliver specific number of lessons by using ICT. Trainees can use ICT for preparing lesson plan, preparing new teaching resources, video and audio clips which can be utilized during teaching.

e) ICT can be utilized for providing open educational resources to trainees and teacher educators. The trainees must be familiar with MOOC, NROER, e-pathasala and other online resources / libraries created by national and international agencies. Trainees must utilize these open educational resources for learning and teaching.

f) ICT must be integrated in pre-service teacher education programmes. It must not be taught as separate paper but must be given emphasis in all the papers. Because trainees must realize and understand the scope of using ICT in each paper. The potential of ICT must be utilized in learning of each perspective, pedagogy and field engagement courses.

g) All teacher education institutes must be equipped with appropriate digital devices and applications. Trainees must be given opportunities in working with computers; smart classes etc. in order to be develop their practical skills. Trainees must be oriented in the process of using smart class, smart boards and educational applications.

h) The future students will be digital native. They have different ways of learning and thinking. They want to use digital devices for everything in life from learning to education. For them, learning is fun making with subjects. Hence, prospective teachers must be equipped with all skills and competencies of using digital devices and applications.

    Conclusion

The use of digital devises and application in the field of school and teacher education has been greatly emphasized by different committees and commissions at national and international level. The NCTE regulation 2014 has recommended that ICT must be integrated in all teacher education programmes, which can enable teacher trainees for using it in classroom teaching. On the other hand, the Government of India has launched the programmes such as Digital India, e-pathshala, NROER, SWAYAM etc. for facilitating the use of ICT in education sector. This study indicates that teacher training institutes are equipped with digital devices and majority of trainees have smart phone with data plan. Trainees must be encouraged and supported for using ICT in the different phases of the course. The study also indicates that trainees are using digital devices during internship in teaching programme for planning lesson, preparing teaching learning materials and for presenting the lesson. The principals of all teacher training institutes must promote the use of digital devices in admission, administration, internship and assessment of trainees. Further, mobile and mobile based learning applications must be used in teacher education programmes both by trainees and teacher educators.

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[mobappdevelopmentcompany]

Why is Angular JS the most preferred choice for Responsive Web application development?

In today’s digital era, websites turn out to be powerful means for promoting a business. A business without an online portal is like a bird without wings! Business organizations using web apps to sell their services or products; succeed in creating a profound impact on consumers. Nevertheless, a web app must also be responsive. The responsiveness of a website depends on the following aspects:

The time taken for initial loading

The speed of transition between pages

The app’s capability to adjust and adapt to the screen sizes of diverse electronic devices.

Robust and responsive web apps result in happy and loyal customers!

Choosing an effectual app development framework; plays a key role in building a responsive website, capable of capturing the market. Most technical experts of the software sector will vouch for Angular JS to be one of the best choices for responsive web application development. AngularJS was launched by Google in 2009 as an open-source framework based on JavaScript, HTML, and CSS; for developing exemplary web applications. Ever since then, this remarkable framework has survived all odds and retained its goodwill even to this date.

Angular JS App Development is credited to have architected responsive enterprise apps for many significant brands like Netflix, PayPal, Lego, Weather, etc., and helped them to earn fame and recognition. This blog discusses the reasons why Angular JS web application development services is recommended by experts for building responsive applications.

Reasons to choose the Angular JS framework for Responsive Web App Development

A hassle-free Web app Development Process

Crafting web applications with AngularJS turns out to be a hassle-free process because:

Angular development depends on HTML alongside JavaScript and so, interactive web designs can be easily created. Therefore, more tasks are executed with lesser coding, saving time, and effort of developers.

Doing development in AngularJS is effortless if the Mobile App developers have prior coding experience of using other JavaScript frameworks such as JQuery, Backbone.js, etc

It accompanies ng-class and ng-mode which are a part of the usual tasks in JQuery.

Angular app developers have to just write a few lines of code for executing the tasks of two-way data binding and saving.

Design creation benefits

AngularJS developers can use the option of Markup to identify elements in a document without the need for breaking the whole app. Specific parts of the code are re-organized to serve this purpose.

Code reusability

The feature of code reusability is one of the upsides of AngularJS. It helps to architect responsive, complex, enterprise-level web apps; reduces the time-to-market, and eases out the implementation procedure.

Availability of Filters

The AngularJS environment offers various filters for uppercase, lowercase, numbers, order by, date, currency, etc. that help developers to transform the data that is stored in the Angular JS responsive design. For creating their own filter, developers need to register a new filter factory.

Enhanced programming

AngularJS offers some ingenious features that enhance programming practices. For instance, Angular directives support reusable components. Moreover, the REST API connection to the servers consumes lesser bandwidth, thereby allowing HTTP requests to efficiently handle data.

Full utilization of the existing data

Unlike many other frameworks, AngularJS does not pose any restrictions regarding the management of underlying data. The users of Angular JS apps can access the underlying database as these apps are implemented using RESTful APIs. In case one is using internal APIs, the existing front-end code can be replaced by employing an Angular app and hence the server-side security can be re-used effortlessly. Apps built using web app frameworks like Django, Rails, etc. can also be easily replaced by Angular apps using directive-based implementation to improve the website’s performance.

A secure access management process

Whenever businesses plan to upgrade an application for leveraging the benefits of Angular they are doubtful whether Angular would be able to utilize the existing security strategies meant for maintaining the level-of-access restrictions that have been mandated by departmental regulations. Thankfully, due to the flexibility of the Angular eco-system, a plethora of options are available that enable developers to merge the existent domain systems into the app-login and its security flow. However, AngularJS being a front-end inclusion, one needs supplemental libraries like Idapjs to reap the benefits of the aforesaid functionality. An interaction between AngularJS and these supplemental libraries enables implementing single sign-on. These libraries are utilized by integrating some code and conducting a security audit for detecting the presence of any vulnerability.

Parallel Developmental ability

The success of any responsive web app development project depends on the collaboration amongst the team members. The Angular environment simplifies collaboration between developers. The Dependency Injection eases out the process of script-sharing, and integration with the previously-created modules using Angular. Furthermore, the myriad libraries available, enable the imbibing of new features into projects.

Improved testability

A web app might require alterations in any stage of the developmental process, with a need to conduct testing for boosting performance and addressing issues. AngularJS development proves highly advantageous in such situations as it enhances the testability of web apps. Given below are the reasons for the same.

Its Dependency Injection finds out the areas that require testing.

The in-built Angular modules enable exhaustive testing for every module that is created.

Support for real-time testing is available.

The official Angular website provides ample documentation on testing methodologies.

Therefore, testing becomes effortless for developers working with Angular.

Maintainability of apps

Several maintenance issues like fixing bugs, adding new features, etc. crop up post-deployment. Fortunately, Angular web applications are quite maintainable. This is because AngularJS uses the model as the source, resulting in the creation of an object-oriented client-side design. The object-oriented design principles help to make the code more maintainable.

The Security quotient

Web apps being susceptible to cyber-attacks, it becomes quite challenging for enterprises to ensure their security. Angular JS development minimizes security threats to a considerable extent due to the reasons given below:

Usage of the HTTP interface in the form of a REST API or a web service for communicating with the server ensures safety.

The flexibility of the Angular environment permits the user to integrate Angular apps with third-party security systems.

The presence of a Dynamic Community

Being Google’s brainchild, the Angular JS framework enjoys the support of a Google-backed dynamic community comprising of experienced and highly proficient Angular developers. The community has been tasked to solve the queries of Angular app developers. It also arranges for conferences wherein software firms from all corners of the globe are welcomed to provide information regarding the novel innovations and progressions on Angular JS.

Final Thoughts:

Thus, the Angular JS framework decked up with efficient functionalities and productive methodologies prove to be an apt choice for crafting interactive, bug-free, and responsive web applications. Entrepreneurs hiring an Angular app development Company to build their website are sure to fly high and touch new horizons of success.  

Check out some more attributes on AngularJS web app development in this blog.

The core technologies we offer:

React Native App Development Company

Ionic App Development

Blockchain App development services

[evoldir]

Fwd: Postdoc: UGlasgow.ReproductiveModeEvoDevo

Begin forwarded message: > From: evoldir@evol.biology.mcmaster.ca > Subject: Postdoc: UGlasgow.ReproductiveModeEvoDevo > Date: 27 February 2021 at 06:54:59 GMT > To: rdmpage@gmail.com > > > We have a research opportunity open at the University of Glasgow's > Institute of Biodiversity, Animal Health & Comparative Medicine (IBAHCM) > working in the Evolutionary Analysis Group and the research team of > Kathryn Elmer and in collaboration with Maureen Bain (IBAHCM-Vet School) > and with project partner Jean Clobert (CNRS Moulis, France). > > We are seeking a motivated, creative, and enthusiastic postdoctoral > researcher for a project on the genetic basis of oviparous and viviparous > reproductive modes, funded by NERC. The project will advance reproductive > biology by using rigorous experimental tests and functional evolutionary > genomics to reveal the molecular basis of reproductive mode evolution > and scrutinise a putative reversal. This will be accomplished using the > powerful natural framework of a species (the common lizard) with both > reproductive modes. The research aims to identify gene expression and > describe ultrastructural features of reproductive tissue; determine > the genetic basis of gene expression regulation; and reconstruct the > genome-wide evolutionary history across all extant lineages. The project > will likely involve some periods of research stay in Moulis. Related > side-projects are also possible and supported. > > A strong track record of evolutionary and/or developmental biology and/or > genetic research is necessary, and on vertebrates (or even squamates) > is a benefit. The ideal candidate will have a weight of experience in > developmental biology (some of in situ hybridisation, histochemistry, > microscopy, etc) AND/OR in evolutionary genomics and biology (some of > comparative genomics, transcriptomics, genetics) AND/OR reproductive > physiology or biology. > > Animal husbandry and molecular lab work experience would be valuable; > fieldwork skills would be advantageous. Team working and collaborative > attitude are a must. > > The position is for 3 years, with flexible start date in spring/summer > 2021 (preferred 1 June 2021). The position is open at grade 6 (early > postdoc; research assistant) or grade 7 (more experienced postdoc; > research associate). > > International applicants will be eligible for a UK work visa supported > by the University of Glasgow. We strive to be a supportive environment > and welcome a diversity of applicants! > > IBAHCM is a stimulating and interactive research environment with a > wealth of opportunities for discussion, collaboration, and cutting edge > research in evolution, ecology, and animal health. The University of > Glasgow ranks in the world's top 100 universities and just won the Top > University award from the Times Higher Education. The University and > IBAHCM are both recognised with Athena SWAN awards and are committed > to supporting career progression.  The city of Glasgow is lively and > cultural, and sits on the doorstep of the great outdoors of the Scottish > Highlands, islands, and coast. > > The official job description and application requirements are available > on the University of Glasgow homepage under current vacancies. > https://ift.tt/3bLFcXU > > Please outline how you meet each of the essential/desirable criteria > listed in the job advert. We do not expect candidates to meet all > criteria, but do please emphasise your relevant experience and skills. > > **The advertisement closes 05 April 2021.** > > Informal email inquiries to Kathryn in advance are very welcome: > kathryn.elmer@glasgow.ac.uk > @DrKathrynElmer > https://ift.tt/2JOg4li > > > > Kathryn Elmer > via IFTTT

[grahkingston]

Pet Vaccination Kingston - What Vaccines Do Dogs Need Annually?

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What Vaccines Do Dogs Need Annually?

Primary Pet vaccination is significant on the off chance that you need to keep your canine from getting basic dangerous pup infections. As per, late exploration has demonstrated that not all vaccines require yearly

There are two basic classes for vaccination that your vet will recommend. These are core animal vaccines and non-core animal vaccines. The vaccines canines need every year are the core animal vaccines. Core animal vaccines are the standard suggested vaccines for pets and are normally controlled at an early age with a second shot following a year. Non-core vaccines are regulated relying upon your canine's general wellbeing and way of life.

Doggy Vaccines can be given to your canine as ahead of schedule as about a month and a half old. Converse with your vet at vet clinic Kingston what pet vaccinations does your canine need and set-up a vaccination plan that is advantageous for you. Here is a portion of the normal core canine vaccines that your vet would suggest.

Core Dog Vaccines

Core canine vaccines are what vets would typically prescribe to your canines since they're fundamental to shield your canines from dangerous infections and torment causing illnesses.

Rabies 1-year

You can begin to direct to your canine in one portion as right on time as 3 months old enough. A couple of states direct the age at which you need to first oversee them. This is a core canine vaccine and they'll have to get supporters yearly. Rabies is deadly to canines and there are no medicines accessible for it. That is the reason getting your canine vaccinated forestalls it.

Rabies 3-year

While Rabies 3-year is equivalent to the abovementioned, it varies regarding vaccination plan. Your veterinarian at vet clinic Kingston will suggest a second pet vaccination following 1 year. From that point forward, rather than getting sponsors yearly, you just need to do it like clockwork.

Distemper

Distemper is additionally a core canine vaccine. You need in any event 3 portions given somewhere in the range of 6 and four months old enough. Little dogs need an advertiser 1 year in the wake of completing the fundamental game plan. From that point onward, your canine necessities to get a promoter at regular intervals. This will secure your canine against an airborne infection that causes Distemper, a sickness that may cause lasting mind harm.

Parvovirus

You need on any occasion 3 measurements someplace in the scope of 6 and four months mature enough. Little dogs need a promoter 1 year in the wake of finishing the underlying arrangement. From that point forward, your canine would require a supporter at regular intervals. Canine "parvo" is infectious and can cause serious heaving and bleeding loose bowels. Whenever left untreated, it can demonstrate deadly to your canine.

Adenovirus, type 1

You likewise need 3 portions somewhere in the range of 6 and four months old enough. Doggies need a supporter 1 year after you complete the underlying arrangement and afterward, you'll require a doggy shot like clockwork. Adenovirus, type 1 can spread through contaminated pee and defecation and can prompt extreme liver harm and demise.

Adenovirus, type 2

You additionally need 3 portions somewhere in the range of 6 and four months old enough. Doggies need a sponsor 1 year after you complete the underlying arrangement. You'll additionally require a supporter like clockwork. This infection can spread utilizing hacks and sniffles.

Do Dogs Need to be Vaccinated Every Year?

Nonetheless, there's likewise no proof that yearly supporter vaccination isn't helpful to most pet canines. Indeed, avoiding a few sponsors can put your canine in danger. On the off chance that you need to ensure supporters are fundamental for your canine, you need to do a progression of blood tests to quantify the number of antibodies in your canine.

These tests are generally more costly and revaccination is, even more, an appropriate decision. The tests additionally might be upsetting for your canine. Government administrative bodies have exacting rules for animal vaccines. Makers should demonstrate that their vaccines are protected and successful before they discharge them available and make them usable for your canine.

At What Age Do You Stop Vaccinating Your Dog?

Canines more seasoned than seven years old are delegated senior pets. Senior canines are in the phase of life where the maturing cycle is beginning to influence each organ framework. A few organs destroy quicker and delayed down over the long haul so it's significant that you monitor your canine's condition.

Keep your animal vaccinations current. Talk with your veterinarian at Animal Hospital in Kingston to decide the legitimate animal vaccine plan that is suitable for your senior canine's way of life. Normally, senior canines will get most pet vaccinations like clockwork.

Some animal vaccines have a more limited span of resistance. A few models are leptospirosis, Lyme infection, and pet hotel hack. Your canine may get vaccines for these sicknesses all the more frequently, generally every six to a year.

What Happens if Your Dog isn't Vaccinated?

Your canine may have a higher possibility of getting illnesses that can be deadly to your canine whenever left untreated. Various examinations show animal vaccines are compelling at securing canines that are intentionally presented to infections in a controlled circumstance.

The more extensive the local area your canine is in, the higher the danger of your pet getting presented with undesirable infection. An examination shows that vaccinated canines have a lower possibility of getting Distemper contrasted with unvaccinated canines. 66% of the tainted canines have never been vaccinated while 22% of the contaminated canines were vaccinated sooner or later.

These days, the public authority requires certain pet vaccinations for your canines. One illustration of this is rabies. Rabies isn't simply unsafe for your pets yet also for people. This is the reason most places around the planet expect pets to have rabies vaccines to diminish the danger of rabies disease on people.

Conclusion

Vaccines for your canine builds its security against destructive infection and diminishes the dangers of contracting one. It's significant for you to chat with your veterinarian at the vet clinic Kingston and talk about what animal vaccines are required for your canine's wellbeing and way of life.

Veterinarians manage some animal vaccines yearly, like clockwork, and others at regular intervals. Getting your canine vaccinated may help get your canine far from conceivably dangerous infections.

At Animal Hospital Kingston, our team of staff will be there to take care of your pet throughout all of its developmental stages. From routine pet vaccinations to pet emergency care services, we offer all of the services that your pet may need to remain healthy and happy. To schedule an exam at our vet clinic Kingston, give us a call at +1 613-634-(KVET)5838.