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Osmosis and Diffusion Movement of Molecules Across the Cell Membrane Lab Paper

Osmosis and Diffusion Movement of Molecules Across the Cell Membrane Lab Paper.

Please answer the following questions as completely as possible, using full sentences. You can return to this assignment at any point until it is due. The questions are based on the assigned lab, so please work on this task as you read through the material in the lab manual. Your submission for this assignment will be the uploaded images of your handwritten work that you did in your composition book. All responses must be written or drawn by hand in your composition book. The information in your composition book should be input and made accessible to the reader as an illustrated log of your knowledge.What is a cell membrane?There are four different ways that cells move molecules across their membranes. List and define each of these four mechanisms.Read this brief excerpt to help you understand Brownian Motion:[Introduction to Brownian Motion] (Links to an external site.)Brownian MotionMichael Fowler, U. Va.Introduction: Jiggling Pollen GranulesIn 1827 Robert Brown, a well-known botanist, was studying sexual relations of plants, and in particular was interested in the particles contained in grains of pollen. He began with a plant (Clarkia pulchella) in which he found the pollen grains were filled with oblong granules about 5 microns long. He noticed that these granules were in constant motion, and satisfied himself that this motion was not caused by currents in the fluid or evaporation. Smaller spherical grains, which at first he took to be oblongs end-on, but later realized weren’t, had even more vigorous motion. He thought at first that he was looking at the plant equivalent of spermthey were jiggling around because they were alive. To check this, he did the same experiment with dead plants. There was just as much jiggling. Perhaps all organic matter, everything that ever was alive, still contained some mysterious life force at this microscopic level? Sure enough, he found the movement in tiny fragments of fossilized wood! But then he went on to find it in matter that never was alivetiny particles of window glass, and even dust from a stone that had been part of the Sphinx. The movement evidently had nothing to do with the substance ever being alive or dead, much to Brown’s surprise. So what was causing it? Perhaps it was evaporation currents, or the incident light energy, or just tiny unnoticed vibrations. But none of these explanations was very satisfactory.Half a century later, a new possible explanation emerged. The kinetic theory of heat developed by Maxwell, Boltzmann and others was gaining credence. If all the molecules in the fluid were indeed in vigorous motion, maybe these tiny granules were being moved around by this constant battering from all sides as the fluid molecules bounced off. But there was a problem with this explanation: didn’t it violate the second law of thermodynamics? It had been well established that energy always degrades, as friction slows movement kinetic energy goes to heat energy. This seemed to be the other way roundthe molecular battering was certainly disorganized heat energy, but when the granule moved it had evidently gained kinetic energy. Since many scientists regarded the second law as an absolute truth, they were very skeptical of this explanation. In 1888, French experimentalist Léon Gouy investigated the movement in detail, finding it to be more lively in low viscosity liquids. He established that it was unaffected by intense illumination or by strong electromagnetic fields. Despite the second law, Guoy believed—correctlythe random motion was indeed generated by thermal molecular collisions.It’s easy to see the Brownian movement, or Brownian motion (it’s called both) by looking through a microscope at tobacco smoke in air. [Introduction to Brownian Motion] (Links to an external site.)4. Use this interactive online simulation to better understand what is happening as Brownian Motion is observed.[Brownian Motion Simulation] (Links to an external site.)5. Watch this four-minute YouTube video.Brownian Motion – setting up a Smoke Cell (Links to an external site.)6. In your composition book, create a diagram or series of diagrams depicting Brownian motion. Include whatever labels and captions you see fit.7. Draw and label a cell membrane with an embedded aquaporin protein. Your lab manual should be a sufficient reference for this objective.8. Define the following:ColloidSelectively permeable membraneOsmosisHypertonicHypotonicIsotonicConcentration Gradient9. Carefully read and understand Osmosis and the rate (speed) of diffusion along a concentration gradient. 10. Read the procedure (pg 13) and reference Figure 2 (pg 11)11. Write your answers to the following questions in your composition book:What is this experiment evaluating?How does the change in mass of the three model cells over time relate to osmosis?How do you expect the mass to change for each of the model cells? (Increase? Decrease? No Change?) Explain why.
Osmosis and Diffusion Movement of Molecules Across the Cell Membrane Lab Paper

Business homework help. In class Blue Book essay exam, need write at least one full page for each questions, answer the questions and write a small essay seprately eight questions. So eight questions total eight full pages, no reference page, it is history class questions.1.ÿÿWhile studying the social, cultural, and economic characteristics of early civilizations in Mesopotamia, Egypt, North India, China, and the Aegean region.ÿÿCompare and contrast the Mesopotamians and Egyptians in regards to their world-view (religions.)ÿÿWhat factors help to explain any differences that might have existed between the two?ÿÿ(Chapters 2 and 3)2.ÿÿLearn how the concept of the Mandate of Heaven became part of the political rationale for every dynasty from the Zhou to the 20th century in China.ÿÿMake sure you understand the,ÿDynastic Cycle in China,ÿbasic principles of Confucianism and how they are linked to the concept of the Mandate of Heaven.ÿÿ(Class Lecture & Chapter 5, also class lecture and chapter 8 for Confucius tenants.)3.ÿÿExplain why democracy occurred in Greece, particularly in Athens, and not any other places in the ancient world.ÿÿMake sure youÿcompare and contrast the ancient Athenian and Spartan cultures, including their upbringings.ÿÿ(Class Lecture, Critical thinking question, and Chapter 10)4.ÿÿHow did the Achaemenid state rule over a long period of time? What were the main aspects of government control that enhanced the power base? What was the role of the Zoroastrian religion in this development?ÿÿ(Documentary movie and Chapter 7)5.ÿÿLearn all about Hinduism and Caste system and discuss why the Caste system only occurred in India, but no other places in ancient world.ÿÿ(Class Lecture, Critical thinking question, and Chapters 4 & 9)6.ÿÿÿDiscuss the role that Qin Shihuangdi played in the unification of China.ÿÿWhat were some of his main achievements and the foundations of his political philosophy?ÿÿ(ClassÿLecture &ÿChapter 8)7.ÿÿLearn about which factors contributed to the economic productivity and prosperity (inventions and manufacturing) of the Chinese during the Han Dynasty.ÿÿAlso explain what factors caused the economic and social difficulties during this period.ÿÿ(Class Lecture and Chapter 8)8.ÿÿLearn first the richness and complexity of the Olmec and the Mayan civilizations in terms of politics and economy, then study about their accomplishments in economy, writing, astronomy and math.ÿÿ(Chapter 6)Business homework help
Argosy University Statistics of Behavioral Science Database Worksheet.

Creating a Database using Microsoft ExcelCreate a new Microsoft Excel database in which you will be able to enter the following variables:Subject identification (ID) numberAgeSexHeightYear in collegeName each variable in the datafile. All data to be manipulated (everything except the participant ID number) must be entered as numeric values.Create data for forty hypothetical students who are undergraduates in college, making sure you have five males and five females in each year (freshman, sophomore, junior, and senior):Subject ID number (You will be required to provide this yourself. For example, subject 1 is P1; subject 2 is P2, and so forth. This should be entered as alphanumeric in your database since it is not a variable we will use in any of our data analyses).Age: Be sure to get variability in your data. Not all students in any given year are of the same age. Be realistic with your data.Sex: Assign a number for each of Male and Female and provide clarification as to what each number refers to as demonstrated in your lectures.Height (convert to inches; 5 feet 3 inches = [12 * 5] + 3 = 63). Enter the number 63, not the formula.Year in college (freshman, sophomore, junior, or senior). Assign a number for each year and provide clarification as to what each number refers to as demonstrated in your lectures.Enter the complete dataset into the Microsoft Excel worksheet. Save the workbook on your hard drive.IF YOU ARE NOT GOOD AT STATISTICS MATH OR EXCEL PLZ DO NOT TAKE THE QUESTION !
Argosy University Statistics of Behavioral Science Database Worksheet

Brand Building And Positioning For Cadburys Marketing Essay

The history behind marketing efforts of most modern businesses is that the company should recognise the needs of their customers and produce products and services to gratify those needs. Like this, the customer is in the middle of the business and the decision-making process. A business which monitors this viewpoint is a market-orientated. In this unit I’m going to be focusing on Cadbury’s and House of Fraser and how they operate. I’m also going to talking about the marketing techniques and relationship marketing. The production concept this is where a business concentrates on producing economies of scale in production and distribution of product or service. This undertakes that customers will purchase items that are lower priced; this is so that the demand is driven by availability. Examples of this can be found in construction suppliers, where construction firms will purchase cheaper building materials to increase their profit margins. Cadbury’s and House of Fraser do not come under the product concept. For example, a builder selling bricks to someone comes under this section, whereas the two other organisations don’t. The sales concept this is mainly known as the “hard sell” this is because the product or service is produced and personal selling and other high pressure selling skills are used to convince customers to part with their money. Example of this could be in a place where double glazing is sold. The marketing concept unlike all the others above, the marketing concept puts all t heir customers first, they want to put their customers in the centre of all decisions before the product or service is developed. By doing this the business is likely going to be more efficient and doing this will benefit the company and/or market. Focusing investment on products that customers are going to need and use instead of investing in products that customers may not like which means they won’t purchase it. Cadbury’s uses a good strategy to connect with people, the way they achieve this is by sponsoring and promoting their products or even TV programmes. Cadbury’s In 1824, John Cadbury opened a grocer’s shop at 93 Bull Street, Birmingham in the 1830’s. Among other things, he sold cocoa and drinking chocolate, which he prepared himself using a pestle and mortar. John’s wares weren’t just inspired by his tastes; they were driven by his beliefs. Tea, coffee, cocoa and drinking chocolate were seen as healthy, delicious alternatives to alcohol, which Quakers deemed bad for society. House of Fraser House of Fraser is a British premium department store group with over 60 stores across the United Kingdom and Ireland. It was established in Glasgow, Scotland in 1849 as Arthur and Fraser. Although established in Glasgow House of Fraser’s largest store is located in Birmingham. By 1891 it was known as Fraser

ARTS 207 RCNJ Photographer Guillermo Srodek Hart Presentation

essay help online ARTS 207 RCNJ Photographer Guillermo Srodek Hart Presentation.

You are asked to do a 10-minute Power Point presentation on a photographer who is relevant to our class. In your presentation please include an artist bio and a description of their work. This is a good opportunity for you to explore an artist in depth, and for the class to learn from each other’s research.Make sure you have enough photographs (15-20) and do not include too much text in the slides of the Power Point. It is more engaging for the audience to listen to the speaker than to read from a projection. Summarize what you are going to say on the slide, and verbally fill in what is missing. Delivery:Please include only one image per slide. It is important that you include good quality images and that the files have a minimum of 800 pixels on each dimension.Timing: The presentation should be around 10 minutes, which means not shorter than 8 minutes but not longer than 12 minutes.Video: You are allowed to include video clips only if they show something you cannot present yourself (for example, if they show a very particular artistic process, as opposed to just an interview), and those should be max. 2 minutes long. I will be taking time!Every image should have a caption that includes the title and date.Content: In your presentation and paper, please address the following issues:What are the main ideas and themes that the photographer explores in their work?What was the historical context in which the work was produced?What is special about this artist?What were the intentions of the photographer when making the work?What questions does the work raise for you?Come prepared with a question that you want to discuss with the class.Research Paper:Length: One page, single-spaced (500 words)Include a bibliography with at least three sources.Both the presentation file (as a Power Point or pdf document) and the paper are due here (Links to an external site.) at the beginning of the class on the day you will present. You will be graded based on this rubric.
ARTS 207 RCNJ Photographer Guillermo Srodek Hart Presentation

American History since 1865 Essay

Table of Contents What was the Free Silver issue? Why was the Versailles Treaty ultimately a failure? What was the ‘Germany first’ strategy? What was the Space Race? Bibliography Footnotes What was the Free Silver issue? In the aftermath of 2008 financial crisis, it becomes increasingly clear to more and more Americans that it is specifically the proper functioning of America’s financial system, which should be considered the foremost key to ensuring this country’s economic well-being. Therefore, making inquiries into the history of this system’s functioning appears especially important – by learning about the past, we will be in a position to have a better understanding of what may account for the financial challenges of the future. In my essay, I will aim to substantiate the validity of this suggestion at length in regards to the so-called Free Silver issue, which used to define the essence of American socio-economic discourse during the course of late 19th and early 20th centuries. The Free Silver issue is best defined in terms of the debate, which taken place between the supporters of maintaining a single Gold standard, as the mean of ensuring the buying power of U.S. Dollar, on the one hand, and the advocates of monetary bimetallism, which promoted the institutionalization of an additional Silver standard, on the other. The reason why bimetallists pursued with promoting their monetary agenda is that they believed that without being provided with the sufficient ‘monetary mass’, the American economy will not be able to maintain its functional vitality.1 Given the fact that at the end of 19th century America’s gold reserves were severely limited and the fact that at that time, U.S. Dollar enjoyed the status of a freely converted currency (in a sense that it could be converted into gold upon demand), the only way to increase the amount of U.S. Dollars in circulation, which in turn would stimulate the American economy, was adopting silver as yet another precious metal, which could be exchanged for paper money in banks. Get your 100% original paper on any topic done in as little as 3 hours Learn More The monetary initiatives, on the part of advocates of Free Silver (associated with Democratic Party) were particularly supported by American farmers in the Midwest and the South, as the adoption of a Silver monetary standard would naturally result in increasing the prices for their agricultural products. These initiatives, however, used to be strongly opposed by the Republican Party, affiliated with the majority of American bankers. By 1913, the Free Silver debate effectively ended due to the passing of Federal Reserve Act, which introduced an entirely new principle for the functioning of the country’s financial system. From today’s perspective, it appears that the adoption of Silver standard would indeed prove rather beneficial to the American economy at the time, as it would result in increasing the commercial effectiveness of American manufacturing and agricultural enterprises, which in turn would lead to the creation of many new jobs. It is understood, of course, that one of the consequences of adopting such a standard would be the significant increase of the inflation rate. Nevertheless, the earlier mentioned positive aspects of allowing Silver coinage would overweigh this negative consequence.2 At the same time, however, the very principle of increasing the sheer amount of money in circulation, as the only mean of revitalizing the economy’s functioning, has been proven conceptually deficient during the course of Great Depression and during the course of 2008 financial crisis. This is because this practice necessarily results in making the specifically speculative sectors of national economy particularly profitable (banking), which in turn creates objective preconditions for triggering the outbreaks of financial crises. We will write a custom Essay on American History since 1865 specifically for you! Get your first paper with 15% OFF Learn More Therefore, just as it was implied initially – the studying of Free Silver issue should not only be referred to in terms of a historical inquiry, but also in terms of a contemporarily relevant discursive inquiry. Why was the Versailles Treaty ultimately a failure? After the outbreak of WW1, this war used to be commonly referred to by Allies as the ‘war to end all wars’. Yet, as we are being well aware of, WW1 did not only fail to result in ‘ending all wars’, but this war’s actual consequence (the signing of Versailles Treaty) established objective preconditions for the outbreak of WW2 twenty one years later. The reason for this is quite apparent – The Treaty of Versailles had nothing do to with the notion of justice. The foremost provision of the Versailles Treaty was the recognition of Germany as the only guilty party for the outbreak of WW1.3 Yet, it were France, Britain and Russia that declared war on Germany initially. As of today, there is a plenty of historical evidence as to the fact that ever since the beginning of 20th century, Britain and France were looking for an excuse to declare war on Germany, because these countries felt threatened by the process of Germany growing ever more economically powerful. Instead of competing with Germany fairly, these countries decided to simply destroy Germany militarily. However, the Allies failed even at that – right until the signing of the Versailles Treaty in 1919, no enemy soldier had ever set its foot onto German territory. By 1918, German Army had defeated Russia (the whole territory of Ukraine was occupied by Germany) and was about to defeat France (German troops were only 100 km away from Paris). Not sure if you can write a paper on American History since 1865 by yourself? We can help you for only $16.05 $11/page Learn More In other words, there were no objective reasons for Germany to consider signing the Versailles Treaty, in the first place. The worst thing about the Versailles Treaty, however, was the fact that due to its harsh terms, German people rightly perceived it as nothing less of the mechanism of depriving Germany of a chance of normal development.4 For example, according to the Treaty, Germany was forced to pay $442 billion in reparations (the equivalent of U.S. Dollar 2011 monetary value) – the sum that could not be repaid until 1988. The German territories of Alsace-Lorraine, Northern Schleswig, East Upper Silesia, Upper Silesia, Saar, Rhineland and the city of Danzig were separated from Germany, with many of them becoming the part of the countries that prior to the outbreak of WW1 did not even exist (Poland, Czechoslovakia and Lithuania). German colonies in Africa were divided between Britain and France. German army was reduced to the size of 100.000 strong and was forbidden to have tanks, artillery and aviation. German people were declared ‘innately wicked’ and had to be continuously instilled with the complex of historical guilt. The financial assets of German companies abroad were seized. Therefore, it does not come as a particular surprise why during the course of thirties, the overwhelming majority of German voters used to support Hitler’s National-Socialist Party, which proclaimed its foremost political agenda to be concerned with ending to the legacy of the Versailles Treaty’s injustices. Apparently, they considered Hitler a right person to effectively address the shame of Versailles. In other words, had the Treaty of Versailles been perceived by Germans as being even moderately fair, the phenomenon of Hitler rising to power in the post-WW1 Germany would never take place. Therefore, just as it is was stated earlier, the failure of the Versailles Treaty came as result of the Allied signatories having been endowed with the hypertrophied sense of greed and irrational vindictiveness, which in turn prevented them from adjusting this Treaty to correspond to the notion of sanity. What was the ‘Germany first’ strategy? In the light of what now became known to the general public in America about the circumstances that surrounded the Japanese attack on Pearl Harbor in 1941, there can be very few doubts as to the fact that it is not only that, contrary to his promises to the voters, Franklin Roosevelt did actively strive to get America involved into the WW2, but he also never hesitated lying to Americans as to what were his real intentions, in this respect. The so-called ‘Germany first’ strategy, adopted by the Roosevelt’s administration through 1940-1942, illustrates the validity of this statement. The ‘Germany first’ was the 1940 secret agreement between Roosevelt and Churchill to have the American army primarily committed towards supporting the British military cause against Germany at the expense of adopting a defensive stance towards Japan in the Pacific, extrapolated by Roosevelt’s willingness to simply abandon American troops to the west of Hawaiian islands, in case of war with Japan. The agreement partially explains why throughout the course of 1940, the American Navy has been participating in a full-scale war against German submarines, without having the American government declared the state of hostilities with Germany, and also why Hitler did end up declaring war on U.S. in 1941 – de facto speaking, America has been fighting Germans ever since 1940, when the ‘Germany first’ strategy was adopted by Roosevelt.5 One of the foremost aspects of this strategy was Roosevelt’s insistence on keeping it in secret from the American ordinary citizens, whom he promised to work hard on keeping America non-involved into another European war, “The American people were unaware that their President and his military chiefs had secretly committed the United States to defeating Germany as its top priority”.6 Roosevelt desperately sought a legitimate excuse to became a ‘war-time President’, which is why despite having been fully aware of the Japanese impending attack on Pearl Harbor (British intelligence had cracked the Japanese JN-25 naval code as early as in 1939), he nevertheless did not even move a finger to have the American troops in Hawaii prepared for this attack, which in turn would have resulted in admiral Yamamoto returning his carriers back to Japan, without having attacked Pearl Harbor. After all, he was only allowed to proceed with the attack if his attack-preparations were kept in a complete secrecy from Americans.7 Therefore, the “Germany first’ strategy can be well discussed as yet another example of Britain’s ability to fight its own wars with foreign-born men. Just as it used to be the case with Indians, Malayans, Canadians, Australians, South-Africans, etc., in the eyes of Churchill, Americans were nothing but expendable ‘cannon meat’. In this respect, Roosevelt proved himself being nothing less of the Churchill’s puppet. Contrary to his obligation to act on behalf of American people, Roosevelt did not only forsake such his obligation, but he intentionally allowed the Japanese attack on Pearl Harbor to proceeded unopposed, so that his good ‘buddy’ Churchill would be appeased. Thus, just as it was implied out earlier, the ‘Germany first’ strategy may be well considered as yet an additional proof to the validity of a suggestion that, contrary to what they would like for the ordinary citizens to think of themselves, American high-ranking politicians do not always prove themselves ‘people’s servants’. On the contrary – as the secret and utterly unconstitutional adoption of ‘Germany first’ policy indicates, these politicians are being quite capable of assuming the role of ‘people’s enemies’. What was the Space Race? Nowadays, it became a commonplace practice among many people to discuss the Space Race, which took place between U.S. and USSR during the course of the Cold War, as the proof that it is the matter of time, before humanity will begin sending spaceships to the distant stars, as seen in Star Trek films. Yet, it has been a while now, since humanity accomplished any significant breakthroughs, while exploring cosmos. The reason for is quite apparent – as of today, there are no ideologically opposite and technologically competing superpowers in the world, which would consider making investments into space exploration as the foremost mean of maintaining their geopolitical prestige. The term Space Race is being concerned with what used to account for the ongoing competition between U.S. and Soviet Union on the way of exploring space. In the aftermath of WW2, both: U.S. and USSR had captured German V-2 rockets and German rocket scientists, who designed them. In its turn, this eventually allowed both countries to develop a qualitatively new weapon – Intercontinental Ballistic Missiles (ICBM).8 Given the fact that Soviets never ceased being concerned with trying to expose the advantages of Socialism over Capitalism, they were the first upon which it had dawned to use ICBMs as not the actual weapon but rather as the propaganda weapon, by the mean of launching Sputnik (1957) and the first cosmonaut Yuri Gagarin (1961) into space.9 This alarmed Americans rather substantially, as the Soviet presumed superiority in space exploration negatively affected the America’s prestige in the world. In 1969, Americans succeeded in landing two astronauts on the Moon and bringing them safely back to the Earth. As a result, USSR sustained a huge blow to its reputation the as leading space-exploring state. Soviet space-prestige sustained even more damage in 1981, when Americans had launched their first space-shuttle Columbia. There can be few doubts as to the fact that these both blows to the Soviet space-reputation did contribute rather significantly to the country’s eventual collapse in 1991. The accomplishments of Space Race are too numerous to be mentioned in this essay in their entirety. Nevertheless, it is quite possible to define the most important of them: people had physically reached the Moon; a number of telecommunication technologies were developed and perfected; humanity has gained a qualitatively new insight into the very essence of celestial laws. The reason why the process of space exploration appears to have stalled (the cancelation of space-shuttle mission may alone cause one to come to such a conclusion) is that, in order for people to be capable of exploring space, they must be capable of deriving pleasure out of overcoming different obstacles and out of sacrificing their personal well-being for the sake of some higher cause. It is turn; this would require them to profess essentially masculine existential virtues.10 Yet, in the today’s feminized Western countries, affected by the ideological plague of political correctness, citizens are not being encouraged profess these virtues, as it would make them less enthusiastic about ‘celebrating diversity’. Just as it was the case with degenerate Romans in the 5th century, a growing number of contemporary Americans become increasingly preoccupied with experiencing sensual pleasures, while ceasing to care about such rather abstract categories as space-exploration altogether. What adds even more to the problem is the fact that, as of today, the only superpower in the world (U.S.) is simply being in no position to continue investing heavily into space exploration, because its geopolitical dominance in the world remains undisputed. I believe that this conclusion fully correlates with the initially articulated thesis. Bibliography Bowen, James. “Despite Pearl Harbor, America Adopts a ‘Germany first’ Strategy.” Brzezinski, Matthew. Red Moon Rising: Sputnik and the Hidden Rivalries that Ignited the Space Race. New York: Times Books – Henry Holt and Co., 2007. Crouch, Tom. Aiming for the Stars: The Dreamers and Doers of the Space Age. Washington: Smithsonian Institution Press, 1999. DeCanio, Samuel. “Populism, Paranoia, and the Politics of Free Silver.” Studies in American Political Development 25, no. 1 (2011): 1-26. Gramm, Marshall

Georgia State University Aspirins and Ibuprofen Effectiveness Discussion

Georgia State University Aspirins and Ibuprofen Effectiveness Discussion.

1st discussionRelated-Samples t testDescribe a study you would like to explore in your future or current career that could be analyzed with a related-samples t test. To help design the study, answer the following:Is it a matched groups t test or repeated measures t test and why?What is the independent variable?What is the dependent variable?What do you expect to find if you ran the study? List this out both in statistical language (feel free to make up some numbers for the results) as well as real-world language.Submit your post by Wednesday. Please be sure to cite your text and any other materials used.2nd DiscussionPost something to the discussion board related to the content we are exploring this week. For each post, be succinct, using no more than 75 words. Also feel free to explore the features of Yellowdig, such as the ability to embed videos and pictures, create polls, use hashtags, like or love a post, and so on.Here are some ideas for your pin (post) to get you started: Find a short video or article about learning and the brain. Share the link to your source and a short summary of the source. Include why you found the resource helpful to your understanding.Discuss an area of learning and memory in Chapter 12 that stood out to you. Why was this information important to you? Can you see it affecting your personal or professional life?Find an article about learning and memory related to the brain in the popular press (such as The New York Times, CNN, Psychology Today). Share a link to your source and a short summary of the source. Discuss why this made the news and why it is important.Find a video about an aspect of memory and the brain. Share the link and a short summary. Also, share what stood out to you the most or surprised you.Find a scholarly, peer-reviewed article showing empirical research on learning and memory and the brain. Post a link to the article and a brief summary of the research methods used and the author’s conclusions.
Georgia State University Aspirins and Ibuprofen Effectiveness Discussion

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