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In 2004 Varian Inc bought Magnex Scientific, an Oxford-based manufacturer of high-field magnets. In 2005 Varian bought Polymer Laboratories, a speciality polymer analysis and manufacturing company. In 2006 Varian bought Ion Spec, an FTMS (Fourier Transform Mass Spectrometry) manufacturing company. | https://en.wikipedia.org/wiki/Varian,_Inc. |
In 2007, Varian, Inc. bought Analogix, Inc., a company specializing in flash chromatography. In 2008, Varian bought Oxford Diffraction, a British company specializing in X-ray diffraction equipment. On 27 July 2009 Agilent Technologies announced it would buy Varian Inc, for $1.5 Billion. On 14 October 2014 Agilent made... | https://en.wikipedia.org/wiki/Varian,_Inc. |
The "heterogony of ends" is a famous expression formulated in 1886 by German psychologist Wilhelm Wundt, to denote the phenomenon of how goal-directed activities often cause experiences that modify the original motivational pattern.This principle is exemplified by the emergence of new motives during the course of a cha... | https://en.wikipedia.org/wiki/Heterogony_of_ends |
The Heterogeny of Ends formulates that an ongoing behavioral sequence must often be understood in terms of ever-shifting patterns of primary and secondary goals. Another example would be how cat chasing a mouse may suddenly find it necessary to compete with a partner, overcome an unexpected barrier, or avoid a danger. ... | https://en.wikipedia.org/wiki/Heterogony_of_ends |
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses ... | https://en.wikipedia.org/wiki/Social_emotional_development |
For example, in order to complete a difficult school assignment, a child may need the ability to manage their sense of frustration and seek out help from a peer. To maintain a romantic relationship after a fight, a teen may need to be able to articulate their feelings and take the perspective of their partner to succes... | https://en.wikipedia.org/wiki/Social_emotional_development |
However, it is also interrelated with and dependent on other developmental domains. For example, language delays or deficits have been associated with social-emotional disturbances.Many mental health disorders, including major depressive disorder, anxiety disorders, borderline personality disorder, substance use disord... | https://en.wikipedia.org/wiki/Social_emotional_development |
Attachment refers to the strong bond that individuals develop with special people in their lives. Though we can have attachment relationships with significant others in adulthood, such as marital partners, most humans’ first and most influential attachment is with their primary caregiver(s) as infants. John Bowlby and ... | https://en.wikipedia.org/wiki/Social_emotional_development |
Infants do not consistently discriminate with whom they signal or how they respond. Preferential social responsiveness (3–6 months) – Infants now clearly respond differently to primary caregiver(s) than strangers. Infants have learned that this caregiver will consistently respond to their signals. | https://en.wikipedia.org/wiki/Social_emotional_development |
Emergence of secure-base behavior (6–24 months) – Young children use their attachment figure as a “secure base” from which to explore the world and a “safe haven” to return to for reassurance or comfort. When the attachment figure is not available, children may exhibit separation anxiety. Partnership (24 months and old... | https://en.wikipedia.org/wiki/Social_emotional_development |
Early attachment is considered foundational to later social-emotional development, and is predictive of many outcomes, including internalizing problems, externalizing problems, social competence, self-esteem, cognitive development, and achievement. Mary Ainsworth's work using the Strange Situation method identified fou... | https://en.wikipedia.org/wiki/Social_emotional_development |
This style is associated with sensitive, responsive care by the attachment figure. Anxious/Avoidant attachment: Children in this category tend to be less responsive to separation from their caregiver, do not differentiate as clearly between caregivers and strangers, and are avoidant of caregivers upon return. This styl... | https://en.wikipedia.org/wiki/Social_emotional_development |
Anxious/Ambivalent attachment: Children in this category may seek out closeness with caregiver and appear unwilling to explore. They show distress upon separation and may appear both mad (e.g., hitting, struggling) and clingy when the caregiver returns. These children are often harder to soothe. | https://en.wikipedia.org/wiki/Social_emotional_development |
This style is associated with inconsistent responsiveness or maternal interference with exploration. Disorganized attachment: Children in this category often do not show a predictable pattern of behavior, but may be non-responsive or demonstrate flat affect. This style is associated with unpredictable and/or frightenin... | https://en.wikipedia.org/wiki/Social_emotional_development |
Beginning at birth, newborns have the capacity to signal generalized distress in response to unpleasant stimuli and bodily states, such as pain, hunger, body temperature, and stimulation. They may smile, seemingly involuntarily, when satiated, in their sleep, or in response to pleasant touch. Infants begin using a “soc... | https://en.wikipedia.org/wiki/Social_emotional_development |
Expressions of happiness become more intentional with age, with young children interrupting their actions to smile or express happiness to nearby adults at 8–10 months of age, and with markedly different kinds of smiles (e.g., grin, muted smile, mouth open smile) developing at 10 to 12 months of age.Between 18 and 24 m... | https://en.wikipedia.org/wiki/Social_emotional_development |
Emotion regulation can be defined by two components. The first, “emotions as regulating,” refers to changes that are elicited by activated emotions (e.g., a child's sadness eliciting a change in parent response). The second component is labeled “emotions as regulated,” which refers to the process through which the acti... | https://en.wikipedia.org/wiki/Social_emotional_development |
Caregivers use strategies such as distraction and sensory input (e.g., rocking, stroking) to regulate infants’ emotions. Despite a reliance on caregivers to change the intensity, duration, and frequency of emotions, infants are capable of engaging in self-regulation strategies as young as 4 months. At this age, infants... | https://en.wikipedia.org/wiki/Social_emotional_development |
Starting at about 8–10 months, infants begin to engage in social referencing, in which they refer to another, often an adult or caregiver, to inform their reaction to environmental stimuli. In the classic visual cliff experiments, 12-month-old babies who were separated from their mothers by a plexiglass floor that appe... | https://en.wikipedia.org/wiki/Social_emotional_development |
As infants age, their social referencing capacity becomes more developed. By 14 months, infants are able to use information gained from social referencing to inform decisions outside of the immediate moment. By 18 months, infants are able to socially reference interactions not directed at them. | https://en.wikipedia.org/wiki/Social_emotional_development |
For example, if their caregiver responded with anger when their older brother went to take a cookie, the infant is able to harness that information and is less likely to take a cookie themselves. At this age, social referencing also begins to support children's understanding of others, as children learn what others lik... | https://en.wikipedia.org/wiki/Social_emotional_development |
From an early age, newborns are reactive to others’ distress, as evidenced by behaviors such as crying in response to another infant's cry. As children continue to develop, they begin to display behaviors that indicate an understanding of and connection to others’ emotional states beyond the simple informational value ... | https://en.wikipedia.org/wiki/Social_emotional_development |
Between 3 and 6 months old, infants begin engaging in simple back-and-forth exchanges, often with their caregivers. These exchanges do not consist of words, but of coos, gurgles, smiles or other facial expressions, and bodily movements (e.g., lifting arms, kicking legs). These back and forth exchanges mimic the turn-ta... | https://en.wikipedia.org/wiki/Social_emotional_development |
Joint attention refers to the ability of individuals to share a common point of reference or attention. In children, this common point of reference often is an object in the environment, such as a toy. The development of joint attention initially starts with the infants' ability to respond to joint attention bids (e.g.... | https://en.wikipedia.org/wiki/Social_emotional_development |
As early as 3 to 4 months of age, infants show the beginning requisites of joint attention, by looking in the general direction as adults; however, they are not consistently able to find the shared point of reference. At 10 months, this accuracy improves, and infants are also more discerning in their response to joint ... | https://en.wikipedia.org/wiki/Social_emotional_development |
Initiation of joint attention begins at approximately 1 year old. This might look like a child pointing to an airplane, then looking at their mom, and back at the airplane, as if to say "do you see that?" or "look at that!" | https://en.wikipedia.org/wiki/Social_emotional_development |
Joint attention is a critical social skill that drives development in other domains. Joint attention enables infants to identify objects that adults are labeling and promotes shared back-and-forth communication about them. Fifteen-month-old infants who were engaged in interactions with caregivers that include a joint a... | https://en.wikipedia.org/wiki/Social_emotional_development |
Self-concept refers to the set of attributes, abilities, attitudes, and values that one identifies as defining who he or she is. Although some initial milestones occur before this period that support self-concept, including basic self awareness (i.e., the ability to recognize themselves in a mirror) and self-labeling o... | https://en.wikipedia.org/wiki/Social_emotional_development |
During the preschool period, children are deepening their gender identity and integrating gender socialization information into their self-concept. Preschoolers learn gender stereotypes quickly and definitively, ranging from toy preferences, clothes, jobs, and behaviors. These stereotypes are initially held firmly, suc... | https://en.wikipedia.org/wiki/Social_emotional_development |
Younger preschool aged children demonstrate the basics of theory of mind, or the ability to take the perspective of others. However, this skill is constrained by children's limited understanding of how thoughts and beliefs, even when false, influence behavior. This is demonstrated in the following scenario: Danny puts ... | https://en.wikipedia.org/wiki/Social_emotional_development |
His friend Sally comes in, plays with the toy, and puts it in the cabinet. When asked where Danny will look for his toy, a young preschool aged child will state that he will look in the cabinet, therefore not recognizing Danny's current false belief about the toy's location. Between 4 and 6 years, children's capacity t... | https://en.wikipedia.org/wiki/Social_emotional_development |
Play is often cited as a central building block to children's development, so much so that the United Nations Commission on Human Rights has declared it to be a human right of all children. The complexity and diversity of play increases immensely in the preschool years, most notably with the onset of cooperative play, ... | https://en.wikipedia.org/wiki/Social_emotional_development |
It is here where play becomes intertwined with social emotional development. The characteristics of socio-dramatic play allow children to practice cooperation, negotiation, and conflict resolution skills, as well as engage in role-playing that promotes perspective taking. As such, socio-dramatic play has been associate... | https://en.wikipedia.org/wiki/Social_emotional_development |
Between 8–11 years old, children begin to use self-evaluations and competencies to define their sense of self. This derives from the recently developed ability to make social comparisons. At 6 years old, these social comparisons may be to a specific individual; however, this becomes more complex in the coming years, al... | https://en.wikipedia.org/wiki/Social_emotional_development |
In middle childhood, boys and girls form peer groups segregated by gender, which may act to perpetuate previously learned gender stereotypes. Deriving from the ability to make social comparisons, school aged children begin to integrate attributions about how gender typical they are into their gender identity. At this a... | https://en.wikipedia.org/wiki/Social_emotional_development |
By 3 years old, children have acquired a basic vocabulary for labeling simple emotional experiences, using words such as "scared," "happy," and "mad." However, the emotional vocabulary of children grows much more rapidly during middle childhood, doubling every two years in this period before slowing down dramatically i... | https://en.wikipedia.org/wiki/Social_emotional_development |
Emotional display rules are culturally bound norms that dictate when, how, and with whom individuals can express emotions. Accordingly, the ability to enact display rules relies on children's capacity for emotional expression and emotion regulation. Socialization toward these display rules begins in infancy, and childr... | https://en.wikipedia.org/wiki/Social_emotional_development |
As children age from 1st to 7th grade, they are less likely to outwardly express anger or sadness. Children also report using display rules to control their emotional expressions more with teachers than with peers, and more than peers than with parents. There is some evidence to suggest that this emotional masking also... | https://en.wikipedia.org/wiki/Social_emotional_development |
Upon school entry, children's emotion regulation repertoire becomes increasingly diverse as previously relied upon methods (e.g., seeking support from parents, moving away/avoiding an emotionally activating stimuli) become less effective. In middle childhood, children implement more complex distraction techniques, cogn... | https://en.wikipedia.org/wiki/Social_emotional_development |
In contrast, emotion-focused coping is acceptance based and can be more effective when the stressor can not be easily changed or removed (e.g., if a child is disappointed about their grade on the test, using strategies to reduce disappointment in the moment: "this will help me know what to study for the final"). And al... | https://en.wikipedia.org/wiki/Social_emotional_development |
Notably, school age children continue to seek out regulation support, but not just from their parents, but increasingly from teachers and peers in this period. Children also show a developmental progression in differentiation of whom to go to for emotional support given then specific situations. Thus on the whole, by t... | https://en.wikipedia.org/wiki/Social_emotional_development |
As adolescents navigate an increasingly diverse social world, their self-concept shifts to create and accommodate an organized understanding of how situational factors may influence their behavior (e.g., how and why behavior is different with friends as compared to with parents). With this added complexity, a fundament... | https://en.wikipedia.org/wiki/Social_emotional_development |
Adolescence is a time in which peer relationships become increasingly important and frequent. In this period, adolescents reliably spend approximately twice as much time with their peers than with their parents. At the same time, there is a developmental shift occurring in the quality and nature of friendships in this ... | https://en.wikipedia.org/wiki/Social_emotional_development |
Adolescents' friendships are characterized by increased emotional support, intimacy, closeness, and loyalty. This is contrasted to friendships in early childhood, which is built upon time spent in joint activities, and middle childhood, which is defined by reciprocity and helping behavior. Close friendships in adolesce... | https://en.wikipedia.org/wiki/Social_emotional_development |
Peer acceptance is both related to children's prior social emotional development and predictive of later developments in this domain. Sociometric status identifies five classifications of peer acceptance in children based on two dimensions: social liking and social impact/visibility: popular, average, rejected, neglect... | https://en.wikipedia.org/wiki/Social_emotional_development |
During adolescence, children increasingly form peer groups, often with a common interest or values (e.g., "skaters," "jocks"), that are somewhat insular in nature (e.g., "cliques" or "crowds"). Theoretically, peer groups have been hypothesized to serve as an intermediary support source as adolescents exert independence... | https://en.wikipedia.org/wiki/Social_emotional_development |
The literature suggests systematic changes in emotion dynamics throughout childhood and adolescence such as in the intensity of specific emotions they experience, and in the variability, instability, inertia, and differentiation of emotions, and whether and how emotions augment or blunt each other over time. From early... | https://en.wikipedia.org/wiki/Social_emotional_development |
The assessment of social emotional development in young children must include an assessment of both child-level factors, such as genetic disorders, physical limitations, or linguistic and cognitive developmental level, as well as contextual factors, such as family and cultural factors. Of particular importance for youn... | https://en.wikipedia.org/wiki/Social_emotional_development |
The majority of measures designed to assess early childhood social emotional development are parent report questionnaires. Parent reports using such measures repeatedly indicate that the 7%-12% of children show early social-emotional problems or delays. Increasing evidence suggests that these problems remain moderately... | https://en.wikipedia.org/wiki/Social_emotional_development |
The Social Thinking Methodology is a developmental, language-based and thinking-based (metacognitive) methodology that uses visual frameworks, unique vocabulary, strategies, and activities to foster social competence for children ages 4 – 18 years old. The methodology has assessment and treatment components for both in... | https://en.wikipedia.org/wiki/Social_emotional_development |
Social and emotional learning in schools involves 5 key abilities: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are seen as the foundation upon which people can build all other relational skills. These core skills allow people to regulate and proc... | https://en.wikipedia.org/wiki/Social_emotional_development |
It promotes active learning within a community setting, providing the emotional support many need to grow academically. Social and emotional learning recognizes that learning is a social activity and is most productive through collaboration. Many child theorists stress the importance of learning as a social process in ... | https://en.wikipedia.org/wiki/Social_emotional_development |
In Mexico, efforts to promote social emotional development are challenged by the cultural stigma against mental health. Beginning in 2013, the Mexican government implemented programs of emotional pedagogy, like psicoeducacion, to raise self-knowledge and disseminate mental health information in many domains of public l... | https://en.wikipedia.org/wiki/Social_emotional_development |
Efforts have even been made to work with religious organizations to replace previous language for mental illness with more clinical terms. The psychoeducacion trainings by the Mexican government, some of them mandatory, are aimed at teaching children the vocabulary to be able to express themselves in order to recognize... | https://en.wikipedia.org/wiki/Social_emotional_development |
To address this, some organizations advocate a close collaboration with indigenous communities. Western experts are studying how specific terminology used in indigenous communities corresponds with common mental health syndromes recognized by the American Psychiatric Association. By Western standards, the treatment and... | https://en.wikipedia.org/wiki/Social_emotional_development |
Eliseo Verón (June 12, 1935 – April 15, 2014) was an Argentine sociologist, anthropologist and semiotician, and professor of communication sciences at Universidad de San Andrés. His work is known mainly in Spanish and French-speaking countries. | https://en.wikipedia.org/wiki/Eliseo_Verón |
He was born in Buenos Aires, where he studied at the university, and began teaching philosophy and sociology as a student from 1957. In 1960, he received a degree in philosophy at the University of Buenos Aires. After graduation, he obtained a scholarship from CONICET to study Social Anthropology Laboratory at the Coll... | https://en.wikipedia.org/wiki/Eliseo_Verón |
He recognizes Lévi-Strauss as his main influence during this period. In 1962 he attended a seminar by Roland Barthes at the Ecole Pratique des Hautes Etudes, where he discovered Saussurian semiotics, which became a point of departure for him in future work.Upon returning to Argentina, Verón became a professor in the De... | https://en.wikipedia.org/wiki/Eliseo_Verón |
In 1967 and 1968, he directed the Center for Social Research at the Torcuato di Tella Institute. He was professor of Social Psychology at the Universidad Nacional del Litoral and Professor of Sociology at the University of Salvador. In 1970, he won the Guggenheim Fellowship. | https://en.wikipedia.org/wiki/Eliseo_Verón |
During the 1970s, he settled in France, where he lived until 1995. He taught at several universities in France (Paris, Bordeaux, Bayonne) and in 1985 received his degree of Doctor of State at the University of Paris VIII. He was professor at the Sorbonne between 1987 and 1992. | https://en.wikipedia.org/wiki/Eliseo_Verón |
In 1995 he returned to Argentina and directed the graduate program in communication sciences at the Universidad Hebrea Argentina Bar Illán. He also taught communication sciences this same discipline taught at the Universidad Nacional de Rosario, the Universidad Nacional del Sur, the University of Fribourg and the Unive... | https://en.wikipedia.org/wiki/Eliseo_Verón |
Verón has published books on sociology, social psychology, communication and semiotics since 1968. His early period was influenced by the structuralism of Claude Lévi-Strauss and the binary theory of the sign of Ferdinand de Saussure, and then the triadic sign theory of Charles Sanders Peirce, on whom he relied to deve... | https://en.wikipedia.org/wiki/Eliseo_Verón |
In December 2010, Verón made a speech contributing to the launch of Eduardo Duhalde, who ran for president of Argentina in 2011. | https://en.wikipedia.org/wiki/Eliseo_Verón |
Verón died of cancer on April 15, 2014, at his home in Buenos Aires. | https://en.wikipedia.org/wiki/Eliseo_Verón |
Conducta, estructura y comunicación (1968) Imperialismo, lucha de clases y conocimiento: 25 años de sociología en la Argentina (1974) A produçao de sentido (São Paulo, 1980) Construire l'événement (1981) Construir el acontecimiento (Eng: Building the event) (1983). Castellano edition of Construire l'événement, translat... | https://en.wikipedia.org/wiki/Eliseo_Verón |
En colaboración con Silvia Sigal. In collaboration with Silvia Sigal. La semiosis social. | https://en.wikipedia.org/wiki/Eliseo_Verón |
The social semiosis. Fragmentos de una teoría de la discursividad (1988) Fragments of a theory of discursivity (1988) Espaces du livre (1989) Espaces du livre (1989) Semiosis de lo ideológico y del poder (1995) Semiosis of the ideological and power (1995) Esto no es un libro (1999) This is not a book (1999) Effectos de... | https://en.wikipedia.org/wiki/Eliseo_Verón |
In 1970 he was named a Guggenheim Fellow by the Guggenheim Foundation. In 2006 he received the Konex Award for his contribution to linguistic and literary theory. In 2006 he was named Doctor Honoris Causa by the Universidad Nacional de Rosario. | https://en.wikipedia.org/wiki/Eliseo_Verón |
Conspiracies against the laity is a term coined by George Bernard Shaw in his 1906 play The Doctor's Dilemma. The conspiracies refer to the methods used by professions to acquire prestige, power and wealth. On the subject of such conspiracies, Tim Harford argued the following in his 2006 book The Undercover Economist, ... | https://en.wikipedia.org/wiki/Conspiracies_against_the_laity |
Many of the organisations that are put forth to protect us from 'unqualified' professionals in fact serve to maintain the high rates of the 'qualified' to whom we are directed." Shaw's sentiments echo Adam Smith's earlier writing: "People of the same trade seldom meet together, even for merriment and diversion, but the... | https://en.wikipedia.org/wiki/Conspiracies_against_the_laity |
The Chatham Standard Time Zone is a geographic region that keeps time by adding twelve hours and forty-five minutes to Coordinated Universal Time (UTC) resulting in UTC+12:45. The Chatham Standard Time Zone is used exclusively in the Chatham Islands, New Zealand, located in the South Pacific Ocean at 43°53′54″S, 176°31... | https://en.wikipedia.org/wiki/Chatham_Standard_Time_Zone |
During summer daylight saving time is observed and clocks are advanced one hour. Chatham Daylight Time (CHADT) is 13 hours 45 minutes ahead of UTC, 45 minutes ahead of New Zealand Daylight Time (NZDT). Currently daylight saving time runs from the last Sunday in September at 2:45 to the first Sunday in April at 3:45 | https://en.wikipedia.org/wiki/Chatham_Standard_Time_Zone |
Time in the Chatham Islands is legislated as being 45 minutes ahead of New Zealand time by sections 3 and 4 of the Time Act 1974 (1974 no 39). | https://en.wikipedia.org/wiki/Chatham_Standard_Time_Zone |
OttoBib.com was a website with a free tool to generate an alphabetized bibliography of books from a list of International Standard Book Numbers (ISBN) with output in MLA, APA, Chicago/Turabian, BibTeX and Wikipedia {{cite book}} format. Each query also generated a "temporary" permalink (self-destructs in about one mont... | https://en.wikipedia.org/wiki/OttoBib |
OttoBib.com was started as a hobby project in 2006 by Jonathan Otto, a then 4th year undergraduate at the University of Wisconsin–La Crosse, USA. It was originally called "That's Crazy Hot!" but the name was quickly changed to OttoBib because the original title was "not suitable for the academic environment and consequ... | https://en.wikipedia.org/wiki/OttoBib |
OttoBib.com performed the two basic functions outlined. Marcus P. Zillman, an Internet information retrieval consultant and speaker said "this website is the start of a new paradigm of citing sources." Jason Clarke, a writer and web developer, said OttoBib is a "tool that solves a simple problem in a simple manner." | https://en.wikipedia.org/wiki/OttoBib |
In January 2007, OttoBib introduced a REST interface to allow a citation to be generated from a URL that contains the ISBN. For example, ISBN 0-19-511797-2 could be used in the URL: http://ottobib.com/isbn/0195117972/apa to display Patterson, J., (1997). Grand Expectations. | https://en.wikipedia.org/wiki/OttoBib |
Oxford Oxfordshire: Oxford University Press. In February 2007, OttoBib introduced the ability to request citations in BibTeX and Wikipedia {{cite book}} formats. As of April 2022, OttoBib is no longer operational. | https://en.wikipedia.org/wiki/OttoBib |
The Glenn A. Black Laboratory of Archaeology (GBL) was an archaeology research center and museum located in Bloomington, Indiana. In 2020 the GBL was merged with the Mathers Museum of World Culture to become the new Indiana University Museum of Archaeology and Anthropology. The GBL was dedicated in honor of Indiana's f... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The museum was dedicated on April 21, 1971 at the request of Eli Lilly, a close friend of Glenn A. Black, who also endowed the GBL with funds. | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The Glenn A. Black Laboratory of Archaeology holds collections from all over Indiana, materials from 38 other states, and at least 11 other places outside of the United States are included. | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
Collections include over 5 million individual objects. Archaeological material includes cultural artifacts both from excavated sites and from donations, as well as natural and geologic collections from many different sites in the Midwest, including Angel Mounds. The Glenn A. Black Laboratory of Archaeology also has mul... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The Great Lakes and Ohio Valley Ethnohistory Collection contains materials compiled by Erminie Wheeler-Voegelin. These materials describe the history and land usage of groups/tribes in the Ohio Valley and Great Lakes region from the 1600s until the late 1900s, and records the information gathered by the Indian Claims C... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The Glenn A. Black Laboratory of Archaeology has an extensive image collection: it has over 12,000 photographs, 9,000 negatives, 8,200 slides, 50 glass plate images, and 100 16 mm film reels. These materials portray the history of archaeological work in the Midwest since the 1920s. Eli Lilly, Warren K. Moorehead, and G... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The library and archives located at the GBL are available for on-site research only. | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The James H. Kellar library contains books and other resources available for study. Some materials include: field excavation research reports, maps of individual sites in Indiana, documents conveying the history of the Glenn Black Laboratory of Archaeology, and many other books relating to archaeology. | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
These archives contain: The Great Lakes-Ohio Valley Ethnohistory Collection Eli LIlly Archaeology Papers Glenn A. Black Papers James H. Kellar Papers Jack C. Householder Papers Noel D. Justice Papers Christopher S. Peebles Papers Warren K. Moorehead Papers Edward V. McMichael Papers Douglas S. Byers Papers Clifford And... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The Glenn A. Black Laboratory's Fieldwork Archives hold maps, field books, excavation information, and more. Documents relating to Angel Mounds (1939-1965), CRM projects, GBL Field schools, donations, state and federal collections, and records for the Indiana Historical Society are included in this archive. | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
The GBL's Lithic Raw Material Repository was constructed to create an easier understanding of raw materials from different regions. This repository records over 500 samples of lithics gathered from North America, specifically the Northwest region. Archaeologists, museums, and the government can use this collection to i... | https://en.wikipedia.org/wiki/Glenn_A._Black_Laboratory_of_Archaeology |
Neurotrauma, brain damage or brain injury (BI) is the destruction or degeneration of brain cells. Brain injuries occur due to a wide range of internal and external factors. In general, brain damage refers to significant, undiscriminating trauma-induced damage. | https://en.wikipedia.org/wiki/Brain_injury |
A common category with the greatest number of injuries is traumatic brain injury (TBI) following physical trauma or head injury from an outside source, and the term acquired brain injury (ABI) is used in appropriate circles to differentiate brain injuries occurring after birth from injury, from a genetic disorder (GBI)... | https://en.wikipedia.org/wiki/Brain_injury |
Symptoms of brain injuries vary based on the severity of the injury or how much of the brain is affected. The three categories used for classifying the severity of brain injuries are mild, moderate or severe. | https://en.wikipedia.org/wiki/Brain_injury |
Symptoms of a mild brain injury include headaches, confusions, tinnitus, fatigue, changes in sleep patterns, mood or behavior. Other symptoms include trouble with memory, concentration, attention or thinking. Mental fatigue is a common debilitating experience and may not be linked by the patient to the original (minor)... | https://en.wikipedia.org/wiki/Brain_injury |
Cognitive symptoms include confusion, aggressiveness, abnormal behavior, slurred speech, and coma or other disorders of consciousness. Physical symptoms include headaches that worsen or do not go away, vomiting or nausea, convulsions, brain pulsation, abnormal dilation of the eyes, inability to awaken from sleep, weakn... | https://en.wikipedia.org/wiki/Brain_injury |
Symptoms observed in children include changes in eating habits, persistent irritability or sadness, changes in attention, or disrupted sleeping habits. | https://en.wikipedia.org/wiki/Brain_injury |
Symptoms of brain injuries can also be influenced by the location of the injury and as a result impairments are specific to the part of the brain affected. Lesion size is correlated with severity, recovery, and comprehension. Brain injuries often create impairment or disability that can vary greatly in severity. In cas... | https://en.wikipedia.org/wiki/Brain_injury |
There may also be personality changes. The most severe cases result in coma or even persistent vegetative state. | https://en.wikipedia.org/wiki/Brain_injury |
Even a mild incident can have long-term effects or cause symptoms to appear years later.Studies show there is a correlation between brain lesion and language, speech, and category-specific disorders. Wernicke's aphasia is associated with anomia, unknowingly making up words (neologisms), and problems with comprehension.... | https://en.wikipedia.org/wiki/Brain_injury |
Broca's aphasia is indicative of damage to the posterior inferior frontal gyrus of the brain.An impairment following damage to a region of the brain does not necessarily imply that the damaged area is wholly responsible for the cognitive process which is impaired, however. For example, in pure alexia, the ability to re... | https://en.wikipedia.org/wiki/Brain_injury |
Lesions in the amygdala would eliminate the enhanced activation seen in occipital and fusiform visual areas in response to fear with the area intact. Amygdala lesions change the functional pattern of activation to emotional stimuli in regions that are distant from the amygdala.Other lesions to the visual cortex have di... | https://en.wikipedia.org/wiki/Brain_injury |
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