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Search Results: 1 - 10 of 211028 matches for " Amanda L. Schott "
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Effects of Neurokinin-1 Receptor Inhibition on Anxiety Behavior in Neonatal Rats Selectively Bred for an Infantile Affective Trait  [PDF]
Amanda L. Schott, Betty Zimmerberg
Pharmacology & Pharmacy (PP) , 2014, DOI: 10.4236/pp.2014.59096
Abstract:

Interest in understanding the etiology and developing new treatments for anxiety disorders in children and adolescents has led to recent studies of neurotransmitters not traditionally associated with neural pathways for fear and anxiety. The binding of the neurotransmitter substance P (SP) to its neurokinin-1 (NK1) receptor may be a crucial component in mediating the anxiety response. While previous studies using rodent models have documented the anxiolytic effects of SP antagonists, the role of individual differences in affective temperament has not yet been examined in studies of drug response. This study used intracerebroventricular injections of the NK1 antagonist Spantide II at concentrations of 10 and 100 pmol to examine the consequences of blocking the SP-NK1 pathway in high and low line rats selectively bred for high or low levels of ultrasonic distress calls after a brief maternal separation. Affective temperament was a significant factor in determining drug response. Spantide II resulted in a significant reduction of distress calls in subjects in the high anxiety line, while low line subjects with low anxiety were resistant to the drug. These data indicate that the SP-NK1 pathway could be an important therapeutic target for the treatment of various stress disorders, but drug response might be influenced by the individual’s state anxiety or history of chronic stress.

How to Introduce the Cyclic Group and Its Properties Representation with Matlab ? Thanks to Magic Using the Perfect Faro Shuffle  [PDF]
Pierre Schott
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.21005
Abstract: Why use Magic for teaching arithmetic and geometric suit, additive groups, and algorithmic notions through Matlab? Magicians know that, once the surprise has worn off, the audience will seek to understand how the trick works. The aim of every teacher is to interest their students, and a magic trick will lead them to ask how? And why? And how can I create one myself? In this article we consider a project I presented in 2009. I summarize the project scope, the students' theoretical studies, their approach to this problem and their computer realizations. I conclude using the mathematical complement as well as weak and strong points of this approach. Whatever the student's professional ambitions, they will be able to see the impact that originality and creativity have when combined with an interest in one's work. The students know how to “perform” a magic trick for their family and friends, a trick that they will be able to explain and so enjoy a certain amount of success. Sharing a mathematical / informatics demonstration is not easy and that they do so means that they will have worked on understood and are capable of explaining this knowledge. Isn't this the aim of all teaching?
The Use of Magic in Optics in Higher Education  [PDF]
Pierre Schott
Creative Education (CE) , 2010, DOI: 10.4236/ce.2010.11003
Abstract: Why use Magic for teaching Optics? Magicians know that, once the surprise has worn off, the audience will seek to understand how the trick works. The aim of every teacher is to interest their students, and a magic trick will bring them to ask how? And why? And how can I create one myself? In this article we consider a project I gave in 2006. I summarize the project scopes, the student theoretical studies, their “new” Grand Illusion realization. I conclude by the weak and strong points of this approach… but let's not reveal all the secrets just yet! Whatever the student's professional ambitions, they will be able to see the impact that originality and creativity have when combined with an interest in one's work. The students know how to “perform” a magic trick for their family and friends, a trick that they will be able to explain and so enjoy a certain amount of success. Sharing a mathematical/physical demonstration is not easy and that they do so means that they will have worked on, understood and are capable of explaining this knowledge. Isn't this the aim of all teaching?
How to Introduce the Basis of Algorithmics? Thanks to the Enumeration and Composition of All Riffle Shuffles from a N Card Deck Used in MathMagic  [PDF]
P. Schott
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.34082
Abstract: Why use magic for teaching combinatory, algorithms and finally informatics basis as tables, control structure, loops and recursive function? Magicians know that once the surprise has worn off, the audience will seek to understand how the trick works. The aim of every teacher is to interest their students, and a magic trick will lead them to ask ‘how?’ and ‘why?’ and ‘how can I create one myself?’ In this article we consider a project I presented in 2009, the subject of which was ‘How many riffle shuffles does exist from a N card deck? Find the composition of each possible riffle shuffle’. The aim of the paper is not only to describe the project scope, the students’ theoretical studies, their approach to this problem and their computer realizations, but also to give ideas for a course or project using pedagogy. That is why only remarkable students’ realizations are shown. In order to complete the given project, the students must answer three steps: the first one is to answer to the following question: “how can I find all possible riffle shuffles with few cards? (for exe*ample 3, 4 or 5 cards) the second one (to go further ) is to answer to the following question “how can I generalize this solution through an algorithm?” the last one (to obtain the results!) is to program the algorithm with a recursive and a non-recursive solution). Each step of the Matlab? solution code is associated with an informatics basis. Whatever the student's professional ambitions, they will be able to see the impact that originality and creativity have when combined with an interest in one’s work. That’s why, two ameliorations of the ‘basic’ algorithm are proposed and a study of the gain thanks to these ameliorations is done. The students know how to “perform” a magic trick for their family and friends thanks to the use of riffle shuffle in Gilbreath’s principles, a trick that they will be able to explain and so enjoy a certain amount of success with. Sharing a mathematical/informatics demonstration is not easy and the fact that they do so means that they will have worked on and understood and are capable of explaining this knowledge. Isn’t this the aim of all teaching?
Knight’s Tours on 3 x n Chessboards with a Single Square Removed  [PDF]
Amanda M. Miller, David L. Farnsworth
Open Journal of Discrete Mathematics (OJDM) , 2013, DOI: 10.4236/ojdm.2013.31012
Abstract: The following theorem is proved: A knights tour exists on all 3 x n chessboards with one square removed unless: n is even, the removed square is (i, j) with i + j odd, n = 3 when any square other than the center square is removed, n = 5, n = 7 when any square other than square (2, 2) or (2, 6) is removed, n = 9 when square (1, 3), (3, 3), (1, 7), (3, 7), (2, 4), (2, 6), (2, 2), or (2, 8) is removed, or when square (1, 3), (2, 4), (3, 3), (1, n – 2), (2, n – 3), or (3, n – 2) is removed.
Counting the Number of Squares Reachable in k Knight’s Moves  [PDF]
Amanda M. Miller, David L. Farnsworth
Open Journal of Discrete Mathematics (OJDM) , 2013, DOI: 10.4236/ojdm.2013.33027
Abstract:

Using geometric techniques, formulas for the number of squares that require k moves in order to be reached by a sole knight from its initial position on an infinite chessboard are derived. The number of squares reachable in exactly k moves are 1, 8, 32, 68, and 96 for k = 0, 1, 2, 3, and 4, respectively, and 28k – 20 for k ≥ 5. The cumulative number of squares reachable in k or fever moves are 1, 9, 41, and 109 for k = 0, 1, 2, and 3, respectively, and 14k2 6k + 5 for k ≥ 4. Although these formulas are known, the proofs that are presented are new and more mathematically accessible then preceding proofs.

Lattice constant variation and complex formation in zincblende Gallium Manganese Arsenide
G. M. Schott,W. Faschinger,L. W. Molenkamp
Physics , 2001, DOI: 10.1063/1.1403238
Abstract: We perform high resolution X-ray diffraction on GaMnAs mixed crystals as well as on GaMnAs/GaAs and GaAs/MnAs superlattices for samples grown by low temperature molecular beam epitaxy under different growth conditions. Although all samples are of high crystalline quality and show narrow rocking curve widths and pronounced finite thickness fringes, the lattice constant variation with increasing manganese concentration depends strongly on the growth conditions: For samples grown at substrate temperatures of 220 and 270 degrees C the extrapolated relaxed lattice constant of Zincblende MnAs is 0.590 nm and 0.598 nm respectively. This is in contrast to low temperature GaAs, for which the lattice constant decreases with increasing substrate temperature.
Using Community-Based Social Marketing Techniques to Enhance Environmental Regulation
Amanda L. Kennedy
Sustainability , 2010, DOI: 10.3390/su2041138
Abstract: This article explores how environmental regulation may be improved through the use of community-based social marketing techniques. While regulation is an important tool of sustainability policy, it works upon a limited range of behavioural ‘triggers’. It focuses upon fear of penalty or desires for compliance, but individual behaviour is also affected by beliefs and values, and by perceived opportunities for greater satisfaction. It is argued that more effective environmental laws may be achieved using strategies that integrate regulation with community-based social marketing. Case studies where community-based social marketing techniques have been successfully used are examined, and methods for employing community-based social marketing tools to support environmental regulation are proposed.
Meditasie: Bybelgefundeerd of ’n vermenging van gelowe? ’n Pastorale ondersoek
Amanda L. du Plessis
HTS Theological Studies/Teologiese Studies , 2013,
Abstract: Meditation: Bible based or a mix of religion? A Pastoral investigation. The influence of other religions on the Christian community was a perceptible trend that cannot be ignored in the realm of spirituality. Meditation was one such example and consequently requires thoughtful investigation. Some Christians found meditation a valuable spiritual discipline that aids their spiritual growth but, in my opinion, also opened up the door for them to become victims of a subtle spiritual deception. The question posed was: how can Christians distinguish between the many and often-conflicting views on meditation found in easily accessible literature? A need therefore exists to define meditation as a possible Christian spiritual expression by distinguishing its uniqueness from the influences of other non-Christian religions and popular opinion.
Praktiese raad vir ‘n vervulde lewe
Amanda L. du Plessis
In die Skriflig , 2013, DOI: 10.4102/ids.v47i1.684
Abstract:
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