On This Day, 14th February 1779,  Captain James Cook Was Killed In Hawaii.

What the heck is ‘Johnston’s Fluid Beef’? According to this Victorian age flyer in the Canada Medical and Surgical Journal of April 1883, it is “the most perfect food for invalids ever introduced, concentrated preparation for nutritious beef tea or soup, specially recommended by the Medical Faculty.” But the directions for use on page 4 may be a recipe for botulism: “Add a small teaspoon to a cup of boiling water and season to taste; or as a sandwich paste it may be used on toast, with or without butter. The can may remain open for weeks without detriment to the contents.”

The story of ‘Johnston’s Fluid Beef’ began in 1870 in the Franco-Prussian War, when Napoleon III ordered a million cans of beef to feed troops. John Lawson Johnston, a Scot living in Montreal, had the task of providing it. Transportation and storage were problematic, so Johnston created a product known as Johnston’s Fluid Beef, later called Bovril, to meet the need. By 1888, Johnston’s Fluid Beef became a British staple sold in 3,000 U.K. public houses, grocers and dispensing chemists, and remains so today. A major downturn in sales occurred in 2004 when the company changed its formula to make Bovril vegetarian. The Guardian reported in 2007: “Rather than any new-found vegetarian gusto, the move [by Bovril] to yeast extract in 2004 was largely triggered by concerns about beef consumption and BSE [bovine spongiform encephalopathy], which affected Bovril’s export market.” But by 2006, the beef was back in Bovril and the company survives. Modern directions for use are recommended.

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Le festival Sōma-shi 相馬市 - préfecture de  Fukushima-ken 福島県. 

La région de Sōma est réputée pour ses chevaux. Tous les ans, du 22 au 25 juillet, s'y déroule le Sōma nomaoi 相馬野馬追, littéralement : “chasse aux chevaux sauvages de Sōma” autour des sanctuaires Ōta jinja 太田神社 et Odaka jinja 小高神社 à Minamisōma-shi 南相馬市, et du sanctuaire Nakamura jinja  中村神社 à Sōma. Durant 3 jours, les anciens cavaliers samouraïs sont mis à l’honneur lors de différentes démonstrations, parades de samouraïs, courses de chevaux, reconstitutions de batailles et processions.

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Dolphins beat up octopuses before eating them, and the reason is kind of horrifying

Generally speaking, it’s best if your food doesn’t kill you. This isn’t usually a problem in the animal kingdom, as prey tends to be dead and limp by the time it hits the gullet. But not all creatures are harmless after death: consider the octopus.

Read more

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The Hippocratic Oath is one of the most famous pieces of medical writing, and it includes some of the basic ethical guidelines for medical practitioners. It is also constantly evolving. The images above come from a version of the oath that we found in the 1634 edition of Peter Lowe’s surgical text. If you compare it to this example of a modern version, you’ll notice some similarities and some differences. Both of them emphasize respecting the work of prior physicians and protecting the patient’s privacy. On the other hand, the modern oath doesn’t begin with an invocation to the gods, and it makes no mention of refusing to assist in abortions or any type of treatment that involves cutting. These changes illustrate how the practice of medicine, and what we expect of medical practitioners, changes over time.

New students at the Washington University School of Medicine are given the chance to devise their own student oath that is similar to the Hippocratic Oath. Take a look at the 2016 class oath here.

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(Image caption: The maturation of fibres of a brain structure called the arcuate fascicle (green) between the ages of three and four years establishes a connection between two critical brain regions: a region (brown) at the back of the temporal lobe that supports adults thinking about others and their thoughts, and a region (red) in the frontal lobe that is involved in keeping things at different levels of abstraction and, therefore, helps us to understand what the real world is and what the thoughts of others are. Credit: © MPI CBS)

The importance of relating to others: why we only learn to understand other people after the age of four

When we are around four years old we suddenly start to understand that other people think and that their view of the world is often different from our own. Researchers in Leiden and Leipzig have explored how that works. Publication in Nature Communications on 21 March.

At around the age of four we suddenly do what three-year-olds are unable to do: put ourselves in someone else’s shoes. Researchers at the Max Planck Institute for Human Cognitive and Brain Sciences (MPI CBS) in Leipzig and at Leiden University have shown how this enormous developmental step occurs: a critical fibre connection in the brain matures. Senior researcher and Leiden developmental psychologist Nikolaus Steinbeis, co-author of the article, took part in the research. Lead author, PhD candidate Charlotte Grosse-Wiesmann, worked under his supervision.

Little Maxi

If you tell a 3-year-old child the following story of little Maxi, they will most probably not understand: Maxi puts his chocolate on the kitchen table, then goes to play outside. While he is gone, his mother puts the chocolate in the cupboard. Where will Maxi look for his chocolate when he comes back? A 3-year-old child will not understand why Maxi would be surprised not to find the chocolate on the table where he left it. It is only by the age of 4 years that a child will correctly predict that Maxi will look for his chocolate where he left it and not in the cupboard where it is now.

Theory of Mind

The researchers observed something similar when they showed a 3-year-old child a chocolate box that contained pencils instead of chocolates. When the child was asked what another child would expect to be in the box, they answered “pencils”, although the other child would not know this. Only a year later, around the age of four years, however, will they understand that the other child had hoped for chocolates. Thus, there is a crucial developmental breakthrough between three and four years: this is when we start to attribute thoughts and beliefs to others and to understand that their beliefs can be different from ours. Before that age, thoughts don’t seem to exist independently of what we see and know about the world. That is, this is when we develop a Theory of Mind.

Independent development

The researchers have now discovered what is behind this breakthrough. The maturation of fibres of a brain structure called the arcuate fascicle between the ages of three and four years establishes a connection between two critical brain regions: a region at the back of the temporal lobe that supports adult thinking about others and their thoughts, and a region in the frontal lobe that is involved in keeping things at different levels of abstraction and, therefore, helps us to understand what the real world is and what the thoughts of others are. Only when these two brain regions are connected through the arcuate fascicle can children start to understand what other people think. This is what allows us to predict where Maxi will look for his chocolate. Interestingly, this new connection in the brain supports this ability independently of other cognitive abilities, such as intelligence, language ability or impulse control.

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Free Online Language Courses

*UPDATED* Here is a masterpost of MOOCs (massive open online courses) that are available, archived, or starting soon. Some are short, some are very interactive, some are very in-depth. I think they will help those that like to learn with a teacher or with videos. I checked each link to make sure they are functioning.

Spanish

Beginner 

AP Spanish Language & Culture

Basic Spanish for English Speakers

Beginner’s Spanish:Food & Drink

Fastbreak Spanish

How to Self-Study Spanish

Preparing for the AP Spanish Exam 

Spanish for Beginners

Intermediate 

Spanish:Ciudades con Historia

Spanish:Espacios Públicos 

Advanced

Corrección, Estilo y Variaciones

La Innovación Social  (Check under Translation)

Leer a Macondo (Taught in Spanish)

Spanish:Con Mis Propias Manos

Spanish: Perspectivas Porteñas

Reading Spanish Literature

French

Beginner

AP French Language and Culture

Basic French Skills

Beginner’s French: Food & Drink

Diploma in French

Elementary French I

Elementary French II

Français Interactif

French in Action

French Language Studies I

French Language Studies II

French Language Studies III

French:Ouverture

French Through Stories and Conversation

Improving Your French

Mastering French Grammar and Vocab

Intermediate

French: Le Quatorze Juillet

Passe Partout

Advanced

Fantasy, de l'Angleterre Victorienne au Trône de fer

La Cité des Sciences et de Industrie

Les Chansons des Troubadours

Reading French Literature

Portuguese

Brazilian Portuguese for Beginners

Curso de Português para Estrangeiros

Italian

Beginner

Beginner’s Italian: Food & Drink

Beginner Italian I

Introduction to Italian

Oggi e Domani

Survive Italy Without Being Fluent

Intermediate

Intermediate Italian I

Advanced 

Advanced Italian I

Italian Literature 

Italian Novel of the Twentieth Century 

L'innovazione Sociale (Check language under translation)

Reading Italian Literature

Catalan

Intro to Catalan Sign Language

Latin

Latin I (Taught in Italian)

Russian

Beginner

Basics of Russian

Easy Accelerated Learning for Russian

Russian Alphabet

Russian Essentials

Russian for Beginners

Russian Level I

Russian Phonetics and Pronunciation

Reading and Writing Russian

Travel Russian

Advanced

Business Russian  (must register)

Let Us Speak Russian  (must register)

Reading Master and Margarita

Russian as an Instrument of Communication

Siberia: Russian for Foreigners

Ukrainian

Read Ukrainian

Ukrainian Language for Beginners

Kazakh

A1-B2 Kazakh (Taught in Russian)

Chinese

Beginner

Basic Chinese

Basic Mandarin Chinese I

Basic Mandarin Chinese II

Beginner’s Chinese

Chinese for Beginners

Chinese Characters

Chinese for Travelers

Chinese is Easy

Chinese Made Easy

Easy Mandarin 

First Year Chinese I

First Year Chinese II

Learn Oral Chinese 

Mandarin Chinese I

Start Talking Mandarin Chinese

UT Gateway to Chinese

Intermediate

Intermediate Business Chinese

Intermediate Chinese

Intermediate Chinese Grammar

Japanese

Beginner’s Conversational Japanese

Genki

Japanese JOSHU

Learn 80 JLPT N5  Kanji I

Learn 80 JLPT N5  Kanji II

Learn 80 JLPT N5  Kanji III

Learn 80 JLPT N5  Kanji IV

Korean

Beginner

First Step Korean

How to Study Korean

Pathway to Spoken Korean

Intermediate

Intermediate Korean

Dutch

Introduction to Dutch

German

Beginner

Basic German

Basic Language Skills

Beginner’s German: Food & Drink

Conversational German I

Conversational German II

Conversational German III

Conversational German IV

Deutsch im Blick

Diploma in German

German A1 Grammar

German Alphabet

German Modal Verbs

Present Tense German

Rundblick-Beginner’s German

Study German Language from Native Speakers

Advanced

German:Regionen Traditionen und Geschichte

Landschaftliche Vielfalt

Reading German Literature

Norwegian

Learn The Norwegian Language

Norwegian on the Web

Swedish

Intro to Swedish

Finnish

A Taste of Finnish

Basic Finnish

Finnish for Immigrants

Finnish for Medical Professionals

Frisian

Introduction to Frisian  (Taught in Dutch)

Icelandic

Icelandic 1-5

Arabic

Arabic for Global Exchange (in the drop down menu)

Arabic Language for Beginners

Arabic Without Walls

Conversational Arabic Made Easy

Intro to Arabic

Lebanese Arabic

Madinah Arabic

Moroccan Arabic

Read Arabic

Hebrew

Hebrew Alphabet Crashcourse

Know the Hebrew Alphabet

Hindi

A Door into Hindi

Business Hindi

Virtual Hindi

Indonesian

Learn Indonesian

Nepali

Beginner’s Conversation and Grammar

Welsh

Beginner’s Welsh

Discovering Wales

Irish

Introduction to Irish

Multiple Languages

http://ocw.mit.edu/courses/global-studies-and-languages/ : MIT’s open courseware site has assignments and course material available.

I’ll keep an eye out for new courses and if you know of any, let me know so I can update this list.

Last updated: February 19, 2016

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(Image caption: Measurement of brain activity in a patient with phantom limb pain. Credit: Osaka University)

Cause of phantom limb pain in amputees, and potential treatment, identified

Researchers have discovered that a ‘reorganisation’ of the wiring of the brain is the underlying cause of phantom limb pain, which occurs in the vast majority of individuals who have had limbs amputated, and a potential method of treating it which uses artificial intelligence techniques.

The researchers, led by a group from Osaka University in Japan in collaboration with the University of Cambridge, used a brain-machine interface to train a group of ten individuals to control a robotic arm with their brains. They found that if a patient tried to control the prosthetic by associating the movement with their missing arm, it increased their pain, but training them to associate the movement of the prosthetic with the unaffected hand decreased their pain.

Their results, reported in the journal Nature Communications, demonstrate that in patients with chronic pain associated with amputation or nerve injury, there are ‘crossed wires’ in the part of the brain associated with sensation and movement, and that by mending that disruption, the pain can be treated. The findings could also be applied to those with other forms of chronic pain, including pain due to arthritis.

Approximately 5,000 amputations are carried out in the UK every year, and those with type 1 or type 2 diabetes are at particular risk of needing an amputation. In most cases, individuals who have had a hand or arm amputated, or who have had severe nerve injuries which result in a loss of sensation in their hand, continue to feel the existence of the affected hand as if it were still there. Between 50 and 80 percent of these patients suffer with chronic pain in the ‘phantom’ hand, known as phantom limb pain.

“Even though the hand is gone, people with phantom limb pain still feel like there’s a hand there – it basically feels painful, like a burning or hypersensitive type of pain, and conventional painkillers are ineffective in treating it,” said study co-author Dr Ben Seymour, a neuroscientist based in Cambridge’s Department of Engineering. “We wanted to see if we could come up with an engineering-based treatment as opposed to a drug-based treatment.”

A popular theory of the cause of phantom limb pain is faulty ‘wiring’ of the sensorimotor cortex, the part of the brain that is responsible for processing sensory inputs and executing movements. In other words, there is a mismatch between a movement and the perception of that movement.

In the study, Seymour and his colleagues, led by Takufumi Yanagisawa from Osaka University, used a brain-machine interface to decode the neural activity of the mental action needed for a patient to move their ‘phantom’ hand, and then converted the decoded phantom hand movement into that of a robotic neuroprosthetic using artificial intelligence techniques.

“We found that the better their affected side of the brain got at using the robotic arm, the worse their pain got,” said Yanagisawa. “The movement part of the brain is working fine, but they are not getting sensory feedback – there’s a discrepancy there.”

The researchers then altered their technique to train the ‘wrong’ side of the brain: for example, a patient who was missing their left arm was trained to move the prosthetic arm by decoding movements associated with their right arm, or vice versa. When they were trained in this counter-intuitive technique, the patients found that their pain significantly decreased. As they learned to control the arm in this way, it takes advantage of the plasticity – the ability of the brain to restructure and learn new things – of the sensorimotor cortex, showing a clear link between plasticity and pain.

Although the results are promising, Seymour warns that the effects are temporary, and require a large, expensive piece of medical equipment to be effective. However, he believes that a treatment based on their technique could be available within five to ten years. “Ideally, we’d like to see something that people could have at home, or that they could incorporate with physio treatments,” he said. “But the results demonstrate that combining AI techniques with new technologies is a promising avenue for treating pain, and an important area for future UK-Japan research collaboration.”

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Is Kermit an accurate example of a frog?

Yes (except for being a muppet). Did you know that there are real frogs that DO look like Kermit? This is a glass frog I found at my research site in the rainforest in Honduras.

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Molecule of the Day - DDT

Dichlorodiphenyltrichloroethane (C14H9Cl5), more commonly known as DDT, is a colourless, tasteless solid under room conditions. It was used as an insecticide during the 1940s-1970s, and gained notoriety after Rachel Carson’s 1962 book, Silent Spring, which highlighted the health and environmental effects of DDT.

DDT acts by binding to voltage-gated sodium ion channels of neurons (as seen on the left of the diagram below), causing these channels to be permanently open instead of opening only upon the arrival of an action potential. Consequently, there is a continuous influx of Na+ ions into the neuron, which triggers a series of rapid action potentials and hence neuronal impulses. This leads to rapid muscle contractions, spasms, and death.

While this effect does not occur in humans and other non-insects, it is still moderately toxic, and as been shown to be an endocrine disruptor. Therefore, chronic exposure to it can lead to tumour formation, developmental problems, and birth defects. DDT is also considered to be a possible carcinogen.

Due to the hydrophobicity of DDT, it tends to accumulate in the lipids of living organisms rather than in the environment. This results in biomagnification, in which its concentration increases upon going up the food chain, as each organism of a rung of the chain consumes multiple prey. Consequently, the usage of DDT affected the populations of many birds of prey, such as the bald eagle.

In 1962, Rachel Carson published the book Silent Spring, which highlighted the negative effects of the usage of DDT and other pesticides on the environment and biodiversity. This book was revolutionary; it sparked a heated debate on pesticides and contributed to the 1972 US ban on DDT. The world followed suit; most countries around the world now prohibit the use of DDT, except for limited disease vector control purposes, such as for malaria.

DDT is synthesised by the condensation of a molecule of chloral and 2 molecules of chlorobenzene via an electrophilic substitution reaction, producing water as a by-product.

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