Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

June 04, 2018

Neuroscience Podcasts to Seriously Send Those Brain Cells Firing

There’s only so much time one can dedicate to surfing Netflix, listening to Spotify or watching reality TV. At some point, you are adamantly looking for intellectual forms of entertainment. Enter podcasts- the audible version of blogs.

Those with a story-telling flair can keep one indulged for hours. Others that present educational or scientific content keep you intellectually engaged and listening to them are by no means a passive activity. If the podcast’s host has a dulcet tone and knows how to keep things moving, even stuff that you probably couldn’t care less about will become potentially interesting. Which brings us to the million dollar question- with a plethora of science podcasts available, which ones should you listen to? More specifically, are there podcasts that deal with Neuroscientific topics? This was the quest I took two months ago.  Below are some of the Neuroscience podcasts, in no particular order, which might be the answer to your curiosity or intellectual thirst.

1. You are not so smart
Image courtesy: David McRaney, https://bit.ly/2yckkno


Host: David McRaney
Average length: 50-60 min.
How active? : very. uploads content every month, sometimes even twice a month.
The good: Compares different psychology/neurosci topics relevant to current topics and affairs in everyday world. His podcast episodes always leave you feeling sober or humbled by the fact that how subjective, unpredictable and sometimes fickle our human selves can be. Except for a few mins of ads in the beginning and centre, there are no distractions. He also has an excellent way of introducing his guests in that he first gives an overview of the topic and then lets his guest take centre stage. He also doesn’t ramble or try to chime in with his own opinions during the interviews. Plus his voice is deep and lucid which makes it easier to continue listening to him for extended periods of time.
Start where: Tribal Psychology; Selfie; The Dunning-Kruger effect (but really too many good episodes here)
What’s missing? The podcast is overall excellent and you are seriously missing out if you have not heard of YANSS before. Perhaps the only thing you might find lacking would be that this is not, strictly speaking, a Neuroscience specific podcast but borders around Psychology, Pop culture, Neuroscience and Behaviour [1].


2. Brain Science Podcast
Image courtesy: Virginia Campbell, https://bit.ly/1BtSxxs


Host: Ginger Campbell, M.D
Average length: 60 min
How active? : very. technical and less technical content uploaded regularly since 2008
The good: This one is for hard-core Neuroscience enthusiasts. If you are a grad student and are looking for something other than the oft-repeated topics such as reproducibility crisis, women/diversity in STEM than this IS the place for you. There are 100+ episodes available as Dr. Campbell’s podcast has been one of the longest running Neuroscience podcasts to date. She discusses really thought-provoking books that are related to different subdivisions of Neuroscience and has interviewed many leading experts in the field including Drs. Michael Gazzaniga, Christof Koch, Temple Grandin and György Buzsáki to name a few. Listening to Dr. Campbell is like having your extremely well-educated grandma let you in on the intellectual discussions she has with all of her guests.
Start where: Counting Neurons with Dr. Suzana Herculano-Houzel ; John Medina on Aging Well
What’s missing? Some of the older episodes require premium subscription (but full access is possible at 5 bucks a month) so listening to Dr. Koch or Dr. Gazzaniga comes at a small cost. However, you can listen to the more recent episodes uploaded after 2013 for free. All podcasts come with transcripts as well as links to discussed books and papers. Beware though as some of the links may not work due to website revamping [2].

3. Shrink Rap Radio
Image courtesy: David Van Nuys, https://bit.ly/2IxwBMF


Host: David Van Nuys, Ph.D
Average length: 60 min
How active? : very. There are almost 3-4 episodes posted every month.
The good: Dr. Van Nuys also has a talent of making his guests feel at ease and asks thought-provoking questions. There’s also a decent amount of content related to mind-body-soul science if you are into that stuff. Together with the Brain Science Podcast, this is one of the oldest running podcast I could find with quality content.
Start where: Quieting your inner critic and rising above social anxiety with Ellen Hendriksen; The Body of Sex with Sarah Byrden ; The Silent Epidemic of REM Sleep Loss with Rubin Naiman
What’s missing? This is more of a Psychology podcast but has close overlap with Cognitive Neuroscience because of the topics covered. Some episodes are longer than 60 mins so reserve this one for weekends [3].

  4.  A Neuroscientist Explains
Image courtesy: Max Sanderson, https://bit.ly/2Ilyx6M


Host: Daniel Glaser, Ph.D
Average length: 30-40 mins
How active? : Intermittent. Has two seasons out (1st season: 8 episodes, 2nd season: 7 episodes); one in 2017 and the other in 2018.
The good: This one’s for all the British accent lovers. The episodes have a very soothing background music so that it literally calmed my anxiety during stressful morning commutes. Quite accessible, user-friendly and the topics are quite relevant if you are interested in Neurosci but don’t know where to start
Start where: A Neuroscientist explains: how music affects the brain; A Neuroscientist Explains: is the internet addictive? ; A neuroscientist explains: how the brain stores memories
What’s missing? The podcast is not very active so if you are looking for interviews and bringing yourself up-to-date with current trends, this isn’t the one [4].

  5. Smart drug smarts
Host: Jesse Lawler (permission pending)


Average length: 40-60 min
How active? : very. Content updated religiously
The good: This podcast has one of the most amusing introduction out of all science podcasts. The episodes are quite fast paced so if you cannot stand slow discussions, go for this one. Lawler is a self-proclaimed science fan boy and is an excellent host. The voice quality is excellent and all the podcast episodes come with detailed transcripts as well as summary notes. The website overall is very decently designed which makes spending time here more fun.
Start where:     Brain Implants – Medical and Beyond with Dr. Brett Wingeier; Head in the Game with Dr. John Sullivan; Cognitive Fallacies with Dr. Richard E. Nisbett ; What are “Fast-Spiking Interneurons”?; Placebo: the Power of the Mind to Heal
What’s missing? Lawler is quite enthusiastic and throws in a lot of slangs and casual phrases so those looking for more serious style discussions may not agree with his hosting style (not that I’m complaining) [5].

  6.  Neurotransmissions
Image courtesy: Joe Schumacher, https://bit.ly/2KJQjlh


Host: Ben Scholl, Ph.D., Joe Schumacher, Ph.D., and Misha Smirnov, Ph.D.
Average length: 30-40 mins
How active? : post content every other month. Haven’t been very active for the last 2 months though.
The good: started by post-docs at Max Planck, Florida, this podcast discusses latest topics in Neuroscience in an almost jargon-free manner. Quite accessible for the general audience in terms of content. Voice quality decent and all of the hosts are quite adept at making things moving and not chiming in too often. The general mood of the podcast is academic style and formal. Go for it if you are into interviews or seeking some inspiration.
Start where: Science writing and life living with Dr. Brett Mensh; Sunposium 2017: Part 2, Technological innovation with Drs. Ed Boyden & Viviana Gradinaru; Live from Sunposium 2017: Part 1, The Value of Scientific Knowledge with Dr. Thomas Südhof
What’s missing? Could be a bit dry at times. Needs some light-hearted humor [6].

7. Neuroscientists Talk Shop
Image courtesy: Neuroscientists Talk Shop, https://bit.ly/2IDc5cJ


Host: various including Salma Quraishi,Ph.D, Alfonso Apicella,Ph.D, Charles Wilson,Ph.D (and others)
Average length: 40 min
How active? : usually post 2-3 episodes every month but have not been very active recently.
The good: started by a group of professors and graduate students at UT San Antonio, this podcast is more hinging on the technical side. Guest scientists are invited in each episode and talk about their research. The questions are more symposium-style and the atmosphere is quite academic and scholarly. If you are looking for some inspiration on someone who is working on a similar topic to yours, maybe look here for some inspiration. Although the podcast has many moderators, the questions never get jumbled up so that everything is easy to follow. Also the podcast has no ads which means no distractions.
Start where: (Interview with) Rusty Gage, PhD ; Ann Graybiel PhD ; Dwight Bergles PhD
What’s missing? Sometimes voice quality not as crisp as you’d like it to be. Could be a bit dry and information-heavy as the time duration is only 40 mins [7].

8. Honourable mentions:
These include Neuroscience podcasts that are no longer active. Neuropod (Nature podcasts on Neuroscience) which ran till late 2015 [8]. The Naked Scientists (Naked Neuroscience) which stopped updating after 2014 [9]. Note that the Naked Scientists podcast on other science disciplines such as Genetics, Astronomy and so on are still regularly updated.
Image courtesy: Chris Smith, https://bit.ly/2IDMkcw


Word to the wise: avoiding mindless media consumption does not mean that your ears have to be glued to scientific podcasts. Cut your poor brain cells some slack and have some time off to digest all the information.

Did we miss any cool podcasts that talk about science and especially all-things-brain? Give us a shout out at cns-newsletter@charite.de about any potential hidden gems that you know.

by Zara Khan, MSc Student MedNeuro

[1] https://bit.ly/2yckkno
[2] https://bit.ly/2jYSpCi
[3] https://bit.ly/2rGYGpK
[4] https://bit.ly/2Ilyx6M
[5] https://bit.ly/2rM38Ui
[6] https://bit.ly/2rNOSuf
[7] https://bit.ly/2IDc5cJ
[8] https://go.nature.com/2rJtyG9
[9] https://bit.ly/2IDMkc

March 02, 2018

ParentHooD: From Bench To Crib Side

Combining career and family is a problem most of us will encounter during our lives – and you will have to deal with questions ranging from parental leave to finding a day-care center. However, it is not always easy to find the right moment for having children in a scientific career. During your post-doc? During your PhD?

Always Bad Timing?
From an economic and organizational perspective, having a child while you are employed is always a burden to the employer: they lose an employee during parental leave, meaning they need to look for a replacement or pause the project for some time. However, we should understand that employers are fine with fulfilling these duties and providing support to the parents-to-be – after all people are people and not merely employees. Having a child is a very individual decision and if you decide to do it during your PhD or post-doc, it will always come with a lot of problems: From a work point of view, there will never be a perfect moment.

The Challenges
When having a child as a PhD student, you are up for several challenges one of them being your terms of employment. Usually, PhD students are paid either with a scholarship or a part-time contract. If you have a part-time contract, the same rules apply to you as to any employee. Your situation is regulated by law in that you will be eligible for parental leave, allowance and child benefits [1]. Your contract will be extended by the amount of time of maternal or paternal leave.

Scholarship students get the short end of the stick

In case of a scholarship, the situation is much more complicated. Since you are not regularly employed and don’t pay taxes, you are not entitled to have parental leave and will receive only the minimum amount of parental allowance, which sums up to 300 euros per month [2]. With a contract, the parental allowance equals 65-67% of your pre-leave income [1]. If you have a scholarship, it depends very much on your institute whether or not and for how long your scholarship can be extended [2]. In this sense, having a scholarship during your PhD rather seems like a stumbling block when trying to re-conciliate career and family.

Source: Juliane Schiweck


Where To Get Information
Once you decide to have a child, your first challenge will be to obtain information regarding your situation. Especially  but not only  as an international PhD student, the process of becoming a parent in terms of knowing your rights and obligations in the workplace, as well as the financial benefits you can receive, can be confusing to say the least.
It is essential to talk to your supervisor in order to plan the subsequent steps of your PhD, but many times your supervisor might not have all the information you need. This is pretty unfortunate, since it would be fairly easy for the central institutions of the universities to provide such crucial information to the supervisors, be it an information brochure or a seminar!

Pay a visit to the Familienbüro
  
However, you can get some advice at the Familienbüro of your institution, which deals with combining carrier and family [3]. Unfortunately, the relevant information available on the internet is almost exclusively in German, making it very difficult for international students. If you decide to have a child during the PhD and you are part of a PhD program, the Familienbüro is one of the first places you should turn to. If you are part of the Medical Neurosciences Program, you can get help at the program office. There, they offer support and information, especially for international students who do not speak German and need help with administrative issues.

Back To Work?
Once your kiddo is born, parents will have to think about getting back to work. Parental leave can be split between the two parents, so that each is absent at work for the least amount of time possible and gets to spend time with the child as well [4].
When both parents decide to return to work, new problems arise, like finding a day-care center. This can be challenging and at times, you have to wait for over a year to get a spot. Fortunately, being employed at a big institution like the Charité has certain benefits. The Charité cooperates with day-care centers in Berlin and, in most cases, it will be possible for you to get a spot for your baby reasonably fast.
In a nutshell, having a baby during your PhD is difficult, mostly because it depends on how supportive and understanding your supervisor is. Uncertainties concerning financial aspects and the regulations of your contract also make things worse. If you are a PhD student with a scholarship, the situation is far from ideal.
It is necessary that universities start taking responsibility for their employees – especially the ones without a contract. However, having a child is an individual decision and if you decide it is the right moment for you, don’t be afraid to speak up for yourself.


Juliane Schiweck, PhD Student AG Eickholt

February 28, 2018

A Degree For Life: The Job Market for PhDs Past and Present


Perspectives For PhD Graduates
The amount of PhD holders in Germany has greatly increased since the 1980s, producing many more graduates than available positions in academia [1]. Since then, the surplus of PhD degrees on the market has presumably been the cause of changed job perspectives for graduates. In the past, the traditional PhD-postdoc-professor career seemed more predefined for young scientists. Nowadays, the PhD bears importance as a title that represents more than just scientific expertise and the key to becoming a professor.
Outside of academia, a PhD title, regardless of the field it is in, is worshipped as a sign of highly valuable personal skills such as motivation, responsibility, perseverance and ambition. These traits are extremely important for leading positions in any profession [1]. Thus, scientists holding a PhD are appreciated in research and development in industry, in consulting, in patent law, scientific writing, sales and much more [2].

"The PhD Factory" by Pina Knauff


The Changing Face of Grad School
In the last few decades, the quality of PhD education has improved. Graduate schools were founded to turn the classical student-professor relationship to a more structured and interdisciplinary system. This helped shorten the graduation time and increase the quality of the degree [3]. Nonetheless, the prospects of long-term employment in academia remain poor in Germany [4].
One advance was the introduction of the junior professor position with tenure track option in 2002, representing an alternative to the classic Habilitation [5]. More recently, in 2015, a draft bill was passed to prevent short-term contracts in academia [6]. Despite these steps, Germany still lacks promising career prospects for PhD graduates in academia. There is clearly much room for improvement. 


Pina Knauff, PhD Student AG Wulczyn

February 26, 2018

BioBusiness Summer School

From June 26th to 30th 2017, I participated in the ninth edition of the BioBusiness Summer School in Amsterdam. Having always been interested in the combination of business with healthcare, I found the call for the course to be just what I had been looking for. I had high expectations – and they were fulfilled. In the short but very efficient five-day course, I learned an incredible amount. We had lectures with biotech entrepreneurs, big company CEOs, R&D scientists, venture capitalists, patent attorneys, CFOs (finance specialists), consultants, business developers... to name a few. On the final day, we headed to the Bio Science Park in Leiden (one of the top five life sciences clusters in Europe) and visited Janssen, a pharmaceutical company of Johnson & Johnson. There was also plenty of time for networking, interacting with the speakers and getting to know the other 80 young and enthusiastic participants.

Credit: BioBusiness Summer School / Hyphen Projects

Interested?
The BioBusiness Summer School is organized by Hyphen Projects and happens once a year. Although participation costs are not exactly cheap (€1,115 in 2017), they can be covered by conference and travel funds of a PhD scholarship. Registration deadline is March 1, 2018.



Mariana Cerdeira, PhD Student AG Harms

February 19, 2018

CNS Newsletter Poll: Mate Selection in Neuroscientists


Who we choose to fall in love and start a family with has gathered considerable interest over the past few decades. The common perception is that men and women prefer different characteristics in their potential mates. The two principal theories contesting these different preferences are based on perspectives drawn from the study of evolution and social structure.

The evolutionary (Darwinistic) perspective assumes that successful mate choice behaviors continue to influence current mate selection because the behavior led to continued existence and prosperity of the human species [1]. Sex differences between men and women have evolved because they have historically faced different environmental and social pressures [2]. The parental investment model proposed by Trivers in 1972 further suggests that this is because men and women differ in the level of parental investment required to ensure the survival of the species. Thus, their mating behaviors evolved accordingly. While women invest extensive physiological resources in producing offspring, men invest more outside resources beyond the act of conception [3].
In contrast, the social structure perspective proposes that sexually differentiated mate selection results from contrasting social positions that men and women have historically occupied within society [2,4]. These types of societal constraints and gender expectations still persist. In an attempt to maximize resources, women who are delegated to roles of less power and resources seek out these characteristics in potential mates. They can offer commodities such as physical beauty, fertility, and sexual pleasure that are desired by men [2,4,5].
Both hypotheses are supported by ample evidence that can be reviewed in Shoemake 2007 [6].
Here, we used a short online poll to investigate possible sex differences and differences associated with career stage regarding mate selection of Berlin neuroscientists.
The survey comprised three questions: 1) ''What is your gender?'' 2) ''What is your position in neuroscience research?'' 3) ''What are the first four qualities you look for in a partner?” Categories were the following: age, cleanliness, ethnicity, financial security, intelligence, kindness, nerdiness, physical attraction, religion, sense of humor, social status, trustworthiness, and other. The survey was prepared on surveymonkey.com and sent to the Berlin Neuroscience community via mailing lists of Medical Neurosciences, Mind and Brain, Bernstein Center for Computational Neuroscience as well as the forum of the staff of the Department of Experimental Neurology. Answers were collected between April 28 and May 2, 2014.
126 responses were collected for the poll. One response had to be excluded since no answers were given to the questions. Out of the 125 answers, 62 participants were male, 61 female, one preferred not to answer and one chose “other”. Of the remaining 125 participants, 23 were students, 58 PhD students, 5 technicians, 20 postdocs, 4 group leaders, 10 professors, and 5 other (Fig. 1).

Fig. 1. Sociodemographic distribution of the participants

Neuroscientists Look for Intelligence, Physical Attraction Rates Only Third
Overall, intelligence (88.6%) was the most frequently reported quality that respondents looked for in their partners, followed by sense of humor (74.0%), physical attraction (68.3%), trustworthiness (60.2%), and kindness (58.5%) (Fig. 2). All other options had less than 10% votes, except for other (11.4%): age (8.1%), social status (7.3%), cleanliness (6.5%), nerdiness (5.7%), religion (3.3%), financial status (2.4%), and ethnicity (1.6%).


Fig. 2. Gender differences in mate selection


Male and Female Neuroscientists Desire Similar Qualities in their Partner
Both male and female participants rated the same top five qualities. The only differences across gender occurred with respect to physical attraction and sense of humor. For men, physical attraction was the second most frequent criterion, whereas only about half of the participating women reported it (80.6 vs. 55.7%, χ²(1, N=123)=8.81, p=0.003). Sense of humor was significantly more preferred by women compared to men (82.0 vs. 66.1%, χ²(1, N=123)=4.01, p=.045).


Neuroscientists Look for the Same Qualities Independent of Career Stage
Due to the low responses from technicians and 'other', we did not include these groups in the analysis. The responses from group leaders and professors were grouped for the same reason. All four groups – students, PhD students, postdocs, group leaders/professors – rated the top five qualities – intelligence, physical attraction, sense of humor, trustworthiness, and kindness – almost equally frequent. The more advanced in their career stage, the more important their partners' intelligence was rated by neuroscientists. Interestingly, postdocs rated physical attraction substantially lower than the other three groups, while they rated kindness substantially higher. Postdocs also had the highest score, even if not as pronounced, for trustworthiness and sense of humor. Only group leaders/professors rated social status as a quality of high importance. A Pearson's chi-squared test was performed and no relationship was found between career stage and any of the mate selection criteria investigated in this study.
Fig. 3. Career stage and mate selection

Discussion
We discovered that male and female neuroscientists have similar mate selection criteria which differ only when it comes to physical attraction. Intelligence was found to be the most frequently reported criterion. A relationship between career stage and mate selection criteria was not found.
In our study, we found intelligence, physical attraction, sense of humor, trustworthiness, and kindness to be the five key attributes both men and women look for in their mate. This goes in line with the immense amount of literature on mate preference that generally indicates a preference for intelligence, emotional stability, honesty and trustworthiness, an exciting overall personality, and – of course – a physically attractive appearance [7].



NEUROSCIENTISTS RATE INTELLIGENCE AS THE MOST IMPORTANT FACTOR IN THEIR PARTNER
 

Interestingly, our study suggests that neuroscientists rate intelligence as the most important factor in their partner – or at least, that is what we would like to believe. According to the matching hypothesis, people are more likely to form and succeed in a relationship with a partner who is equally socially desirable, which often refers to physical attractiveness [8]. On average, women tend to be attracted to men who are taller than they are and vice versa. While men want women with full breasts and lips, low waist-hip ratio, and a young appearance, women prefer men with broad shoulders, narrow waist, V-shaped torso, and masculine facial dimorphism. In addition, both seem to be attracted by a symmetrical face [9-11]. Even when on a purely platonic level, it was shown that people – especially men – tend to be drawn to others that they perceive as similarly attractive [12]. And sure, you probably know one or two successful couples where both partners are not necessarily attractive to the same degree. In this case, the less attractive partner possesses compensating qualities such as status and wealth [13]. Yet, it is not entirely surprising that intelligence is highly ranked. It was previously shown that people unconsciously attribute positive characteristics, e.g. intelligence, to physically attractive people [14]. This association was found to be stronger for men compared to women [15]. Prokosch and colleagues proposed a general fitness factor (f-factor) where intelligence and physical attractiveness are positively correlated because both reflect the quality of the genes and developmental stability [16]. 

NO RELATIONSHIP BETWEEN CAREER STAGE AND MATE SELECTION CRITERIA

Surprisingly, social status was ranked very low in this study, and only group leaders and professors seem to have a preference for it. According to the literature, women have a substantial preference for high social status and wealth [17,18]. In a large US study, men and women were asked how willing they would be to marry someone who possessed a variety of characteristics. While men were significantly less willing than women to marry someone who was “not good looking,” women were significantly less willing than men to marry a partner who was “not likely to hold a steady job” and who “would earn less than you.” However, they showed that both characteristics matter to men and women – just to a different degree [19]. 
We did not find a relationship between career stage and any of the mate selection criteria investigated here. Yet, group leaders and professors tend to pay more attention to social status. We can only speculate that being a neuroscientist or a researcher in academia favors a certain kind of person (which would also explain the lack of gender differences). Why postdocs, in particular, ranked physical attraction much lower than the other groups and tend to value sense of humor, kindness, and trustworthiness more, we'll leave up to your imagination.

What you think your partner should be like and how your beloved turns out to be might be completely different. That’s love! 

Limitations of this Study
This study is greatly limited by the short online poll and low number of respondents. A more detailed study on the mates and reproductive success of Berlin neuroscientists would provide a deeper insight on the actual selection criteria and evolutionary fitness of neuroscientists.

Acknowledgements
We would like to thank Anna Pajkert for helping with the statistical analysis of the data.

[1] Kenrick, Advan Exp Soc Psychol, 1994
[2] Eagly and Wood, Amer Psychol, 1999
[3] Trivers, “Parental investment and sexual selection”, in Campbell, B. (Ed.), Sexual Selection and the Descent of Man (pp. 136-179). Chicago: Aldine, 1972
[4] Howard et al, J Pers Soc Psychol, 1987
[5] Buss and Barnes, J Pers Soc Psychol, 1986
[6] Shoemake, J Scientific Psychol, 2007
[7] Regan, “The Mating Game. A Primer on Love, Sex, and Marriage”, Chapter 1: “Mate Preferences”, 2nd Edition, California State University, Los Angeles, 2008
[8] Feingold, Psychol Bull, 1988
[9] Perrett et al, Nature, 1998
[10] Nettle, Proc Biol Sci, 2002
[11] Glassenberg et al, Arch Sex Behav, 2010
[12] Feingold, J Pers Soc Psychol, 1990
[13] Myers, Social psychology, New York: McGraw-Hill Higher Education, 10th ed., 2009
[14] Dion et al, J Pers Soc Psychol, 1972
[15] Kanazawa, Intelligence, 2011
[16] Prokosch et al, Intelligence, 2005
[17] Buss and Schmitt, Psychol Rev, 1993
[18] Feingold, Psychol Bull, 1992
[19] Sprecher et al, J Pers Soc Psychol, 1994

by Marietta Zille
this article originally appeared 2014 in CNS Volume 7, Issue 2, Neuroscience of Love

December 19, 2017

Call for Master’s Applications


The Medical Neurosciences Program invites bright and interested students to apply for our program. 

Ideally,candidates should already have some laboratory work experience, e.g. having worked in a lab for a Bachelor’s project, or other types of work experience such as a residency as a medical doctor.


The program’s rigorous and comprehensively structured education in basic neuroscience provides and trains students to approach questions concerning the central and peripheral nervous system. In addition to the in-depth theoretical training, our program emphasizes state-of-the art practical lab experience, preparing graduates for continued research as PhD students. 


Closing date for applications is January 15th, 2018


November 27, 2017

Can You Raise Your Kids Gay?

Over the years, the controversy of the nature versus nurture debate has extended beyond childhood behavior to intelligence and also sexual preference. Today's article aims at uncovering the roots of male homosexuality.

digitalart / FreeDigitalPhotos.net

On July 16th 1993, the Daily Mail ran the headline: "Abortion hopes after the 'gay genes' findings". The author, Jason Lewis, claimed that, thanks to recent advances, it might soon be possible to predict the sexual orientation of a baby and give parents the option of abortion. Irrespective of the intentions of the author and possible implications of this article, let us first consider whether this will ever be possible. Since male homosexuality is much more common in nature than female homosexuality, most of the research on sexual orientation concerns only male homosexuality. Years into research on the topic, scientists cannot give a conclusive answer to the question of reasons for our sexual orientation. Simply put, it does not exist.

The Evolutionary Mystery
Homosexual behavior is natural in the animal world, with over 1500 species practising it [1]. Does this give us a first clue that biological factors play a crucial role in establishing sexual orientation? Possibly. In 1991, a twin study conducted by Michael Bailey and Richard Pillard showed that among monozygotic male twins, one gay brother increased the probability of the second being gay by up to 52% [2]. In contrast, this percentage was as low as 22% for dizygotic twins and 11% for adoptive brothers. Hamer and colleagues proposed that an Xq28 allele influences sexual orientation, as its sharing between gay brothers was 64%, not 50% as would be expected by chance [3].

Over 1500 species practice homosexual behaviors

Yet, evolution would intuitively not promote a gene that is anti-reproductive. Why would it then survive in our population at all? The hypothesis here is simple and elegant – the gene that in males promotes homosexuality, in females contributes to their fecundity. Families with homosexual members have been shown to reproduce more than those without  [1]. We must, however, note that genetic studies conducted on a large group of participants showed that the genetic changes can explain only a small fraction of the occurrence of homosexuality [4].

If Not Genes, Then What?
If genes do not explain 100% of homosexuality, there must be some additional factors. Interestingly, a fraction of male homosexuality might be explained by immunology. A phenomenon called the fraternal birth order effect shows that homosexual males have a higher number of older brothers. To put it differently, having a son increases the probability of the next male child being homosexual.
This is explained by the maternal immunity hypothesis. It states that male offspring immunize the mother to male cells, thus producing anti-male antibodies during the next pregnancy with a male. The theory posits that those antibodies cross the placenta and blood-brain barrier, changing the brain’s development. This, in turn, may cause diverted sexual attraction and sexual orientation in the male offspring [5]. This phenomenon is the most thoroughly established factor in the field of human homosexuality [1]. However, we cannot forget that more than half of homosexual males have no older brothers [1].

The Neuroscience of Homosexuality
Concerning the ‘homosexual brain’, a number of brain regions have been shown to be, either functionally or anatomically, different in homosexuals compared to heterosexuals. Research has shown that brain regions such as the interstitial nuclei of the anterior hypothalamus show similar anatomy in homosexual men as in heterosexual women, that is clearly different from heterosexual men [6]. Yet it must be noted that even if homosexual males’ brains are similar to those of heterosexual women, it is not clear whether those changes precede the development of homosexuality, or whether attraction to males has elicited changes in the brain.

Environment and Sexual Orientation
In his paper, John Bancroft argues that homosexuality is caused by environmental factors [1]. He starts with an argument that homosexual males usually experience sexual attraction earlier than heterosexuals. They might therefore develop same-sex attraction because at this point of time, boys spend most of their time with other boys. This is, however, only a speculation.
He goes further and says that homosexuality is often just a phase in human development and that the final phase is heterosexuality. To support his hypothesis, Bancroft gives an example of a people in Papua New Guinea: Young boys around the age of ten are taken to all-male dormitories. They are told to fellate older boys and swallow their semen (in a belief that it is crucial for their proper development). At a particular age, they leave the dormitories and lead a heterosexual life that leads to marriage. He claims that this proves his argument of homosexuality being just a phase. Yet, the author fails to mention that activities performed in all-male dormitories might be merely a cultural concept and that in no way are they a proof of homosexuality.
Additionally, nurture theorists claim to have identified characteristic familial patterns that are supposedly related to children’s homosexuality. Those include low paternal presence or high maternal cues in the case of male homosexuality. However, this can be easily reversed – perhaps those familial patterns were caused by the homosexuality of children [1].

Homosexuality is multifaceted and extremely complicated

Clearly, homosexuality is a multifaceted and extremely complicated phenomenon. But why do we even think about it? The Daily Mail headline from 1993 seems unnecessarily harsh and, at least now, incorrect. We are investigating the basis of homosexuality, but can it have detrimental outcomes? Being able to predict one's sexual preferences might mean denying the right to live. So maybe, we should just let it go and try to accept that people are different no matter where this difference comes from.

[1] Jannini et al, J Sex Med, 2010
[2] Bailey and Pillard, Arch Gen Psychiatry, 1991
[3] Hamer et al, Science, 1993
[4] Mustanski et al, Hum Genet, 2005
[5] Blanchard and Bogaert, Am J Psychiatry, 1996
[6] LeVay, Science, 1991

by Filip Morys, PhD student Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig
This article originally appeared in CNS Volume 7, Issue 3, Nature vs Nurture 


November 24, 2017

The Origins of Intelligence


The intelligence quotient (IQ) is the best predictor of success in academia and at work. It also serves as a reliable indicator of longevity [1], making the origin of intelligence and the possibility of enhancing it a most interesting research topic.

The theory of multiple intelligences proposed by Howard Wagner in 1983 outlines nine types [2]. Some of them, such as bodily-kinesthetic intelligence (“body smart”) would be hard to assess using a written test. Yet, it has been shown that people who performed well on any single test section, such as linguistic intelligence, also score high on other areas [2].

Source


Big Brains Mean More Intellect
Intelligence positively correlates with the size of the whole brain [1]. However, brain size is limited by skull size and the skull has to pass the birth canal. Complications are hence more likely during the birth of naturally intelligent babies, possibly lowering their survival chances. Moreover, the individual volumes of brain areas are highly heritable [1,3], supporting the theory that nature is more influential on intelligence than nurture. Thus, not surprisingly, in diseases that cause dementia, brain cells are lost and the brain effectively shrinks.

Genes for Smartness and Intellectual Disability
Intelligence is a polygenetic trait. This year, the University of Edinburgh announced the discovery of the first intelligence gene. A highly active NPTN gene allows adolescents to score higher on intelligence tests [4]. The gene codes for a neuronal synapse protein that plays a role in brain development and neuronal signaling. Surprisingly, the NPTN gene explains only about 0.5% of the variability in intelligence. Conversely, candidate gene studies have revealed over 282 genes associated with intellectual deficits (formerly known as mental retardation).


“The measure of intelligence is the ability to change.” – Albert Einstein

Results pooled from a number of studies conducted during the last century on human intelligence research indicate that genetic factors are responsible for up to 50% of differences in intelligence between individuals [1,5].

Race over Education or Education over Race?
The philosophy of race superiority suggests that some ‘types’ of humans are superior from birth because of their lineage. Fortunately, this has largely been unpopular since the abolishment of slavery in America (1865) and the defeat of Nazi Germany (1945). Following each of these events, the Caucasian and Afro-American races began to mingle. With the establishment of racially integrated schools, it became apparent that Afro-Americans showed a lower cognitive ability compared to their white peers [5]. This result was partly attributed to their lower socioeconomic status [5], but may have fueled racism in Europe.


Intelligence is an indicator for success

A post-World War II study in Germany looked at the “occupation babies” of Afro-American and Caucasian American soldiers with German mothers. The IQ of the mixed-race children was 96.5 compared to 97 in Caucasian children [6]. This suggested that inheritance of culture, education, and equal opportunity (rather than race) influence IQ.

Dirty Minds at Age 5 Associated with Lower IQ
A study published this year showed that the exposure of pregnant women to air pollution released by the burning of fossil fuels can cause birth defects and lower the IQ of their offspring by about 3.8 points at age 5 [7]. This result persisted even after the scientists accounted for the level of parental education and several other factors that might influence child IQ. Similar studies have shown that pollution is a cause of birth defects, childhood behavioral disorders, and rare cancers [7].

The Recipe for Raising a Genius Is Continuous Practice
In 1993, K. Anders Ericsson presented evidence showing that violinists who practiced more than 10,000 hours before their 20th birthday were likely to become professionals [6,8]. This was applied to the mastery of other skills and eventually became known as the 10,000 hours rule. Talent plays a lesser role.
A standard IQ test provides no or unreliable results for half of the intelligence types known so far. Intrapersonal intelligence, for example, contributes to good teamwork, stress management, and leadership. However, there is no comprehensive and standardised measure for it [9].
It requires four hours of practice (with coaching and reinforcement), for six days a week, for fifty weeks a year, over ten years will help you master anything! It's no wonder, really. But honestly, how many of us would volunteer to undergo such rigorous training?

[1] Gardner, The Nine Types of Intelligence, http://bit.ly/19kchVz
[2] Deary et al, Eur J Hum Genet, 2006
[3] Science Daily, 2007, http://bit.ly/1s8kvcf
[4] Desrivières et al, Mol Psychiatry, 2014
[5] Dickens, Future Child, 2005
[6] Blech, Spiegel Online, 2010, bit.ly/1pVTiEV
[7] Perera et al, J Public Health Policy, 2014
[8] Ericsson et al, Psychol Rev, 1993
[9] Arora et al, Med Educ, 2010

by Rick Cornell Hellmann, PhD student AG Schwab
This article originally appeared in CNS Volume 7, Issue 3, Nature vs Nurture 

November 20, 2017

How Much of Ourselves Are We Born With?

Today is Universal Children's Day, which was established in 1954 to promote international togetherness and awareness among children worldwide. In today's article we are revisiting the nature versus nurture debate.

The phrase ‘nature versus nurture’ is derived from early studies on the effects of parenting on childhood development. Researchers sought to determine the relative contributions of an individual’s innate qualities, determined by one’s genes (nature), and parenting or personal experiences (nurture) on the psychological and behavioral traits of children. If a child shows aggressive behavior, was he or she genetically ‘programmed’ to behave in such a way, or is it the product of his or her upbringing or environment? Consider if one of the child’s parents is also aggressive. Did the child acquire this behavioral trait through exposure to his or her parent's behavior or through inheritance?
No concept is as pervasive in the study of health and disease as distinguishing the effects of internal and external stimuli on bodily function. Since Claude Bernard elegantly introduced the idea, it has not only formed the basis of modern physiology but has also helped us understand numerous pathological states in terms of the interaction between inherited and environmental factors.
Over the years, the controversy has extended beyond childhood behavior to intelligence, sexual preference, and the propensity for certain diseases (see ''The Origin of Intelligence'' and ''Can You Raise Your Kids Gay?''). Despite being heavily researched, at least two problems make the nature versus nature debate a major challenge facing modern biology. The diseases and traits being investigated, particularly those to do with the brain, are themselves complex and often hard to characterize. Moreover, as our understanding of biology progresses, separating the consequences of intrinsic and extrinsic factors on a certain physiological or pathological state becomes increasingly difficult (see here).



Shedding Light on the Issue Using Twin Studies
Separating the effects of genes and environment on childhood development and the pathogenesis of diseases can be achieved by performing adoption and twin studies. Francis Galton first proposed this approach in 1875. It gained impetus at the beginning of the 20th century when Gregor Mendel’s insights into the mechanism of heredity became widely known. Identifying differences in specific traits by studying monozygotic twins, who share identical genetic information, over portions of their lives gives us insights into the contribution of the environment in developing these characteristics.
In terms of psychological traits, separated twins usually grow up to be very similar even when brought up in substantially different environments. In the landmark Minnesota Twin Study, which began in 1979, researchers studied more than 100 sets of twins or triplets that had been separated in infancy and raised apart from one another. They found that genetics can explain up to 70% of the variability in personality, intelligence, and temperament between the twins [1].

Implications Beyond Medicine
Investigating the relative contributions of innate and acquired factors in human psychology and health can have far-reaching consequences. Not surprisingly, the nature versus nurture debate has also made its way to the courtrooms. Many experts believe that criminality, for example, is a trait that is predominantly inherited. Thus, defense lawyers sometimes argue (with varying degrees of success) that, in certain cases, people accused of committing crimes cannot be held responsible for their actions because they cannot be held accountable for their DNA.
The discovery of rare mutations that strongly predispose to aggression, such as that of the monoamine oxidase type A gene, has helped encourage the acceptance of such legal arguments [2] (see also ''Tracing the Roots of Aggression"). Biologists and physicians often oppose legal battles that attempt to make use of such a defense. They believe that the public often poorly understands the link between genes and behavior, which is a complex issue.

Is the Debate Obsolete?
Over the past few decades, we have made some astounding discoveries regarding how our genetic material is controlled. We now know that DNA is not the rigid, unchanging blueprint of our entire lives that it was once thought to be. Gene expression is a flexible (yet tightly regulated) process that is modulated continuously in health and disease.
Epigenetics (meaning ‘in addition to’ genetics) is the field of biology that deals with the alterations in gene expression that occur in the absence of changes to the DNA sequence. These changes can persist over long periods of time and, perhaps most interestingly, can be inherited from one generation to the other. The signals that trigger epigenetic changes can come from within the organism itself or from the surroundings (see "Lamarck's Last Laugh" on p.4).
The more we learn about epigenetics, the smaller the distinction between nature and nurture becomes. Consider an example. Exposing an individual to stress can alter the expression of proteins involved in the pathogenesis of mood disorders [3]. This altered expression can persist not only throughout the individual’s lifetime, but can also be transmitted to his or her offspring. If one of this individual’s children eventually develops depression, is the contribution of the exposure of the child’s parent to stress inherited or environmental? The simple answer is both. It thus comes as no surprise that, nowadays, many experts consider the debate obsolete.

Although we should not insist on drawing a line where boundaries are becoming less and less clear, making a distinction between the effects of nature and nurture aids our understanding of complex biological processes.

[1] Bouchard TJ Jr et al, Science, 1990
[2] Brunner, Nelen et al, Am J Hum Genet, 1993
[3] Murgatroyd, Nat Neurosci, 2009

by Ahmed Khalil
This article originally appeared in CNS Volume 7, Issue 3, Nature vs Nurture
 

November 17, 2017

Neurasmus Annual Meeting

This year's annual meeting of the Neurasmus Master's program, in which Charité is a partner university, took place in the first week of July in Göttingen. 

As usual, the graduating students presented their Master theses on the first day, and this time also attended a lecture by Prof. Erwin Neher, father of the patch-clamp technique and Nobel laureate in 1991. In the evening, a guided tour through the university town welcomed the participants.

Focus on Career Development
The Neurasmus program has become strongly committed to offering career guidance to its students. The second day of the meeting was dedicated to this topic: it started with a workshop where the current students discussed their career questions and issues with the alumni. The afternoon followed with talks by invited speakers from Sartorius, a biotech company from Göttingen and parallel meetings amongst the students and the advisory board for the program coordinators to come up with ideas to improve the career development of Neurasmus students.




Art and Culture
The third day was reserved for a day trip to the neighboring city of Kassel, which included a guided tour through Documenta – a contemporary art exhibition that takes place there every five years – and the 'Hercules Park' and its several waterfalls and fountains. And, of course, the annual meeting is never complete without its traditional karaoke night.

Closure and Next Steps
On the fourth and final day of the meeting, MedNeuro alumna and program officer Julia Rummel conducted a design thinking workshop powered by her company, Innoki. The goal for the students: to investigate how to find a suitable lab for a PhD. In the evening, the graduation ceremony and dinner for the second-year students took place in a beautiful outdoor setting. It is hard to say goodbye to Neurasmates, but we know it is always a mere 'see you later'. Next year's annual meeting will take place in Bordeaux, the Neurasmus headquarters, at the end of August, together with Orientation Week for the freshmen. Until then, we in Berlin are looking forward to welcoming the new Neurasmus students who are about to start their studies at the Charité!

by Mariana Cerdeira, PhD Student AG Harms
This article originally appeared September 2017 in CNS Volume 10, Issue 3, Spirituality in Science

November 15, 2017

Activating methods as a tool for effective teaching

Teaching is an almost inevitable part of academic life. Since I predict several teaching assignments on my career path, I recently decided to enroll in a course about activating teaching methods [1]. I had no prior knowledge about what these methods entailed, but enrolled in the course simply because I was not familiar with any teaching methods aside from frontally presenting information to students. 

So, on the day of the course, I entered the seminar room willing to be surprised, and that happened immediately: the first thing the instructor asked me to do was to draw a playing card from a deck. I took my seat, still curious about what the use of the card was, only to be shortly summoned by the instructor to form a group with the other participants that had the same card color as I did and to talk about what expectations we have from the course. If my thoughts were in any way astray at the very beginning of the course, at this point I was positively surprised, and excited that I would not have to sit through eight hours of someone monotonously lecturing, and be much more engaged with my peers and the course.

From Daydreaming to Participating
Engagement with the content is precisely what activating teaching methods are about. In the past, classroom dynamics were always dominated by the teacher. As a pupil, your engagement level could be on a continuum from overzealous question-asker to daydreaming scenery-admirer. To ensure that as many students as possible actually profit from class, activating teaching methods seek to help the students stay alert and, as the name suggests, actively participate in class. This way, the task of content delivery is shared by teacher and students. The art of teaching thus morphs from designing speeches and slides into finding ways for bringing out the best ideas from the students themselves.



Active methods bring out the best in students
 
There are many small exercises that can be used to achieve this, ranging from the well-known drawing of mind maps and explaining concepts to peers, to more obscure, but just as useful ones, like blacking out everything not essential in a text within a short timespan or speculating about how parts of a process might work together before being taught the specifics (see Box below) [2]. What all of these methods have in common is that students are encouraged to mindfully handle the task, to process content that was taught within the same course unit, and to make connections to prior knowledge. As I found out myself, these characteristics help students remember the matter with more ease, and reduce the effort of making all the connections from scratch when studying individually after class.

Alternating Teaching Phases
Naturally, these techniques are no one-size-fits-all solution for every teaching context. Activating teaching techniques only make sense when used in alternation with timespans where the students receive information from the instructor. The idea of alternating these two phases comes from the educationalist Klaus Döring [3]. The beauty of this approach is that it can be applied both for individual units as well as the entire course. One example of this could be interspersing units in which the students have to provide most of the content, like giving presentations or preparing posters.

CRISPR-Cas teaching model

I went on to use these methods in a course I taught to high schoolers about the CRISPR-Cas technology. My conclusion is that activating teaching methods require a much more intensive kind of preparation as a course instructor than plain presentations. One does not only have to have a clear array of concepts that students must learn in a given course unit, but also script-writing skills in order to orchestrate an engaging balance between the different types of activities, minimal crafting skills in order to prepare appealing materials and moderation skills in order to keep the course on the right track. Tiring as this endeavor might be, it resulted in highly positive feedback, both for the course I audited and for the one I taught.


“Divining models” is a technique that requires groups of students to make connections to previous knowledge and discuss them in order to solve a puzzle composed of paper pieces. The paper pieces can either be inscribed with parts of a process or shaped like the pieces of a complex, and they have to be brought in the right order or arrangement. I used this when teaching high schoolers about CRISPR-Cas systems: each group received an envelope with pieces representing the Cas9 protein, the target DNA, the tracrRNA, and they had to figure out how the DNA cleaving complex is assembled.

[1] Training with Elmar Groß at the Charité Gesundheitsakademie, 27th of April 2017, www.orbium.de
[2] Plocher I, Staiger M, Jösch G.: Train the Trainer. 2011
[3] Döring, KW: Handbuch Lehren und Trainieren in der Weiterbildung. 2008

by Ioana Weber, PhD Student AG Tarabykin
This article originally appeared September 2017 in CNS Volume 10, Issue 3, Spirituality in Science