How a Gene Duplication Helped Our Brains Become 'Human'

What genetic changes account for the vast behavioral differences between humans and other primates? Researchers so far have cataloged only a few, but now it seems that they can add a big one to the list. A team of researchers led by scientists has shown that an extra copy of a brain-development gene, which appeared in our ancestors' genomes about 2.4 million years ago, allowed maturing neurons to migrate farther and develop more connections.

Surprisingly, the added copy doesn't augment the function of the original gene, SRGAP2, which makes neurons sprout connections to neighboring cells. Instead it interferes with that original function, effectively giving neurons more time to wire themselves into a bigger brain.

Squid Ink from Jurassic Period Identical to Modern Cuttlefish Ink

A finding in  an extremely rare case of being able to study organic material that is hundreds of millions of years old this suggests that the ink screen escape mechanism of cephalopods. Cuttlefish, squid and octopus has not evovled since the Jurassic period, and the melanin could be preserved intact in the fossils of a range of organisms.

The investigators compared the chemical composition of the fossil melanin to the melanin in the ink of the modern cuttlefish, Sepia officinalis, common to the Mediterranean North and Baltic seas

Animal Adaptations

All animals live in habitats. Habitats provide food, water, and shelter which animals need to survive, but there is more to survival than just the habitat. Animals also depend on their physical features to help them obtain food, keep safe, build homes, withstand weather, and attract mates. These physical features are called physical adaptions. Physical adaptations do no develop during an animal's life but over many generations. The shape of a bird's beak, the number of fingers, color of fur, etc... are examples of physical adaptations which help different animals to survive 

Human Evolution Changed by Climate Change

According to a paper published in Science, models of how animal and plant distributions are affected by climate change may also explain aspects of human evolution. This approach takes existing knowledge of the geographical spread of other species through the warming and cooling of the ice ages to provide a model that can be applied to human origins. Climate is believed to be the driving force behind most of these evolutionary processes, including geographical range change. It dictates which species are where at what time, driving their geographical spread or contraction. The research  leads to interesting conclusion as to how and why Neanderthals, and indeed the Denisovans, evolved in the first place.

Reflection on Sex Ed

In this unit I learned much more then I suspected. For starter I learned the scientific names of parts of both female and male genitals. Also I learned about new diseases and by making the brochure it helped understand what happens and what it can do to people health and body. I enjoyed acting and doing more hands on project understanding the subject and getting a good idea what it was. I learned more about sexual racism which was interesting to see that this what some people see other genders as. Overall I really learned a lot. 

Sex Education and Abstinence

Over ninety percent of parents want teens to abstain from sexual activity until they have at least finished high school. Teens who abstain from sexual activity have substantially improved life outcomes. For example, teen who abstinent in high school are almost twice as likely to attend and graduate from college when compared sexually active teens from identical social backgrounds.

Modern society has popular culture promoting promiscuity and casual sex. Abstinence education programs are on of the few alternative voices. Abstinence education programs are effective in reducing sexual activity against enormous pop culture pressure.

Survey: Nearly Half of Students Sexually Harassed in School

48% of surveyed middle and high school students said they were sexually harassed at least once, typically be their peers, during 2010-2012 school year, according to a report released Monday AAUW, a group that advocates  for gender equality in schools.

Girls were more likely to experience harassment than boys. 56% of girls said they were sexually harassed at least once in the past school year, compared to 40% of boys. 44% of students were harassed in person, while 30% of students said they were harassed digitally, either through Facebook, text messaging, or E-mail.

Student respondents said girls whose "bodies are really developed, more than other girls" are most likely to be sexually harassed, followed by girls who are either very petty or considered not pretty. Boys who are "not very masculine" and overweight students are also at high risk for being harassed in according to the report.