Thursday, June 13, 2013

How To Choose The Best Nail Shape For You


Do you know the ideal nail shape for your manicure? Discover five different nail shapes and how to file them.
Oval
The tapered side walls of the oval create an elegant shape for women. Oval shapes flatter both wide and narrow nail beds, and add length with a graceful tip. To achieve the perfect oval shape, file side walls straight to make sure they're even. Then, shape the side walls into a rounded oval, making sure the angles are even on each side.
Square
With strong side walls and sharp or rounded tips, this shape is classic French. The square is ideal for a bigger nail bed (it tends to make smaller nail beds look shorter and wider). To create this timeless shape, file the side walls straight and make sure they're perpendicular to the free edge of the nail. Once you've got the perfect square, angle your emery board and bevel the nail.
Square Oval (Squoval)
Combining the elegance of the oval with the strength of the square, the squoval is a popular nail shape for most fingers. First begin with a square with straight and even side walls. File the corners until your free edge is rounded and beveled. Remember, you still want strong side supports—don't go too file-happy.
Round
As one of the most conservative shapes of the bunch, the round shape is ideal for men and those who like to maintain short nails. This shape is flattering for wide nails, and gives the illusion of a thinner nail bed. File the side walls straight like a square, then round the free edge into that perfect swooping circle.
Almond/Point
The pointed nail is a popular style for acrylic and nail art designs, especially in Eastern Europe and Asia. This avant-garde shape is popular among celebrities—Fergie and Lady Gaga are always rocking it! And while it's not favored for the everyday look, this extreme shape can actually slenderize and lengthen the fingers. File the side walls evenly and taper until you've reached the desired tip.
Deciding Your Shape
How do you decide which nail shape is right for you? If your nail beds are wide, try a squoval shape. If they're narrow, try a sharp square shape to widen and strengthen. If you keep short nails, a rounded shape is your best bet for low-maintenance style. You can also look at the lunula (the half-moon shape on your nail bed) for nail-shaping guidance. If it's more curved, try oval or rounded shapes. If it's flat, you're better off shaping your nails square or squoval.



Why Music Makes Our Brain Sing


MUSIC is not tangible. You can’t eat it, drink it or mate with it. It doesn’t protect against the rain, wind or cold. It doesn’t vanquish predators or mend broken bones. And yet humans have always prized music — or well beyond prized, loved it.
In the modern age we spend great sums of money to attend concerts, download music files, play instruments and listen to our favorite artists whether we’re in a subway or salon. But even in Paleolithic times, people invested significant time and effort to create music, as the discovery of flutes carved from animal bones would suggest.
So why does this thingless “thing” — at its core, a mere sequence of sounds — hold such potentially enormous intrinsic value?
The quick and easy explanation is that music brings a unique pleasure to humans. Of course, that still leaves the question of why. But for that, neuroscience is starting to provide some answers.
More than a decade ago, our research team used brain imaging to show that music that people described as highly emotional engaged the reward system deep in their brains — activating subcortical nuclei known to be important in reward, motivation and emotion. Subsequently we found that listening to what might be called “peak emotional moments” in music — that moment when you feel a “chill” of pleasure to a musical passage — causes the release of the neurotransmitter dopamine, an essential signaling molecule in the brain.
When pleasurable music is heard, dopamine is released in the striatum — an ancient part of the brain found in other vertebrates as well — which is known to respond to naturally rewarding stimuli like food and sex and which is artificially targeted by drugs like cocaine and amphetamine.
But what may be most interesting here is when this neurotransmitter is released: not only when the music rises to a peak emotional moment, but also several seconds before, during what we might call the anticipation phase.
The idea that reward is partly related to anticipation (or the prediction of a desired outcome) has a long history in neuroscience. Making good predictions about the outcome of one’s actions would seem to be essential in the context of survival, after all. And dopamine neurons, both in humans and other animals, play a role in recording which of our predictions turn out to be correct.
To dig deeper into how music engages the brain’s reward system, we designed a study to mimic online music purchasing. Our goal was to determine what goes on in the brain when someone hears a new piece of music and decides he likes it enough to buy it.
We used music-recommendation programs to customize the selections to our listeners’ preferences, which turned out to be indie and electronic music, matching Montreal’s hip music scene. And we found that neural activity within the striatum — the reward-related structure — was directly proportional to the amount of money people were willing to spend.
But more interesting still was the cross talk between this structure and the auditory cortex, which also increased for songs that were ultimately purchased compared with those that were not.
Why the auditory cortex? Some 50 years ago, Wilder Penfield, the famed neurosurgeon and the founder of the Montreal Neurological Institute, reported that when neurosurgical patients received electrical stimulation to the auditory cortex while they were awake, they would sometimes report hearing music. Dr. Penfield’s observations, along with those of many others, suggest that musical information is likely to be represented in these brain regions.
The auditory cortex is also active when we imagine a tune: think of the first four notes of Beethoven’s Fifth Symphony — your cortex is abuzz! This ability allows us not only to experience music even when it’s physically absent, but also to invent new compositions and to reimagine how a piece might sound with a different tempo or instrumentation.
We also know that these areas of the brain encode the abstract relationships between sounds — for instance, the particular sound pattern that makes a major chord major, regardless of the key or instrument. Other studies show distinctive neural responses from similar regions when there is an unexpected break in a repetitive pattern of sounds, or in a chord progression. This is akin to what happens if you hear someone play a wrong note — easily noticeable even in an unfamiliar piece of music.
These cortical circuits allow us to make predictions about coming events on the basis of past events. They are thought to accumulate musical information over our lifetime, creating templates of the statistical regularities that are present in the music of our culture and enabling us to understand the music we hear in relation to our stored mental representations of the music we’ve heard.
So each act of listening to music may be thought of as both recapitulating the past and predicting the future. When we listen to music, these brain networks actively create expectations based on our stored knowledge.
Composers and performers intuitively understand this: they manipulate these prediction mechanisms to give us what we want — or to surprise us, perhaps even with something better.
In the cross talk between our cortical systems, which analyze patterns and yield expectations, and our ancient reward and motivational systems, may lie the answer to the question: does a particular piece of music move us?
When that answer is yes, there is little — in those moments of listening, at least — that we value more.


How to Control a Cockroach Using Your Smartphone


A project currently on Kickstarter would give supporters the tools to remote-control a cockroach using their smartphones.
Called RoboRoach, the project is billed as "the world's first commercially available cyborg" and comes from a group of educational researchers called Backyard Brains from Ann Arbor, Mich.
RoboRoach has three components: a cockroach with surgically implanted electrical stimulators, a cockroach-size "backpack" that transmits these signals to a smartphone and an app that allows users to send the cockroach directional commands.
The controls build off of the cockroach's existing biology: Cockroaches navigate by feeling their surroundings with their long antennae. When the antennae touch something, the neurons within them send an electrical impulse to the cockroach's brain, letting the roach know that there's an obstacle in its way.
The RoboRoach takes advantage of this natural mechanism to control the cockroach's direction. First, the researchers surgically implant an electrical stimulator into the cockroach's antennae, a process which involves removing one of the cockroach's six legs.
Then, once the cockroach has recovered, they place a small "backpack" on the cockroach's back that connects these stimulators with a control interface — in this case, a smartphone app.
Once it's all set up, users can direct the cockroach's movements by opening the app and dragging their thumb left or right across the screen. The cockroach will then move in the indicated direction.
Touching the screen sends an electrical stimulus through the cockroach's antennae, which makes it think it's encountered an obstacle.
It's a technique similar to the deep brain stimulation currently used to treat Parkinson's disease, or treatments for deafness such as cochlear implants.
Neither the surgery nor the actual process hurt the cockroaches, Backyard Brains says. The cockroaches are anesthetized before the surgery, and there's no evidence of a pain or a fear response when the cockroaches' antennae are electrically stimulated.  Younger cockroaches will also regrow the missing leg.
In fact, the frequency is so mild that after a few minutes the cockroach will stop responding to it. Users will have to readjust the frequency of their stimulation signals from the app, which Backyard Brains says is another opportunity for users to conduct their own neurological experiments.
RoboRoach has been under development for three years and gone through 11 iterations. The project's developers say it's more than just a neat trick — it's a learning tool, designed to teach neuroscience principles to people at a young age.
"We want to create neural interfaces that the general public can use. … If we can allow this technology to get into the hands of younger people, we can begin the neuro revolution," they say on the Kickstarter site.


TOEFL


The TOEFL, formally known as Test Of English as a Foreign Language, is a test of an individual's ability to use and understand English in an academic setting. The test is designed and administered by Educational Testing Service (ETS), and TOEFL is a registered trademark of ETS. It was developed to address the problem of ensuring English language proficiency for non-native speakers wishing to study at U.S. universities. It has become an admission requirement for non-native English speakers at many English-speaking colleges and universities. Additionally, institutions such as government agencies, licensing bodies, businesses, or scholarship programs may require this test. TOEFL scores are valid for two years, after then they are no longer reported.
In 1962, a national council made up of representatives of thirty government and private organizations was formed to address the problem of ensuring English language proficiency for non-native speakers wishing to study at U.S. universities. This council recommended the development and administration of the TOEFL exam for the 1963-1964 time frame.
The test was originally developed at the Center for Applied Linguistics under the direction of Stanford University applied linguistics professor Dr. Charles A. Ferguson.
The TOEFL test was first administered in 1964 by the Modern Language Association financed by grants from the Ford Foundation and Danforth Foundation.
In 1965, The College Board and ETS jointly assumed responsibility for the continuation of the TOEFL testing program.
In 1973, a cooperative arrangement was made between ETS, The College Board, and the Graduate Record Examinations board of advisers to oversee and run the program. ETS was to administer the exam with the guidance of the TOEFL board.

Formats and Contents
·         Internet-based Test
Since its introduction in late 2005, the TOEFL iBT format has progressively replaced both the computer-based tests (CBT) and paper-based tests (PBT), although paper-based testing is still used in select areas. The TOEFL iBT test has been introduced in phases, with the United States, Canada, France, Germany, and Italy in 2005 and the rest of the world in 2006, with test centers added regularly. The CBT was discontinued in September 2006 and these scores are no longer valid.
Although initially, the demand for test seats was higher than availability, and candidates had to wait for months, it is now possible to take the test within one to four weeks in most countries. The four-hour test consists of four sections, each measuring one of the basic language skills (while some tasks require integrating multiple skills) and all tasks focus on language used in an academic, higher-education environment. Note-taking is allowed during the TOEFL iBT test. The test cannot be taken more than once a week.
1.      Reading
The Reading section consists of 3-5 passages, each approximately 700 words in length and questions about the passages. The passages are on academic topics; they are the kind of material that might be found in an undergraduate university textbook. Passages require understanding of rhetorical functions such as cause-effect, compare-contrast and argumentation. Students answer questions about main ideas, details, inferences, essential information, sentence insertion, vocabulary, rhetorical purpose and overall ideas. New types of questions in the TOEFL iBT test require filling out tables or completing summaries. Prior knowledge of the subject under discussion is not necessary to come to the correct answer.
2.      Listening
The Listening section consists of six passages 3-5 minutes in length and questions about the passages. These passages include two student conversations and four academic lectures or discussions. A conversation involves two speakers, a student and either a professor or a campus service provider. A lecture is a self-contained portion of an academic lecture, which may involve student participation and does not assume specialized background knowledge in the subject area. Each conversation and lecture stimulus is heard only once. Test-takers may take notes while they listen and they may refer to their notes when they answer the questions. Each conversation is associated with five questions and each lecture with six. The questions are meant to measure the ability to understand main ideas, important details, implications, relationships between ideas, organization of information, speaker purpose and speaker attitude.
3.      Speaking
The Speaking section consists of six tasks: two independent tasks and four integrated tasks. In the two independent tasks, test-takers answer opinion questions on familiar topics. They are evaluated on their ability to speak spontaneously and convey their ideas clearly and coherently. In two of the integrated tasks, test-takers read a short passage, listen to an academic course lecture or a conversation about campus life and answer a question by combining appropriate information from the text and the talk. In the two remaining integrated tasks, test-takers listen to an academic course lecture or a conversation about campus life and then respond to a question about what they heard. In the integrated tasks, test-takers are evaluated on their ability to appropriately synthesize and effectively convey information from the reading and listening material. Test-takers may take notes as they read and listen and may use their notes to help prepare their responses. Test-takers are given a short preparation time before they have to begin speaking. The responses are digitally recorded, sent to ETS’s Online Scoring Network (OSN) and evaluated by three to six raters.
4.      Writing
The Writing section measures a test taker's ability to write in an academic setting and consists of two tasks: one integrated task and one independent task. In the integrated task, test-takers read a passage on an academic topic and then listen to a speaker discuss the same topic. The test-taker will then write a summary about the important points in the listening passage and explain how these relate to the key points of the reading passage. In the independent task, the test-taker must write an essay that states, explains, and supports their opinion on an issue, supporting their opinions or choices, rather than simply listing personal preferences or choices. Responses are sent to the ETS OSN and evaluated by four raters.
One of the sections of the test will include extra, uncounted material. Educational Testing Service includes extra material in order to pilot test questions for future test forms. When test-takers are given a longer section, they should give equal effort to all of the questions because they do not know which question will count and which will be considered extra. For example, if there are four reading passages instead of three, then three of those passages will count and one of the passages will not be counted. Any of the four passages could be the uncounted one.

·         Paper-Based Test
The TOEFL paper-based Test (PBT) is available in limited areas. Scores are valid for two years after the test date, and test takers can have their scores sent to institutions or agencies during that time.
1.      Listening (30 – 40 minutes)
The Listening section consists of 3 parts. The first one contains 30 questions about short conversations. The second part has 8 questions about longer conversations. The last part asks 12 questions about lectures or talks.

2.      Structure and Written Expression (25 minutes)

The Structure and Written Expression section has 15 exercises of completing sentences correctly and 25 exercises of identifying errors.
3.      Reading Comprehension (55 minutes)
The Reading Comprehension section has 50 questions about reading passages.
4.      Writing (30 minutes)
The Writing section is one essay with 250–300 words in average.