Engagement is a word commonly used to describe a practice that should be used by all who serve youth and families. Engaging staff at all levels of an organization is just as critical. But what does that look like? How do we engage others and create the relational foundation essential to support the application of best practices? In this workshop; participants will learn the role neuroscience plays in how we engage others; they will understand how to create an environment that encourages reflection and supports dialogue that identifies barriers to engagement; and they will leave with tools and strategies that they can apply immediately to create meaningful conversations within the organization and with families.

Becoming Human is a fast-paced, irreverent introduction to evolutionary theory, especially human origins. The book is based on the Open2Study MOOC, 'Becoming Human,' created by Dr. Greg Downey and Open Universities Australia. The book discusses traces of evolution in our bodies, basic evolutionary theory from Darwin to the genomic revolution, sexual selection and reproduction, and how human brain development affects our evolution, including into the future. Copiously illustrated, with some interactive diagrams, videos of Dr. Downey presenting the material are also available through Open2Study.

This text is being designed for lower division college courses in behavioral neuroscience. It is published now to allow students to access material before it's completion at the end of fall 2020.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"A growing number of governments around the world are using behavioral science to inform public policy. So-called behavioral public policy leverages the scientific process to suggest how government decisions may or may not effect social change. Though rapidly growing, the discipline is still in its infancy. But opportunities for breaking through exist. Reporting in Behavioural Public Policy, members of the Behavioural Insights Team based in London and New York review those opportunities and the challenges that persist in this arena. As part of the world’s first government unit dedicated to using behavioral science, the team offers a valuable take on why behavioral science works and how it might be made to work for more governments worldwide. Though adapted to life outside of academia, behavioral public policy still faces many familiar challenges. Among them is the replication crisis that has gripped the field of psychology..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Experienced Registered Reports editors and reviewers come together to discuss the format and best practices for handling submissions. The panelists also share insights into what editors are looking for from reviewers as well as practical guidelines for writing a Registered Report. ABOUT THE PANELISTS: Chris Chambers | Chris is a professor of cognitive neuroscience at Cardiff University, Chair of the Registered Reports Committee supported by the Center for Open Science, and one of the founders of Registered Reports. He has helped establish the Registered Reports format for over a dozen journals. Anastasia Kiyonaga | Anastasia is a cognitive neuroscientist who uses converging behavioral, brain stimulation, and neuroimaging methods to probe memory and attention processes. She is currently a postdoctoral researcher with Mark D'Esposito in the Helen Wills Neuroscience Institute at the University of California, Berkeley. Before coming to Berkeley, she received her Ph.D. with Tobias Egner in the Duke Center for Cognitive Neuroscience. She will be an Assistant Professor in the Department of Cognitive Science at UC San Diego starting January, 2020. Jason Scimeca | Jason is a cognitive neuroscientist at UC Berkeley. His research investigates the neural systems that support high-level cognitive processes such as executive function, working memory, and the flexible control of behavior. He completed his Ph.D. at Brown University with David Badre and is currently a postdoctoral researcher in Mark D'Esposito's Cognitive Neuroscience Lab. Moderated by David Mellor, Director of Policy Initiatives for the Center for Open Science.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Learning something new not only changes our perspectives and behavior – it actually changes the structure of our brains. Memories and experiences are recorded in the brain by altering the physical connections between neurons. Until recently, however, the protein signals that cause these tiny structural changes were too small to measure with available imaging methods. But researchers at the Max Planck Florida Institute for Neuroscience created ultra-sensitive sensors and revealed the activity of two of the proteins that write memories into neural circuits in the brain. Individual neurons have many branches, or dendrites. And each dendrite can be covered with thousands of tiny bumps called spines, where messages are received from other neurons. Changes in spine size are one way memories are recorded-when lots of messages are being passed and a spine is very active, it gets bigger. Many proteins need to be activated to make spines grow..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Bioethics is the study of the moral implications of new and emerging medical technologies and looks to answer questions such as selling organs, euthanasia and whether should we clone people. The series consists of a series of interviews by leading bioethics academics and is aimed at individuals looking to explore often difficult and confusing questions surrounding medical ethics. The series lays out the issue in a clear and precise way and looks to show all sides of the debate.

This is an Open Educational Resource created by University College Groningen (The Netherlands) students taking the course Biopsychology in Spring 2021.

In small teams, students were tasked with creating, composing, and curating an online portfolio dedicated to an interdisciplinary exploration of a topic of their choice. Their portfolio needed to be grounded in neuroscience, incorporate peer-reviewed research, and propose active learning exercises for future students and viewers.

Included topics:
- A trip through the world of psychedelics
- Alzheimer's disease
- Animal minds
- Biopsychological aspects of sexuality
- Consciousness
- Go with the flow: an interdisciplinary exploration of the flow state
- Happiness and well-being
- Hypnosis
- Intergenerational trauma
- Lucid dreaming
- Machine learning for mind reading
- Social and cultural neuroscience of prejudice
- Our sense of self
- Out of body experiences
- You and aesthetics

Please enjoy exploring their work!

The human brain is responsible for all behaviors, thoughts, and experiences described in this textbook. This module provides an introductory overview of the brain, including some basic neuroanatomy, and brief descriptions of the neuroscience methods used to study it.

This course provides an outline of vertebrate functional neuroanatomy, aided by studies of comparative neuroanatomy and evolution, and by studies of brain development. Topics include early steps to a central nervous system, basic patterns of brain and spinal cord connections, regional development and differentiation, regeneration, motor and sensory pathways and structures, systems underlying motivations, innate action patterns, formation of habits, and various cognitive functions. In addition, lab techniques are reviewed and students perform brain dissections.

This is a seminar series led by graduate students and postdocs in the MIT Department of Brain and Cognitive Sciences (BCS) from 2015 to the present, featuring tutorials on computational topics relevant to research on intelligence in neuroscience, cognitive science, and artificial intelligence. These tutorials are aimed at participants who have some computational background but are not experts on these topics.
A computational tutorial can consist of any method, tool, or model that is broadly relevant within neuroscience, cognitive science, and artificial intelligence. The goal is to bring researchers in brain and cognitive sciences closer to the researchers creating computational methods. 
Resources posted here include lecture videos, lecture slides, code and datasets for exercises, background references, and other supplementary material. Typically, each tutorial consists of a short lecture, and an interactive part with tutorials or "office hours" to work through practice problems and discuss how the material may be applied to participants’ research. 
This series was organized by Emily Mackevicius, Jenelle Feather, Nhat Le, Fernanda De La Torre Romo, and Greta Tuckute, with financial support from BCS. Videos were filmed, edited, and produced by Kris Brewer, Director of Technology at the Center for Brains, Minds, and Machines (CBMM).

Survey of principles underlying the structure and function of the nervous system, integrating molecular, cellular, and systems approaches. Topics: development of the nervous system and its connections, cell biology or neurons, neurotransmitters and synaptic transmission, sensory systems of the brain, the neuro-endocrine system, the motor system, higher cortical functions, behavioral and cellular analyses of learning and memory. First half of an intensive two-term survey of brain and behavioral studies for first-year graduate students.

This course is the second half of the intensive survey of brain and behavioral studies for first-year graduate students in the Brain and Cognitive Sciences curriculum. Each module of this core course involves a series of overview lectures by leading researchers in the field. By offering a thorough introduction to the current state of the discipline while emphasizing critical thinking, the course aims to prepare students as cognitive scientists.
Topics include: perception, attention, working memory, recognition and recall, language, and other issues in cognitive science. Topics are covered from the neural, behavioral and computational perspectives.

This class is the second half of an intensive survey of cognitive science for first-year graduate students. Topics include visual perception, language, memory, cognitive architecture, learning, reasoning, decision-making, and cognitive development. Topics covered are from behavioral, computational, and neural perspectives.

Students learn about the similarities between the human brain and its engineering counterpart, the computer. Since students work with computers routinely, this comparison strengthens their understanding of both how the brain works and how it parallels that of a computer. Students are also introduced to the "stimulus-sensor-coordinator-effector-response" framework for understanding human and robot actions.

A comprehensive collection of multimedia resources and inquiry-based activities tied to the National Science Education Standards help teachers and students learn about the structure, function and cognitive aspects of the human brain. The packet includes a teacher's manual, student manual, DVD of videos, and a CDROM of accompanying materials. (National Institute of Mental Health)

This course explores the problem of intelligence—its nature, how it is produced by the brain and how it could be replicated in machines—using an approach that integrates cognitive science, which studies the mind; neuroscience, which studies the brain; and computer science and artificial intelligence, which study the computations needed to develop intelligent machines. Materials are drawn from the Brains, Minds and Machines Summer Course offered annually at the Marine Biological Laboratory in Woods Hole, MA, taught by faculty affiliated with the Center for Brains, Minds and Machines headquartered at MIT. Elements of the summer course are integrated into the MIT course, 9.523 Aspects of a Computational Theory of Intelligence.
Contributors
This course includes the contributions of many instructors, guest speakers, and a team of iCub researchers. See the complete list of contributors.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The clinical practice of anesthesia is nearly two centuries old. But today, how anesthetics suppress consciousness remains a mystery. Specifically, how do molecular-level drug effects translate into macro-level phenomena? A recent review in the journal Anesthesiology looks at how brain slice studies are helping bridge that gap in neuroscience—with recent findings increasingly pointing to the cortex as a critical center of anesthetic action. Anesthesiologists have embraced the acute brain slice method for investigating anesthetic drug effects. Brain slices enable researchers to examine drug actions in isolated, locally connected networks under highly controlled but flexible conditions. Collectively, such studies suggest that both cortical and subcortical regions of the brain, such as the midbrain and thalamus, play important roles in anesthesia, each contributing to both the level of arousal and the content of consciousness..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This OER takes a look at the intersection of human growth and development from a trauma perspective, the neuroscience of learning, specifically how the concepts of survival and exercise influence the student learning process. How does Culturally Responsive Teaching support dependent learners to become Independent Learners and understanding the role of culture in student learning.

COM-101, titled "Communication Analysis," is a comprehensive 3-credit course designed to explore the intricacies of communication, focusing on the analysis of verbal and visual messages. This course is tailored for students who have completed ENG 101 and are concurrently enrolled in ENG 102 or its honors equivalent. It delves into the commonalities and differences across various communication subdisciplines, emphasizing critical inquiry and intensive writing. With a general education designation in Social & Behavioral Sciences, it also addresses special topics such as Ethnic, Race, and Gender Awareness, and Contemporary Global and International Awareness.Structured into fifteen modules, the course covers a wide range of topics from the basics of human communication and the history of communication studies to specialized areas like gender and organizational communication. Each module combines theoretical and practical elements, helping students to not only understand but also apply communication theories to real-life situations. Assessments include exams, discussions, and significant writing projects aimed at enhancing critical listening, thinking, and interacting skills.