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Nortel
920-240
Nortel Wireless Mesh Network Rls 2.3 Implementation
and Mgmt.
https://killexams.com/pass4sure/exam-detail/920-240 Question: 55
A technician is configuring the DHCP server in the Wireless Mesh Network Operation
Support System (NOSS), and needs to have all parameters configured to four Wireless
AP 7220s. Which contains the minimum set of DHCP options for the standalone
Wireless APs to function?
A. Wireless Gateway IP address, Lease Time, IP, Subnet Mask, Mobile home agent IP,
FTP server IP, Name of config file.
B. Wireless Gateway IP address, Lease Time, IP, Subnet Mask, OSPF area ID, Mobile
home agent IP, FTP server IP, Name of config file.
C. Wireless Gateway IP address, Lease Time, IP, Subnet Mask, OSPF area ID, DNS
server IP, Mobile home agent IP, FTP server IP, Name of config file.
D. Wireless Gateway IP address, Lease Time, IP, Subnet Mask, OSPF area ID, DNS
server IP, Mobile home agent IP, SNTP server IP, FTP server IP, Name of config file. Answer: B Question: 56
A technician has implemented a Wireless Mesh Network; however, there problems with
booting a Wireless AP 7220. The AP's status LED is stuck showing solid amber.
Which two are actions should be taken to resolve this problem? (Choose two.)
A. Reboot the server.
B. Reboot the Wireless Gateway 7250.
C. Make sure FTP server is running and has configuration file.
D. Check the IPsec username and password set on Wireless Gateway 7250. Answer: C, D Question: 57
When upgrading software on the Wireless Gateway 7250, which service(s) should be
enabled?
A. FTP and HTTP
B. Telnet and FTP
C. LDAP and HTTP
D. Telnet and HTTP Answer: A Question: 58
Which RADIUS attribute identifies the mobile user's subnet?
16
A. auth-Type
B. Called-Station-ID
C. Calling-Station-ID
D. Tunnel-Private-Group-ID Answer: D Question: 59
A technician is implementing the Wireless AP 7220 that is connected directly via a
crossover cable. Which two parameters ensure compliance with local wireless
regulations?
A. Country Code
B. IP sec tunnel ID
C. Transit Link Power
D. Transit Link BSSID Answer: A, C Question: 60
A technician is configuring a Wireless AP 7220 to be the AP@NAP. Which two
settings are relevant to designating the AP as the AP@NAP? (Choose two.)
A. Country Code
B. OSPF area ID
C. Default Gateway
D. DHCP server IP address Answer: B, C
17
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https://killexams.com/exam_list/NortelBringing Equity to Implementation
Bringing Equity to Implementation
Implementation science—the study of the uptake, scale, and sustainability of social programs—has failed to advance strategies to address equity. This collection of articles reviews case studies and articulates lessons for incorporating the knowledge and leadership of marginalized communities into the policies and practices intended to serve them. Sponsored by the Anne E. Casey Foundation
Thu, 20 May 2021 04:36:00 -0500en-ustext/htmlhttps://ssir.org/supplement/bringing_equity_to_implementationUtility Digital Experience StudyNo result found, try new keyword!Every interaction a customer has with their local electric, gas and water utility reflects their overall experience. It is critical for utility companies to provide services that delight customers at ...Mon, 07 Nov 2022 22:15:00 -0600text/plainhttps://www.jdpower.com/business/utilities/utility-digital-experience-studyNortel Networks
(Nortel Networks Limited, Brampton, Ontario) Once a world leader in telecommunications products, Nortel filed for bankruptcy in 2009 and sold its CDMA business and LTE assets to Ericsson and its enterprise and government business to Avaya.
Nortel's products included switching, wireless and broadband systems for service providers and carriers, telephones and systems for residential and business users, computer telephony integration, multimedia and telephone network management systems.
With an international history that goes back more than a century, Nortel was a pioneer in telecom. After Alexander Graham Bell's father sold his share in his son's telephone patent to National Bell Telephone of Boston in 1880, a former sea captain, Charles Fleetford Sise, was sent to Montreal to create Bell Telephone Company of Canada. Within two years, the company began to make its own telephones. By 1895, the manufacturing branch was spun off into Northern Electric and Manufacturing, later renamed Northern Electric when it merged with the wire and cable subsidiary of Bell in 1914.
Over the next decades, Northern Electric manufactured equipment designed by Western Electric, which owned as much as 46% of the company at one time. It also made a raft of other products including radios, TVs, amplifiers, Hammond organs, sound equipment and police and fire call boxes. After the 1956 consent decree that caused AT&T to eliminate its partnerships, the company gained technical independence from Western Electric and established its own R&D labs in Ottawa.
In 1971, Northern Electric merged its research and development with Bell Canada to form BNR (Bell Northern Research). A year later, it introduced its first line of computerized PBXs, which evolved into digital PBXs and digital switches.
In 1976, Northern Electric was renamed Northern Telecom. Its DMS line of digital central office telephone switches, introduced a year later, provided explosive growth for the company, especially after the 1984 AT&T breakup. Northern Telecom became the first non-Japanese supplier to Nippon Telegraph & Telephone, and the company took advantage of opportunities in Europe and China.
In 1995, it adopted a new logo and name: NORTEL. In 1998, it added Networks to its name when it merged with Bay Networks, a major manufacturer of hubs and routers. From its roots back to Alexander Graham Bell, Nortel Networks became one of the world's largest suppliers of digital network solutions.
The Creation of Northern ElectricIn 1914, the merger of Northern Electric and Imperial Wire and Cable was celebrated at St. Lawrence Hall in Montreal. (Image courtesy of Nortel Networks.)Thu, 28 Mar 2019 19:28:00 -0500entext/htmlhttps://www.pcmag.com/encyclopedia/term/nortel-networksCourses of Study
Tue, 14 Sep 2021 23:39:00 -0500entext/htmlhttps://www.smith.edu/academics/courses-of-studyFacilitators and Barriers to the Implementation of the HPV VACs (Vaccinate Adolescents Against Cancers) Program
Implications for Public Health
Our study identified CFIR-related barriers and facilitators to implementing the HPV VACs Program. The most salient facilitators aligned with the intervention process and inner setting, a finding supported by other implementation science research, indicating that organizations should consider the implementation process and organizational context when adopting evidence-based interventions.[17] A exact qualitative study of a pediatric consortium found many facilitators related to CFIR domains of inner setting, intervention staff, and intervention process.[14] Our findings show the importance of early planning, engaging staff members and champions, and planning for implementation during the intervention process. The primary facilitators were the use of EHRs and training (intervention process) and education for providers (inner setting). The EHR system is critical to various parts of HPV vaccination services, including documenting vaccination, tracking reminders for the subsequent dose, and generating reports on adolescents who are eligible and those who are vaccinated and reports on missed opportunities.[18] Future implementation should also consider the need to provide adequate support to health systems over time about the importance and use of their EHR system to prompt clinic staff to offer a vaccination, document vaccinations, follow up on series completion, and track their health system's progress on vaccination. Consultation and education from a technical assistance provider, a strategy used in several HPV interventions,[19–21] was identified as an important component of successful implementation in our study. Training and skill-building activities are needed to promote provider self-efficacy to counsel parents about vaccination. Building the capacity for alerts or reminders for parents and facilitating communication about vaccine series completion with state immunization registries also are foundational in implementing HPV promotion programs in health centers.
Our study also found that unfunded FQHCs used similar implementation strategies (eg, training, technical assistance, facilitation) and had similar outcomes to funded FQHCs,[22] suggesting that ACS staff support or committed FQHC staff members, rather than funding, was the key to project success. These concerted efforts to facilitate CFIR factors related to the execution of the program (intervention process) were critical elements. Other research has found parallel results and reported a relationship between training of program implementers and tools and adoption of evidence-based practices.[17,22] Furthermore, a review of interventions to Boost physician learning and practice found that educational materials, outreach visits, opinion leaders, and reminders were moderately effective strategies.[23] Studies have demonstrated that use of EHR alerts for health care providers alone or in combination with other strategies improves HPV vaccine completion.[21,24] Not surprisingly, a strong theme in our study was the use of EHRs to alert providers to recommend vaccination to unvaccinated teenagers. A quantitative study also found that EHRs were both a facilitator and a barrier, crucial to calculating vaccination rates and reminding providers and patients but also presenting challenges in data quality and reporting.[13]
In contrast, barriers for implementing evidence-based interventions (eg, staff resources) were concentrated in the domains of implementation process, inner setting, and outer setting. Our finding of a critical mass of barriers (ie, high magnitude) in the outer setting demonstrates the importance of understanding patient issues about the vaccine and social and external influences that affect community awareness and vaccine delivery. The use of CFIR to elucidate themes that have a positive effect on implementation (ie, positive valence) is important to successful implementation of evidence-based interventions and inform potential solutions to address barriers. Some factors had positive and negative effects on implementation, and it is important to have qualitative methods for implementation studies to elicit information on these salient factors.
Perceived barriers are important to address because they can lead to missed opportunities to vaccinate.[20,25] FQHCs reported inner setting constructs (staff resources/time and competing priorities) were major limitations to implementing HPV vaccine programs. Likewise, outer setting variables were challenges to implementation. Other key barriers were the ability to communicate bidirectionally with the state immunization registry and patient needs related to language and literacy. These patient-related factors (parental knowledge and antivaccine sentiment) are frequently reported as critical barriers.[6,26] Subsequently, health care providers reported vaccine safety concerns among parents and not having adequate time to discuss these concerns during visits.[18,27,28] However, providers' recommendations of the vaccine and higher-quality recommendations are associated with vaccine initiation and series completion.[29] Potential tools are materials for providers' office or parental education (eg, fact sheets) through the Centers for Disease Control and Prevention[2] and the American Academy of Pediatrics HPV Champion Toolkit,[30] which assist with practice changes to increase vaccination rates. Finally, another strategy is to assess parental concerns through surveys.[31]
In a exact systematic review of interventions designed to increase HPV vaccination, only 11 of 34 interventions focused on provider- or system-based interventions; researchers called for more research for interventions to promote implementation of effective strategies.[32] Others have called for more provider/physician interventions to promote HPV vaccine uptake.[10] Future research should evaluate multiple components of interventions, such as this initiative, on increasing the initiation and completion of HPV vaccine series among adolescents and young adults. The FQHCs in our study used various implementation strategies. Future evaluations can assess which implementation strategies or combination of strategies could increase HPV vaccination rates.[33,34] Additional implementation science studies could examine how CFIR is operationalized in practice and validate our themes mapped as CFIR constructs around barriers and facilitators. Use of an implementation theoretical framework such as CFIR contributes to a broader understanding of contextual barriers and facilitators. Future implementation study can use theory to inform a deeper understanding of factors that affect implementation.[35,36] Additional exploration of the use of CFIR constructs in implementation research has been recommended, particularly on how constructs may affect implementation and outcomes.[37]
Our study reports facilitators and barriers identified by 9 FQHCs that received varying levels of funding and may be different from other FQHCs or health centers. The study evaluated a 3-shot vaccine regimen; however, recommendations have since changed to 2 scheduled doses 6 months apart.[38] Despite this change, our results remain applicable because of the need for an initial vaccination and a follow-up.
Our study provides important insights into barriers and facilitators experienced by clinics stratified by CFIR domains and providers when promoting HPV vaccination in community settings. Themes of capacity building such as training and technical assistance, presence of supports and organizational champions, and key processes such as EHR infrastructure for provider reminders are salient. Chung et al noted the challenges of making practice changes and the importance of considering practice-specific issues when supporting vaccination efforts.[39] Furthermore, training and tools exist to help bolster the self-efficacy of providers and to counsel vaccine-uninformed or -hesitant parents. Future implementation should also consider the need to provide adequate support to health systems over time to integrate provider reminders into EHRs and promote provider self-efficacy to counsel parents about vaccination. It is important to understand which factors have shaped the success or failure of implementations of evidence-based interventions for HPV vaccination in health centers that reach low-income populations, such as FQHCs. This information can optimize future implementations of effective HPV vaccine strategies in this context and reduce the burden of future cancers.
Fri, 26 May 2023 12:00:00 -0500entext/htmlhttps://www.medscape.com/viewarticle/916340_6Work-Study
The Federal Work-Study Program provides funding for part-time employment to students who are US citizens or permanent residents and have financial need as demonstrated by their FAFSA results. Work-study funded students can reapply for work-study each year bycompleting the FAFSA.
Eligibility Related Questions
What are the requirements to be eligible for work-study?
To be eligible for work-study, a student must:
Complete a FAFSAevery year and complete FAFSA verification if selected
Have enough unmet financial need
Be enrolled at least part time (6 or more credits) each semester
The FAFSA asked if I wanted work-study. If I answered “Yes”, am I required to participate?
Indicating that you want to be considered for work-study on the FAFSA does not require you to participate in the program. If you are awarded work-study and later decide that you will not be able to work a job during the year, justemail the Financial Aid Officeand let us know that you would like to decline work-study.
I did not indicate that I was interested in work-study on the FAFSA. Can I still be eligible for it?
To determine if you are eligible for work-study, pleaseemail the Financial Aid Officeto ask. Be sure to include your M number in the email.
I am an international student. Am I eligible for work-study?
Unfortunately, no. Federal regulations do not allow students to receive funding from the Federal Work-Study Program unless they are a US citizen or eligible permanent resident.
Can I still qualify for work-study if I am a part time student?
As long as you are enrolled in at least 6 credits each semester, you can still potentially be eligible for work study.
Award Related Questions
How do I receive the funds from my work-study award?
Students earn the funds from their work-study award by working an on-campus work-study job. Students get paid for their hours worked in the form of a bi-weekly check (or direct deposit).
Will my work-study appear on my student bill?
No. Work-study funds never apply directly to the student bill. To apply work-study funds to a student bill, students would need to save the money they earn from working and then use that money to help pay their next bill.
I was awarded work-study in my financial aid package. Now what?
Shortly before the start of the school year, students that are awarded work-study as part of their initial financial aid package will receive an email providing information about how to find a work-study job. Students will then be able to find work-study jobs posted onHandshakethat they can apply for with a resume and any other required documents. Any questions about a specific job can be directed to the department that posted it.
What happens if I have already earned all of the funds from my work-study award?
If you have earned all of the work-study funds awarded in your financial aid package, your supervisor should work with you to end your work study job. In some cases, your department may be willing to place you in a regular student hourly job when your work-study funds have been exhausted. Any questions about these processes can be directed to your supervisor orthe Financial Aid Office.
I was not awarded work-study. Can I still be awarded it?
To determine if you are eligible for work-study, pleaseemail the Financial Aid Officeto ask. Be sure to Include your M number in the email.
Job Related Questions
How is work-study different from a regular on-campus job?
Students see very little difference between a work-study job and a regular student hourly job. The way students apply for jobs and receive their pay for jobs is the same, and the kinds of jobs that may be available are often the same. The department that hires the student sees the biggest difference, because part of the funding to pay the student for the work-study job comes from the student's work-study award in their financial aid package.
How many hours can I work per week at my work-study job?
The number of hours a student works varies based on the department they are working in and how much the student is comfortable working. Most students work an average of 8-10 hours per week.
What jobs have work-study students worked in the past?
Students have worked a wide variety of work-study jobs in the past. These have included jobs as office assistants; lab assistants; research assistants; as well as jobs within Dining Services, University Images, the Campus Bookstore, the library, the mineral museum, and IT. These are just some of the options available to work-study students.
Can I work more than one work-study job at a time?
No. Due to the limited availability of funding for the program, students can only work one work-study job at a time. Students are able to work additional on-campus jobs that are not work-study.
How do I apply for work-study jobs after approval?
Students eligible for work study can apply for work-study jobs throughHandshake, the school’s recruitment platform. Simply login in using your ISO username and password, filter by the “work-study” job type and complete the application giving any information requested.
Students eligible for work-study will also receive a direct link to the work-study jobs on Handshake.
If you are interested in working for a specific department that is not listed on Handshake, feel free to reach out to each department about jobs and notify them of your work-study eligibility.
How do I get paid for my work-study job?
Students are paid directly for their work-study jobs. Any money earned from hours worked are accumulated and paid biweekly through the student’s method of preferred payment (check or direct deposit). The work-study award amount is reflected on a student’s financial aid package, but it does not apply to the bill.
I have a work-study job. Can it continue during the summer?
You may be able to continue working your work-study job over the summer, but it cannot be classified as a work-study job. You will need to talk with your supervisor about continuing to work. Your job would need to be changed to a regular student hourly job for the summer.
I have a work-study job this year. Can I work the same job next year?
It is possible to work the same work-study job multiple years in a row. Be sure to indicate on your FAFSA that you are interested in the Federal Work-Study program. Also, let your supervisor know during the spring that you are interested in working the following year.
Do I have to get a job that is specified as work study?
No. You can look at other jobs as well. You will just need to let them know that you have work-study and they will need to reach out to theFinancial Aid Officeto have your job classified as a work-study job.
Other Questions
Where can I go to talk to someone about work-study?
If you would like to speak to someone in person about work-study, please stop by the Student Financial Services Center on the first floor of the Administration Building.
If I am not eligible for work-study but still want a job, what do I do?
There are many other student jobs on campus.Handshakeis a great place to look for an on-campus job.
Tue, 25 Oct 2022 04:35:00 -0500entext/htmlhttps://www.mtu.edu/finaid/types/work-study/Study Abroad
An early leader in the field of international education, The New School continues to expand and Boost the quality of its study abroad offerings in an increasingly global world. As part of the university’s department of Global Engagement and International Support Services, the Study Abroad office seeks to promote education abroad opportunities that develop intercultural competence and globally-relevant leadership skills in cooperation with academic departments and student services both for current New School students to go abroad for study and for students from international institutions to study at The New School in NYC while completing degrees at their home institutions.
Go Abroad for Study
A wide variety of study abroad programs are available to you as a New School student while you earn your degree. By studying abroad, you embark on a life-changing journey, embracing the unfamiliar, gaining new perspectives on the world, and developing greater cultural sensitivity. When preparing to study abroad, there are many questions to consider, but we’re here to help you succeed on your journey. To get started:
Students are strongly encouraged to attend the study abroad events, fairs, and info sessions starting in the first year to discover exciting study abroad programs and begin planning for their own experience.
Come Study Abroad at The New School
The New School’s NYC campus offers unique opportunities for students who are completing a degree program abroad to gain an international study experience while they complete their degrees. Each semester, our campus hosts students from Parsons Paris and other schools around the world. Learn more about these opportunities below and contact us with any questions.
Sun, 05 Sep 2021 17:33:00 -0500entext/htmlhttps://www.newschool.edu/study-abroad/Left-wing extremism linked to psychopathy and narcissism: study
Left-wing extremism is linked to toxic, psychopathic tendencies and narcissism, according to a new study published to the peer-reviewed journal Current Psychology.
“Based on existing research, we expected individuals with higher levels of left-wing authoritarianism to also report higher levels of narcissism,” the authors wrote.
As result of the new data, study authors Ann Krispenz and Alex Bertrams have coined a new term for such psychological behavior: the “dark-ego-vehicle principle.”
“According to this principle, individuals with dark personalities — such as high narcissistic and psychopathic traits — are attracted to certain forms of political and social activism which they can use as a vehicle to satisfy their own ego-focused needs instead of actually aiming at social justice and equality,” they told PsyPost.
Left-wing extremism can be rooted in very unhealthy and selfish mental behavior, a new study suggests.APLeft-wing extremism is tied to narcissism more than it is to supporting social causes, according to new research.AP
“In particular, certain forms of activism might provide them with opportunities for positive self-presentation and displays of moral superiority, to gain social status, to dominate others, and to engage in social conflicts and aggression to satisfy their need for thrill seeking.”
The study on left-wing authoritarianism also showed that many times they do not practice what they so loudly preach.
Social justice is often used as a guise for these activists to behave unhinged, the research noted.
“Based on existing research, we expected individuals with higher levels of left-wing authoritarianism to also report higher levels of narcissism,” the authors of a new study wrote.Cheney Orr
“An individual high in LWA might declare anyone to be ‘old fashioned’ who is opposing their own ‘progressive values,’ strive to suppress free speech to regulate the expression of right-wing beliefs in educational institutions, and even endorse the use of violence to reach their own political goals,” the authors said.
Beyond using any means necessary, people of privileged backgrounds who are aligned with LWA often use their narcissism to make activism solely about themselves instead of achieving social equality for struggling groups.
“Minority groups should be made aware of the narcissistic ‘enemies’ from within their activist movement, as these individuals could hijack the cause thereby reducing the success of the activism in many ways,” the authors added.
The study also suggested that some hijack social causes to make it about themselves.AP
“As grandiose narcissists typically desire fame, distinction, elevated social status and high social importance, they can be assumed to strive for influential positions that involve social visibility and outreach as well as access to financial and other resources.”
The authors also made it clear that authoritarianism exists on both sides of the political spectrum and that “there is a wide range of literature and research in the field of right-wing authoritarianism.
“However, research on authoritarianism observed in individuals who are supportive of left-wing political ideologies are still rare.”
Thu, 25 May 2023 02:43:00 -0500en-UStext/htmlhttps://nypost.com/2023/05/25/left-wing-extremism-linked-to-psychopathy-narcissism-study/Music and Studying: It’s Complicated
Music can motivate you, Boost your mood, and help you relax. It can even help you focus so you can study or work. But different types of music can have different effects.
Many people find music helps them concentrate while studying and working. Others find it hard to focus with any background noise at all.
But not everyone agrees that music improves a study session. So what’s the deal — does it help or not?
Music doesn’t affect everyone in the same way, so the answer is not just a straightforward “yes” or “no.”
Keep practicing to learn more about the pros and cons of studying with music and get some tips for making the most out of your study playlist.
It would be fantastic if you could put on a playlist or song that could help you knock out a problem set or memorize all those dates for your history final, wouldn’t it?
Unfortunately, music isn’t quite that powerful. It mostly helps in indirect ways, but those benefits can still make a big difference.
It reduces stress and improves your mood
Music doesn’t just motivate you. It can also help reduce stress and promote a more positive mindset.
In a 2013 study, 60 female volunteers carried out a psychological stress test while listening to relaxing music, sounds of rippling water, or no particular sound. Results suggested that listening to relaxing music makes a physical difference to the way people respond psychologically and physically — in terms of hormone response — under stress. However, the picture is complex, and more studies are needed.
In a 2021 study, patients in ICU said they felt less pain and anxiety after listening to music for 30 minutes than before.
Research suggests that a good mood generally improves your learning outcomes. You’ll likely have more success with studying and learning new material when you’re feeling good.
Studying can be stressful, especially when you don’t entirely understand the subject material. If you feel overwhelmed or upset, putting on some music can help you relax and work more effectively.
It can motivate you
If you’ve ever grappled with a long, exhausting night of homework, your resolve to keep studying may have started to flag long before you finished.
Perhaps you promised yourself a reward in order to get through the study session, such as the latest episode of a show you like or your favorite takeout meal.
Research from 2019 suggests music can activate the same reward centers in your brain as other things you enjoy. Rewarding yourself with your favorite music can provide the motivation you need to learn new information.
If you prefer music that doesn’t work well for studying (more on that below), listening to your favorite songs during study breaks could motivate you to study harder.
It can increase focus
According to a 2007 study, music — classical music, specifically — can help your brain absorb and interpret new information more easily.
Your brain processes the abundance of information it receives from the world around you by separating it into smaller segments.
The researchers found evidence to suggest that music can engage your brain in such a way that it trains it to pay better attention to events and make predictions about what might happen.
How does this help you study? Well, if you struggle to make sense of new material, listening to music could make this process easier.
You can also link the ability to make better predictions about events to reasoning skills.
Improved reasoning abilities won’t help you pull answers out of thin air come exam time. But you could notice a difference in your ability to reason your way to these answers based on the information you do have.
Other research also supports music as a possible method of improving focus.
In a 2011 study of 41 boys diagnosed with ADHD, background music distracted some of the boys, but it appeared to lead to better performance in the classroom for others.
It could help you memorize new information
According to a 2014 study, listening to classical music seemed to help older adults perform better on memory and processing tasks.
These findings suggest certain types of music can help boost memorization abilities and other cognitive functions.
Music helps stimulate your brain, similar to the way exercise helps stimulate your body.
The more you exercise your muscles, the stronger they become, right? Giving your brain a cognitive workout could help strengthen it in a similar fashion.
Not everyone finds music helpful for tasks that require concentration.
It can distract you
An important part of music’s impact lies in its power to distract.
When you feel sad or stressed, distracting yourself with your favorite tunes can help lift your spirits.
But distraction probably isn’t what you’re looking for when you need to hit the books.
If you’re trying to argue your position in a term paper or solve a difficult calculus equation, music that’s too loud or fast might just interrupt your thoughts and hinder your process.
It can have a negative impact on working memory
Working memory refers to the information you use for problem-solving, learning, and other cognitive tasks.
You use working memory when trying to remember:
items on a list
steps for solving a math problem
a sequence of events
Most people can work with a few pieces of information at a time. A high working memory capacity means you can handle more material.
Research suggests, however, that listening to music can reduce working memory capacity.
If you already have a hard time manipulating multiple pieces of information, listening to music could make this process even more challenging.
It can lower practicing comprehension
Certain types of music — including music with lyrics and instrumental music that is fast and loud — can make it harder to understand and absorb practicing material.
Whether you’re looking at an evening of Victorian literature or some one-on-one time with your biology textbook, soft classical music with a slow tempo may be a better choice.
Listening to music while you study or work doesn’t always make you less productive or efficient.
If you prefer to study with music, there’s no need to give it up. Keeping these tips in mind can help you find the most helpful music for work and study:
Avoid music with lyrics. Any music that has lyrics in a language you understand will probably prove more distracting than helpful.
Choose slow, instrumental music. Existing research generally focuses on classical music, but if you don’t enjoy this genre, you could also consider soft electronic, space, or ambient — the kind you might hear at a spa or while getting a massage.
Avoid surprising or experimental music. Music that changes abruptly or lacks a fixed rhythm can leave you guessing about what to expect. This can distract your brain and keep you from focusing on your work.
Keep the volume low. Study music should stay at a background volume. If it’s too loud, it could disrupt your thinking process.
Stick to songs you don’t have strong feelings about. Listening to music you either love or hate can affect your ability to concentrate.
Stream commercial-free music, if possible. Picture this: You’re listening to your instrumental Pandora station when a toilet paper commercial cuts in, annoying you and derailing your train of thought. Enough said.
Is music good while studying?
Some research suggests that music can help reduce stress during an academic task and that it may help with memory and processing during tasks that require thinking. However, this may depend on the type of music and the individual.
What type of music is good to study with?
The best type will depend on the individual. There is evidence that classical symphonies or relaxing music are a good choice for managing stress, but also that upbeat music might boost a person’s thinking processes. Instrumental music may be more suitable than songs with lyrics, as the lyrics can be distracting.
When is it bad to listen to music while studying?
Each person can decide if it suits them to listen to music while studying or not and which type of music is best. Types of music that may not be helpful include songs, fast and loud music, and music that provokes strong feelings in the listener.
Music can Boost your mood and help you feel more motivated to tackle important tasks, but it doesn’t always work as a study tool.
Even people who love music might find it less than helpful when trying to concentrate.
Choosing music carefully can help you maximize its benefits, but if you still struggle to focus, it may help to consider white noise or other audio options instead.
Crystal Raypole has previously worked as a writer and editor for GoodTherapy. Her fields of interest include Asian languages and literature, Japanese translation, cooking, natural sciences, sex positivity, and mental health. In particular, she’s committed to helping decrease stigma around mental health issues.
Mon, 29 May 2023 12:00:00 -0500entext/htmlhttps://www.healthline.com/health/does-music-help-you-studySleep apnea, lack of deep sleep linked to damage in brain, study says
It’s estimated 936 million adults worldwide between the ages of 30 and 69 may suffer from sleep apnea, with many more people undiagnosed. If the sleep apnea is severe and untreated, people have three times the risk of dying from any cause.
People with severe sleep apnea who spent less time in deep, also known as slow-wave sleep, had more damage to the white matter of the brain than people who had more slow-wave sleep, according to the study.
White matter is the tissue that forms connections between brain cells and the rest of the nervous system. When the brain is scanned, small white spots, called white matter hyperintensities, show the extent of the damage.
For every 10% decrease in time spent in deep sleep, there was an increase of white matter hyperintensities in the brain similar to the effect of being 2.3 years older, said study coauthor Dr. Diego Carvalho, a neurologist at the Mayo Clinic in Rochester, Minnesota.
“The association with sleep apnea was only unveiled when we isolated severe cases, suggesting that mild to moderate sleep apnea may not be significantly associated with white matter changes,” he said.
However, no treatment exists for such changes in the brain, “so we need to find ways to prevent them from happening or getting worse.” Carvalho said.
Having more white matter hyperintensities can slow the brain’s ability to process information, pay attention and remember, experts say. Lower levels of white matter have also been connected to mental health issues such as depression, anxiety and irritability.
“Their findings are consistent with the literature that indicates sleep, including slow-wave sleep, plays an important role in maintaining brain health,” said sleep specialist Kristen Knutson, an associate professor of neurology and preventive medicine at Northwestern University’s Feinberg School of Medicine in Chicago.
“We have also seen associations between poor sleep quality and higher blood pressure, and high blood pressure can lead to brain lesions or stroke,” said Knutson, who was not involved in the new research.
The study, published Wednesday in the journal Neurology, looked at 140 people with an average age of 72 participating in the Mayo Clinic Study of Aging. All were without dementia and cognitively unimpaired during testing and had undergone one of two types of magnetic resonance imaging (MRI) scans.
About 34% of the participants had mild sleep apnea, 32% had moderate and 34% had severe sleep apnea. With sleep apnea, oxygen drops, and carbon dioxide levels, blood pressure and heart rate rise, Carvalho said.
“All these changes lead to increase in inflammation in the body and brain, activation of stress hormones that will raise our blood pressure and affect our metabolism, blood may get thicker,” he said. “Changes in the blood vessels can lead to stroke and poor blood supply to the brain can cause neuronal death or impairment of white matter, which can ultimately contribute to cognitive decline.”
The study looked at two biomarkers for damage in the brain: an increase in white matter hyperintensities and changes in fractional anisotropy of the genu of the corpus callosum (genu FA), which measures the movement of water inside fibers that connect neurons in the brain.
“Changes in the movement of the water in axons are related to problems in their integrity suggesting damage to its structure,” Carvalho said. “We used this measure to investigate early white matter abnormalities associated with vascular disease.”
Dementia caused by vascular disease is the second most common type of dementia after Alzheimer’s disease, experts say.
After factoring out conditions that could impact brain changes, such as age, high blood pressure and cholesterol, the study found each drop of 10% in slow-wave sleep was equivalent to three years of aging as measured by genu FA, Carvalho said.
The examination of white matter hyperintensities showed similar results, Carvalho said. The brain of a patient who had only 5% of their total sleep during the study in slow-wave or deep sleep looked 4.6 years older in terms of white matter abnormality compared to a patient who had 25% of their sleep in slow-wave sleep, he said.
Some degree of white matter damage is typical in midlife, due to repeated exposure to environmental challenges such as pollution, stress and cardiovascular issues, to name a few. A 2019 study, for example, found white matter hyperintensities in the brains of 45-year-olds.
Such changes in white matter have been associated with increased risk for cognitive decline as well as Alzheimer’s disease and related types of dementia. However, having white matter damage does not certain serious mental decline, said Alzheimer’s disease researcher Dr. Richard Isaacson, a preventive neurologist at the Institute for Neurodegenerative Diseases of Florida.
“Having white matter disease isn’t a ‘good’ thing, but how clinically meaningful it is is hard to judge — generally speaking less is more, but that doesn’t always translate into clinical symptoms,” said Isaacson, who was not involved in the new study.
In addition, the study could only show an association, not causation, so further studies are needed to understand the relationship between sleep apnea and changes to the brain, Knutson said.
“It may be that a lower percent of slow-wave sleep is a consequence of fragmented sleep, particularly due to the obstructive sleep apnea, or it may be that slow-wave sleep itself is important for cardiovascular and brain health,” she said.
During the first and second stages of sleep, the body starts to decrease its rhythms. Doing so leads to the third stage — a slow-wave or deep sleep where the body is literally restoring itself on a cellular level — fixing damage from the day’s wear and tear and consolidating memories into long-term storage.
Years of research has found sleep, especially the deepest and most healing kind, boosts immune functioning. Slow-wave sleep is also the time when the body “takes out the trash” in the brain, Isaacson said, including beta amyloid, one of the hallmark signs of Alzheimer’s.
Deep sleep is considered one of the best markers of sleep quality, because a person must typically have relatively uninterrupted sleep to achieve it. Since each sleep cycle is roughly 90 minutes long, most adults need seven to eight hours of relatively uninterrupted slumber to achieve restorative sleep, according to the US Centers for Disease Control and Prevention.
People with sleep apnea, however, can have dozens of micro-awakenings during the night as they snore, snort or gasp for breath. The constant interruption makes if difficult to get enough deep sleep and progress onto the final stage, called rapid eye movement or REM sleep, where dreams occur.
Studies have shown that missing REM sleep may lead to memory deficit and poor cognitive outcomes as well as heart and other chronic diseases and an early death.
Wed, 10 May 2023 13:39:00 -0500entext/htmlhttps://www.cnn.com/2023/05/10/health/sleep-apnea-brain-damage-study-wellness/index.html
