Brief animation showing how a primary and secondary antibody are used to detect C-fos, an immediate early gene transcribed as a result of recent neural activity. To see why and how C-fos is made please watch the companion video Cfos neural activity

This animation shows how electrical impulses generated by neurons (action potentials) lead to the expression of C-fos by the cell nucleus. C-fos is thus considered an immediate early gene product of recent neural activity. It is widely used in neuroscience as a post-hoc readout of recently active neurons. To see how C-fos is detected experimentally for visualization and quantification please watch the companion video C-fos Immunolabeling.

this course covers the chronology of harlem and the building of freshman composition genres for the high school student

This is a syllabus for a zero-textbook-cost section of City College's English 11000, a first-year composition course.

This is a culminating group project for students that creates an opportunity for them to apply what they have learned about 1. child-focused public policy and 2. identifying OER resources. The project invites students to draw on research literature that has been discussed in class + identify OER resources to come up with their own public policy proposal.

Cocaine afflicts many individuals and is potently addictive. Originally hailed as a wonder-drug in the late 19th century, cocaine is now considered an illegal substance. Cocaine’s addictive properties can be attributed to changes in the dopamine reward pathway of the Ventral Tegmental Area and Substantia Nigra, Prefrontal Cortex, Dorsal Striatum, Nucleus Accumbens, Amygdala, Globus Pallidus, and Hippocampus. This drug affects the brain in two processes: binge and crave. The binge process highlights cocaine’s ability to block dopamine reuptake from the synapse resulting in hyperstimulation of the postsynaptic neuron in the dopamine reward pathway. The crave process promotes drug-seeking behavior through conditional and contextual cues. Understanding the effects of cocaine in the brain may grant insight in creating future medication and therapies to treat individuals addicted to this drug.

Cocaine afflicts many individuals and is potently addictive. Originally hailed as a wonder-drug in the late 19th century, cocaine is now considered an illegal substance. Cocaine’s addictive properties can be attributed to changes in the dopamine reward pathway of the Ventral Tegmental Area and Substantia Nigra, Prefrontal Cortex, Dorsal Striatum, Nucleus Accumbens, Amygdala, Globus Pallidus, and Hippocampus. This drug affects the brain in two processes: binge and crave. The binge process highlights cocaine’s ability to block dopamine reuptake from the synapse resulting in hyperstimulation of the postsynaptic neuron in the dopamine reward pathway. The crave process promotes drug-seeking behavior through conditional and contextual cues. Understanding the effects of cocaine in the brain may grant insight in creating future medication and therapies to treat individuals addicted to this drug.

First-year composition courses at CCNY teach writing as a recursive and frequently
collaborative process of invention, drafting, and revising. Writing is both personal and social, and students should learn how to write for different purposes and audiences. Since writing is a process of making meaning and communicating, FYC teachers respond mainly to the content of students’ writing as well as to recurring surface errors. Students should expect frequent written and oral responses on the content of their writing from their teachers and peers. Classes rely heavily on a workshop format. Instruction emphasizes the connection between writing, reading, and critical thinking; students should give thoughtful, reasoned responses to the readings. Both reading and writing are the subjects of class discussions and workshops, and students are expected to be active participants in the online classroom community.

This syllabus explores the period known as the Conquest of Latin America, beginning with a look at the Reconquista - the period when Christian Spanish and Portuguese kingdoms took present day Spain back from the Moors who had controlled the Iberian Peninsula for over 700 years - and continuing with a deeper exploration of the colonization of the Caribbean, Mexico, and the Andes. The course examines historical memory surrounding this period: how it has been commemorated in public spaces and via popular culture, outside academia. This epoch was brought about by a fascinating mix of encounters between a number of civilizations and worldviews, both in the Old World" and the "New." Students will read classic textual accounts and maps as well as alternative written or drawn accounts in order to salvage a multitude of perspectives (emanating from various ethnicities and genders) from the historical record. Students will also examine audiovisual sources (film and material culture) for an immersive, fun, and hopefully rewarding scholarly experience. Analysis of our readings will be buttressed by a consistent focus on information literacy skills that students can apply to all disciplines and lifelong learning. Our ultimate goal as a class will be to develop our research and critical thinking skills, which, combined with our diverse perspectives, will allow us to produce thoughtful and nuanced readings and analyses of this complex time.