Posts Tagged ‘Harrison George’
Opinion: In Defense of the Teacher’s Pet
Written by Harrison George
Thursday, 25 March 2010 20:00
2 Comments
Harrison George

Harrison George

Sitting in class the other day, I came to a surprising realization. Over the last year, unbeknownst to me, I had somehow become “that guy” in class. You know who I mean. The guy that sits up front every class period, always the first to raise their hand to offer a $10 answer to a $2 question. In middle school, we called this guy a suck-up or the teacher’s pet.  I came to this conclusion after it dawned on me that I was the only student in the class who had spoken all day.

I hadn’t always been this way. Up until this year, my senior year, I was merely an interested student who spoke up only when the situation really called for it. After a question was asked I’d wait a few minutes and if no one else wanted to answer it I would.

As a sociology major, it only seems right that I would spend time analyzing how students regard each other within class. Like most of my fellow students, I didn’t care much for the teacher’s pet, which can be found in just about every classroom.

I couldn’t understand how they could be so socially blind to the fact that they stood out like sore thumbs every time they tried to answer questions or engage the teacher in conversations. I figured it was just another example of people who liked to hear themselves talk.

But this year has changed my perspective on things, and I feel I understand more of the motivation behind the verbose student. My classes have started to affect me on a level that goes beyond the classroom. The material I’m learning about has crept into my thoughts while off campus. I can easily say I am a changed person because of the classes I have had this year and are taking right now.            After years of math, science, and general education classes that went in one ear and out the other, I am thrilled to see that my education is actually starting to sink in.

It’s this mindset that inspires me to speak up in class. I have reached an amazing intersection of interest and actual comprehension of a subject, and that fact gets me so excited I feel the need to become actively involved in my education.

Even after four years of college, that feeling of knowing the answer to a teacher’s question is exciting enough to motivate me to raise my hand, regardless of how it makes me look to the rest of the class.

From my new perspective I have also reexamined what kind of student I used to be. As a more passionate student, I look back on how I was and think about all the chances I missed to widen my understanding of what was being taught.

I have become a believer that education can’t be a spectator sport- students have to take a proactive stance on making sure they not only understand what is being taught but can relate it to their own lives, aka the real world.

I look back on my quieter self and think I was robbing myself of a full education simply because I didn’t want to come off as a dork. Even though we are college that doesn’t mean we’ve fully escaped the world of cliques and social status that was so evident in high school; it’s just more subtle here.

We all take note of how others perceive us, especially in the classroom. There were definitely times I would have spoken up but didn’t for worry about how it would shape people’s view of me.

Now, with a mere two months left before graduation, I’ve become a full blown, unabashed sociology nerd. I am no longer going to apologize for loving my classes and for wanting to interact with my teachers. I am willing to take on the labels that come with that attitude. In the end it’s worth it to feel I am getting my full college education experience.

We all know that it’s cool to sit in the back and pretend you don’t really care about what the teacher is saying. It’s even cooler if you can do that and ace all the tests. But at some point you should stop and think about what is best for you, not your reputation.

In 20 years, are you going to remember how cool you looked in class playing games on your phone or are you going to remember what you learned when you spoke up and asked a question?

 
Eco Logic March 25, 2010
Written by Harrison George
Thursday, 25 March 2010 14:12
No Comments

Last issue, I discussed the Clinton Global Initiative University, a national annual conference hosted by Bill Clinton to bring together the best and brightest new ideas from campuses all over the country. The goal of the conference is to share ideas about what your campus is doing to improve their community and the environment. ESU has been chosen to attend this conference and the Environmental Club, of which I am a member, will be representing the school.

Our project is two-fold: to implement new technology to reduce the school’s energy costs and create a comprehensive education program to inform the campus why energy conservation is important.    While the technology aspect of the plan is relatively simple, smart strips that automatically shut computers off when not in use, the education portion will be more involved. It relies on making adjustments to peoples’ mindsets, which is a much more complicated process than simply plugging in a smart strip.

When most people think about the things we need to conserve energy is pretty far down on their list of priorities. Objects like trees and endangered animals are tangible: we can see them, touch them, and notice when they aren’t around anymore.

But energy is immaterial and thus harder to measure. That’s why we all rush to help save polar bears, but forget to turn off the lights when we leave a room. Many people fail to see the connection between the two acts of conservation.

Whether we use a kilowatt or ten kilowatts of energy doesn’t matter to us because we can’t see the difference. There will be a difference on our meters, and eventually on our bills, but we won’t feel the difference the same way we would with the other items we are told to conserve.

I think part of the problem is that few people have a deep understanding of where their power comes from. I willingly admit that I don’t fully know how power arrives to my apartment. I know that it involves fossil fuels, petroleum, coal and possibly nuclear power, but I know little about how that is transformed into what lights my house.

When we talk about conserving energy we really mean conserving the resources that produce the energy. We should change the mindset to involve the concrete: the material used in the first few steps, instead of seeing it as the intangible final outcome.

So how does this relate to campus? Our project relates to reducing computer energy use. We’ve all seen how the campus computers are left on constantly; over the weekends and at night.  The goal of our project is to inform the campus why it is important to take that extra moment to shut off your computer when you are done for the day.

There are numerous reasons to do this. First and foremost it saves the school money. Lower energy bills are the most immediate savings. But computers will last longer if properly managed, and turning them off lengthens their shelf life.  This goes for monitors, printers and projectors as well.

Secondly, and more abstractly, it’s better for the environment. It means less energy is created, less energy is transported and fewer resources are consumed.

The most challenging part of this project will not be informing people of these facts. It will be getting them to care about the facts. Just because it’s good for the Earth, or the university for that matter, why should it affect how you life your life?

Through the Clinton Global Initiative we will share the multitude of reasons why a healthier more efficient campus will positively affect you as a student or employee. To the same degree we will show why a healthy and well managed planet can benefit you. It goes beyond simply “doing what’s right.” There are clear, measurable benefits that await us, once we are willing to make the simple changes.

Synaptic plasticity and synaptic degeneration in human congenital hydrocephalus

Journal of Pediatric Neurology April 1, 2008 | Castej?n, Orlando J Abstract.

Cortical biopsies of 13 infant patients with clinical diagnosis of congenital hydrocephalus, Arnold-Chiari malformation, and postmeningitis hydrocephalus were examined with transmission electron microscopy to study the synaptic plasticity and synaptic degenerative changes in hydrocephalic edema. The immature cortical neuropil of different cortical regions showed swollen nerve cell processes separated by enlarged extracellular space. Isolated and swollen presynaptic endings with few or numerous synaptic vesicles, disruption of limiting plasma membrane, and absent postsynaptic partners were also observed. Activated flat and invaginated axodendritic and axospinodendritic asymmetric synaptic contacts showed synaptic vesicles anchored to the presynaptic membrane, and short or large synaptic active zones. The swollen and degenerated synaptic contacts, including axosomatic synapses exhibited enlargement of few synaptic vesicles and lack of pre- and postsynaptic densities. Synaptic disassembly was observed in elevated intracranial pressure- hydrocephalus. Megaspines making multiple asymmetric synaptic junctions were also distinguished. Phagocytic astrocytes engulfed the degenerated synapses. The potential role of hydrocephalic edema and ischemia, oxidative stress, increased calcium concentration, activation of N-methyl D-aspartate receptors, and disturbance of ion homeostasis are discussed in relation with the observed synaptic plasticity and synaptic degenerative changes.

1. Introduction Tsubokawaet al. [1] reported impaired hippocampal plasticity in experimental chronic hydrocephalus characterized by attenuated long-term potentiation of population spikes in hydrocephalic rats. Miyazawa and Sato [2], Miyazawa et al. [3], Suda et al. [4,5] and Miyazawa and Sato [6] found learning disability and impairment of synaptogenesis, decreased spine density, decay of synaptic vesicle protein (SVP-38 and debrins) in the affected cerebral cortex of congenitally hydrocephalic H-tX rats, and postulated the beneficial role of early shunt placement in preventing impairment of synaptogenesis. Castejon [7] briefly described some synaptic degenerative changes in a previous study of human hydrocephalic cortex. Kriebel et al. [8], Knebel and McAllister [9] described altered dendritic appendages in experimental infantile hydrocephalus in a neonate kitten model. Boillat et al. [10] reported infrequent synapses in the deep cortical pyramidal cells of infant rats with inherited hydrocephalus, and the preventing effect of early shunt treatment. Miyajima et al. [11] demonstrated a remarkable decrease of choline acetyltransferase activity, and a disturbance of uptake and transport of nerve growth factor in H-tX hydrocephalic rats. Castej??n and Arismendi [12] found decreased synaptic density of shaft synapses, dysgenesis and partial loss of dendritic spines, and edematous changes of spine apparatus in human congenital hydrocephalus. Laske et al. [13] recently reported a decrease in serum concentration of brain-derived neurotrophic factor, and endogenous protein involved in the maintenance of neuronal function and synaptic plasticity in normal pressure hydrocephalus.

The nature and role of the synaptic structural changes and their relationship to the pathophysiology of human hydrocephalus deserve further studies in order to establish a future correlation between the degree of synaptic alterations, neuropsychomotor maldevelopment and impairment of nerve synaptic transmission. This aspect is particularly important in human hydrocephalus, where neurological deficit, psychomotor disturbance, learning disability and a relatively good preservation of intellectual functions may be found despite enlargement of lateral ventricles [14-16].

In the present electron microscopic study, we report the synaptic plasticity and synaptic degenerative changes of cerebral cortex synaptic contacts in human congenital hydrocephalus. This study was performed using cortical biopsies obtained during neurosurgical treatment. To the best of our knowledge a similar study has not being carried out thus far.

2. Materials and methods Samples of cerebral cortex of 13 infant patients with clinical diagnosis of congenital hydrocephalus, Arnold-Chiari malformation, and postmeningitis hydrocephalus were used in the present study (Table 1). All patients had X-rays and magnetic resonance imaging before neurosurgical treatment. Conical biopsies were performed according to basic ethical principles of the Declaration of Helsinki. This study was approved by the ethical committee of the biological research institute and policlinica Maracaibo.

Table 1 contains the clinical data and lists the cortical regions from which the biopsies were taken. Two to five mm thick cortical biopsies were immediately fixed in the surgical room in 4% glutaraldehyde-0.1 M phosphate or cacodylate buffer, pH 7.4 at 4 ?°C. Later they were divided into 1 mm fragments and immersed in a fresh, similar solution for periods 2 to 72 h, followed by secondary fixation in 1% osmium tetroxide-0.1 M phosphate buffer, pH 7.4 for 1 h. They were then rinsed for 5 to 10 min in a buffer similar to that used in the fixative solution, dehydrated in increasing concentrations of ethanol and embedded in Araldite or Epon. For proper orientation of the electron microscope study, thick sections of approximately 0.1 to 1 ?µm were stained with toluidine blue and examined with a Zeiss photomicroscope. Ultrathin sections obtained with a Porter-Blum and LKB ultramicrotomes were stained with uranyl acetate and lead citrate and observed in a JEOL 100B electron microscope. Observations were made using intermediate magnifications ranging from 24,000 to 75,000?—. go to website arnold chiari malformation

3. Results Most neuropil from different cortical regions examined from patients with congenital hydrocephalus, uncompensated congenital communicating hydrocephalus, Arnold-Chiari malformation, and congenital hydrocephalus associated with meningomyelocele (cases 1 to 7) showed few immature synaptic contacts exhibiting simultaneously features of synaptic plasticity and synaptic degeneration. In the immature neuropil, undifferentiated nerve cell processes appeared isolated and separated by the over distended extracellular space characteristic of hydrocephalic edema. Swollen, round and ellipsoidal presynaptic endings apparently without postsynaptic partners were observed; exhibiting disrupted limiting plasma membranes, and containing few scattered synaptic vesicles (Fig. 1). Few immature and activated flat asymmetric axodendritic junctions were characterized by a paucity of synaptic vesicles anchored to the presynaptic membrane (Fig. 2).

The degenerated axodendritic contacts exhibited swollen pre- and postsynaptic endings, presynaptic endings showing few or numerous synaptic vesicles, short and large active synaptic membrane complexes, and axodendritic contacts lacking synaptic vesicles and pre- and post synaptic densities (Figs 3 and 4). Activated axodendritic synapses with front vesicles attached to the presynaptic membrane also were distinguished (Fig. 5). These synapses appear separated from the perisynaptic glial ensheathment. In addition, we found isolated swollen presynaptic endings with a fragmented limiting plasma membrane, and without postsynaptic endings (Fig. 6). We observed degenerated and invaginated axospinodendritic contacts showing a curved synaptic membrane complex, few dispersed presynaptic vesicles, irregularly dilated synaptic cleft, and absence of perisynaptic glial ensheathment (Fig. 7). These curved asymmetric axodendritic synapses are featured by protrusion of postsynaptic ending into the presynaptic one.

Degenerated axosomatic synapses with few enlarged presynaptic vesicles and dense cored vesicles, fragmented limiting plasma membrane of presynaptic endings, poorly differentiated synaptic membrane complexes, and lacking pre- and postsynaptic densities were distinguished (Fig. 8).

In a 4-month-old infant patient with elevated intracranial pressure-congenital hydrocephalus and a severe hydrocephalie edema (case 11), synaptic disassembly was observed. The pre- and postsynaptic endings appeared separated by a dilated synaptic cleft, without perisynaptic glial ensheathment, and surrounded by notably enlarged extracellular spaces (Fig. 9). We also found megaspines showing asymmetric synaptic contacts with two presynaptic endings containing numerous synaptic vesicles (Fig. 10).

Axosomatic synapses on swollen pyramidal neurons showed few dispersed synaptic vesicles, presence of dense cored vesicles, and absence of pre-and postsynaptic densities (Fig. 11). Phagocytosis of degenerated presynaptic contacts of axosomatic contacts by reactive astrocytes also was found (Fig. 12).

4. Discussion We show the presence of immature synapses with coexisting ultrastructural features of synaptic plasticity and synaptic degeneration in neonatal patients with hydrocephalus from varying causes. Our overall aim was to study the induced damage of hydrocephalic edema on synaptic junctions, and to initiate a look for the neural correlates of the neurological deficit and psychomotor disturbance that are often observed in infants with hydrocephalus.

We have described activated axodendritic synapses exhibiting presynaptic endings with few or numerous synaptic vesicles anchored to the presynaptic membrane. Synaptic vesicles docked at the presynaptic membrane active zones have been correlated with activated or sensitized mature synapses [17,18]. Docked vesicles have also been considered as an index of probability of neurotransmitter release and plasticity [19].

Several types of synaptic membrane complex active zones were found, such as short and curved in asymmetric axospinous synapses, short and flat in axodendritic asymmetric, and invaginated in asymmetric axospinous synapses, which are interpreted as changes related with synaptic plasticity. In mature synapses, synaptic plasticity has been associated with curved axospinous synapses with long synaptic active zone, corresponding to the “frown” synapses of Petit [17]. The synaptic curvature and the relation to synaptic plasticity was earlier postulated by Jones and Devon [20] and Devon and Jones [21], and related with the functional state of synaptic connection [22], and with compensatory mechanisms [23,24]. A curved postsynaptic membrane implies an increased surface for postsynaptic receptor activation [17], and can be correlated with an active synaptic excitatory connection or having implication for excitation/inhibition imbalance [23]. The synaptic plasticity and synaptic degenerative features above mentioned have also been observed by the author in human mature post-traumatic edematous cerebral cortex [25,26].

The immature synapses herein described exhibit features of synaptic degeneration, such as scarcity of synaptic vesicles, enlargement and depletion of synaptic vesicles, and synaptic disassembly. The synaptic disassembly was characterized by separated and isolated pre- and postsynaptic endings, which appeared detached from the perisynaptic glial ensheathment, perhaps due to the dissecting and shear forces of elevated intracranial pressure and hydrocephalic edema. Synaptic disassembly and terminal degeneration were earlier observed by us in traumatic brain injury [26] and by Brandst?¤tten et al. [27] after illumination-induced injury of photoreceptor terminals in the fly’s optic lobe.

One of the factors presumably causing synaptic degeneration in congenital hydrocephalus is the ischemia of infant brain parenchyma due to the hydrocephalic or interstitial edema. We have observed synaptic junctions lacking pre- and postsynaptic densities. Von Lubitz and Diemer [28] earlier described cleavage and decrease in the thickness of the post-synaptic density, wrinkling of the terminal profiles and membrane discontinuities in cerebral ischemia in mature synapses of the stratum radiatum of rat hippocampus. We have also observed ischemic destruction of pre-and post-synaptic densities in mature synapses of edematous and ischemic cerebral cortex in traumatic brain injuries [26].

We have observed in the immature and degenerated presynaptic terminals the progressive disappearance of most synaptic vesicles. Enlargement, clumping and progressive disappearance of synaptic vesicles have been earlier reported in mature and degenerated presynaptic endings [26,29]. Borroni et al. [30], by means of immune electron microscopy using a proteoglycan specific antiserum, studied the rate of disappearance of vesicle proteoglycan following denervation, and compared to the rate of disappearance of other vesicular and nerve terminal associated markers. Borroni et al. [30] suggested that degeneration affects the synaptic vesicular constituents at varying rates resulting in a progressive disappearance of the entire functional capacity of the synaptic vesicles. Arvidsson [31] also observed loss of synaptic vesicles in mature synapses in transganglionic degeneration. The above-mentioned findings suggest that disappearance of synaptic vesicle is the final step in the degeneration process of immature and mature synapses either in brain edema or in hydrocephalic edema. Decreased number and lysis of synaptic vesicles were reported by Sotelo [32] in irradiated monkey cerebral cortex, and by Saavedra et al. [33] in cat degenerating lateral geniculate nucleus. Castej??n et al. [26] also reported disappearance of synaptic vesicles in traumatic human brain injuries.

Some biochemical events should be considered in relation to the synaptic plasticity and degeneration in congenital hydrocephalus. Among these are release of arachidonic acid from membrane phospholipid, release of neurotransmitters and formation of prostaglandins and thromboxanes [34], depletion of retrogradely transported trophic factors [35], oxygen radical generation and lipid peroxidative reactions [36], glutamate release during ischemia and activation of N-methyl D-aspartate receptors [37], increase in intracellular calcium concentration [38], free radical generation and increased concentration of polyamines in the brain [39], disturbance in ion homeostasis involving cellular release of potassium and massive calcium entry into the intracellular compartment as occur in brain edema [40]. Some of these processes might occur in hydrocephalie edema, and can be envisaged as leading to disturbances of synaptic function, and finally to synaptic degeneration. It is important to emphasize that the immature brain has a mute response to oxidative stress compared to the adult brain, due to inadequate expression of certain antioxidants molecules [41]. According to Potts et al. [41], the inflammatory response in the immature brain is more robust than in the adult, and characterized by greater disruption of blood-brain barrier and elaboration of cytokines. As a result, the developing brain may be more vulnerable to oxidative stress than the adult brain [42]. According to Bayir et al. [42], in the developing brain individual components of the antioxidant system are not equally expressed and not always sufficient to fulfill their tasks in a coordinate way. In the patients under study, we are dealing with an immature cerebral cortex under high pressure due to the non-circulating cerebrospinal fluid and the associated hypoxic conditions. It should also be considered that immature brain tissue appears to be more susceptible to mechanical alterations [43].

In conclusion, the synaptic plasticity and synaptic degenerative features herein reported could be related with the neuropsychomotor maldevelopment, impairment of nerve synaptic transmission, and neurological deficit observed in infant hydrocephalus.

Acknowledgement This paper has been carried out by a subvention obtained from CONDES-LUZ. The secretarial help of Laura Villamizar is greatly appreciated.

[Reference] References [1] T. Tsubokawa, Y. Katayama and T. Kawamata, Impaired hippocampal plasticity in experimental chronic hydrocephalus, Brain Inj 2 (1988), 19-30.

[2] T. Miyazawa and K. Sato, Learning disability and impairment of synaptogenesis in HTX-rats with arrested shunt-dependent hydrocephalus. Child’s Nerv Syst 7 (1991), 121-128.

[3] T. Miyazawa, H. Nishiye, K. Sato et al., Cortical synaptogenesis in congenially hydrocephalic HTX-rats using monoclonal anti-synaptic vesicle protein antibody, Brain Dev 14 (1992), 75-79.

[4] K. Suda, K. Sato, T. Miyazawa and H. Arai, Changes of synapse-related proteins (SVP-38 and drebrins) during development of brain in congenitally hydrocephalie HTX rats with and without early placement of ventriculoperitoneal shunt, Pediatr Neurasurg 20 (1994), 50-56.

[5] K. Suda, K. Sato, N. Takeda, T. Miyazawa and H. Arai, Early ventriculoperitoneal shunt-effects on learning ability and synaptogenesis of the brain in congenitally hydrocephalic HTX rats. Child’s Nerv Syst 10 (1994), 19-23.

[6] T. Miyazawa and K. Sato, Hippocampal synaptogenesis in hydrocephalic HTX-rats using a monoclonal anti-synaptic vesicle protein antibody, Brain Dev 16 (1994), 432-436.

[7] O.J. Castejon, Transmission electron microscope study of human hydrocephalic cerebral cone, J Submicrasc Cytal Pathol 26 (1994), 29-39.

[8] R.M. Kriebel, A.B. Shah and J.P. McAllister 2nd, The microstructure of cortical neuropil before and after decompression in experimental infantile hydrocephalus, Exp Neurol 119 (1993), 89-98.

[9] R.M. Kriebel and J.P. McAllister 2nd, Pathology of the hippocampus in experimental feline infantile hydrocephalus, Neural Res 22 (2000), 29-36.

[10] C.A. Boillat, H.C. Jones, G.L. Kaiser and N.G. Harris, Ultrastructural changes in the deep cortical pyramidal cells of infant rats with inherited hydrocephalus and the effect of shunt treatment, Exp Neural 147 (1997), 377-388.

[11] M. Miyajima, K. Sato and H. Arai, Choline acetyltransferase, nerve growth factor and cytokine levels are changed in congenitally hydrocephalic HTX rats, Pediatr Neurosurg 24 (19%), 1-4.

[12] O.J. Castej??n and G.J. Arismendi, Morphological changes of dendrites in the human edematous cerebral cortex. A transmission electron microscopic stuay. J Submicrosc Cytol Pathol 35 (2003), 395-413.

[13] C. Laske, E. Stransky, T. Uyhe et al., BDNF serum and CSF concentrations in Alzheimer’s disease, normal pressure hydrocephalus and healthy controls, J Psychiatr Res 41 (2007), 387-394.

[14] D.B. Shurtleff, E.L. Foltz and J.D. Loeser, Hydrocephalus. A definition of its progression and relationship to intellectual function, diagnosis, and complications. Am J Dis Child 125 (1973), 688-693.

[15] B.B. Storrs, Ventricular size and intelligence in myelodysplastic children. Concepts Pediatr Neurosurg 8 ( 1988), 51 -56.

[16] H.F. Young, F.E. Nulsen, M.H. Weiss and P. Thomas, The relationship of intelligence and cerebral mantle in treated infantile hydrocephalus. (IQ potential in hydrocephalic children), Pediatrics 52 (1973), 38-44.

[17] TL. Petit, Synaptic plasticity and the structural basis of learning and memory, in: Neural Plasticity: A Lifespan Approach, TL. Petit and G.O. Ivy, eds, New York: Liss, 1988, pp. 201-234.

[18] W.T Greenough, K.E. Armstrong, TA. Comery et al., Plasticity-related changes in synapse morphology, in: Cellular and Molecular Mechanisms Underlying Higher Neural Functions, A.I. Selverston and P. Ascher, eds, New York: John Wiley & Sons, 1994, pp. 211-220. go to website arnold chiari malformation

[19] M.A. Xu-Friedman, K.M. Harris and W.G. Regehr, Three-dimensional comparison of ultrastructural characteristics at depressing and facilitating synapses onto cerebellar Purkinje cells, J Neumsci 21 (2001), 6666-6672.

[20] D.G. Jones and R.M. Devon, An ultrastructural study into the effects of pentobarbitone on synaptic organization, Brain Res 147 (1978), 47-63.

[21] R.M. Devon and D.G. Jones, Synaptic terminal parameters in unanesthetized rat cerebral cortex. Cell Tissue Res 203 ( 1979), 189-200.

[22] N.I. lakovleva, L.E. Frumkina and N.N. Bogolepov, Changes in the configuration of the synaptic membranes in the human brain in aging and vascular pathology, BMI Eksp Biol Med 116 (1993), 544-548 (in Russian).

[23] D.F. Marrone, J.C. LeBoutillier and TL. Petit, Changes in synaptic ultrastructure during reactive synaptogenesis in the rat dentate gyrus, Brain Res 1005 (2004), 124-136.

[24] D.F. Marrone, J.C. LeBoutillier and TL. Petit, Comparative analyses of synaptic densities during reactive synaptogenesis in the rat dentate gyrus, Brain Res 996 (2004), 19-30.

[25] O.J. Castej??n, Synaptic plasticity in the oedematous human cerebral cortex, J Submicmsc Cytoi Pathol 35 (2003), 177-197.

[26] O.J. Castej??n, C. Valero and M. Di? az, Synaptic degenerative changes in human traumatic brain edema. An electron microscopic study of cerebral cortical biopsies, J Neurosurg Sci 39 (1995), 47-65.

[27] J.H. Brandst?¤tter, S.R. Shaw and I.A. Meinertzhagen, Reactive synaptogenesis following degeneration of photoreceptor terminals in the fly’s optic lobe: a quantitative electron microscopic study, Proc Biol Sci 247 (1992), 1-7.

[28] O.K. von Lubitz and N.H. Diemer, Cerebral ischemia in the rat: ultrastructural and morphometric analysis of synapses in stratum radiatum of the hippocampal CA-I region, Acta Neuropathol 61 (1983), 52-60.

[29] K. Akert, M. Cu?©nod and H. Moor, Further observations on the enlargement of synaptic vesicles in degenerating optic nerve terminals of the avian tectum, Brain Res 25 (1971), 255-263.

[30] E. Borroni, P. Ferretti, W. Fiedler and G.Q. Fox, The localization and rate of disappearance of a synaptic vesicle antigen following denervation. Cell Tissue Res 241 (1985), 367-372.

[31] J. Arvidsson, Transganglionic degeneration in vibrissae innervating primary sensory neurons of the rat: a light and electron microscopic study, J Comp Neural 249 (1986), 392-403.

[32] C. Sotelo, Permanence of postsynaptic specializations in the frog sympathetic ganglion cells after denervation, Exp Brain Res 6 (1968), 294-305.

[33] J.P. Saavedra, O.L. Vaccarezza, T.A. Reader and E. Pasqualini, Synaptic transmission in the degenerating lateral geniculate nucleus. An ultrastructural and electrophysiological study, Exp Neural 26 (1970), 607-620.

[34] H.D. Pappius and L.S. Wolfe, Effects of drugs on local cerebral glucose utilization in traumatized brain: Mechanism of action of steroids revisited, in: Recent Progress in the Study and Therapy of Brain Edema, K.G. Go and A. Baethmann, eds, New York: Plenum Press, 1984, pp. 11-26.

[35] JJ. Vornov and J.T. Coyle, Glutamate neurotoxicity and the inhibition of protein synthesis in the hippocampal slice, J Neurochem 56 (1991), 996-1006.

[36] E.D. Hall, M.R. Detloff, K. Johnson and N.C. Kupina, Peroxynitrite-mediated protein nitration and lipid peroxidation in a mouse model of traumatic brain injury, J Neumtrauma 21 (2004), 9-20.

[37] J.Y. Koh, E. Palmer and C.W. Cotman, Activation of the metabotropic glutamate receptor attenuates N-methyl-Daspartate neurotoxicity in cortical cultures, Proc NatlAcadSci USA 88 (1991), 9431-9435.

[38] B.H. Choi, Oxygen, antioxidants and brain dysfunction, Yonsei Med J 34 (1993), 1-10.

[39] G. Lombardi, A.M. Szekely, L.A. Bristol, A. Guidotti and H. Manev, Induction of omithine decarboxylase by N-methylD-aspartate receptor activation is unrelated to potentiation of glutamate excitotoxicity by polyamines in cerebellar granule neurons, J Neurochem 60 ( 1993), 1317-1324.

[40] R Nilsson, L. Hillered, Y. Olsson, MJ. Sheardown and AJ. Hansen, Regional changes in interstitial K+ and Ca2+ levels following cortical compression contusion trauma in rats, J Cereb Blood Flow Metab 13 (1993), 183-192.

[41] M.B. Potts, S.E. Koh, W.D. Whetstone et al., Traumatic injury to the immature brain: inflammation, oxidative injury, and iron-mediated damage as potential therapeutic targets, NeuroRx 3 (2006), 143-153.

[42] H. Bayir, P.M. Kochanek and V.E. Kagan, Oxidative stress in immature brain after traumatic brain injury, Dev Neurosci 28 (2006), 420-431.

[43] R. Bauer and H. Fritz, Pathophysiology of traumatic injury in the developing brain: an introduction and short update, Exp Toxicol Palhol 56 (2004), 65-73.

[Author Affiliation] Orlando J. Castej??n* Biological Research Institute: “Drs. Orlando Castej??n and Hayd?©e Viloria de Castej??n”, Faculty of Medicine, University of Zulia, Maracaibo, Venezuela Received 10 May 2007 Revised 23 July 2007 Accepted 26 November 2007 [Author Affiliation] Castej?n, Orlando J

 
Opinion: Are We the Silent Generation?
Written by Harrison George
Thursday, 11 March 2010 17:29
3 Comments
Harrison George

Harrison George

Last Monday, I was feeling exhausted. I had gone through a full day of class, two club meetings, and still had an event for The Bulletin to prepare for. I had a free hour in my schedule and decided to go listen to the speaker at the Granada Theater.

Her name was Dr. Gwendolyn Zoharah Simmons. She was a Civil Rights activist who worked with Dr. King during the 1960’s. She spoke about her time as a volunteer in the American South, helping minorities register to vote and working with local churches to spread the word of the Civil Rights Movement.

As I listened to her speak I was consumed by an overwhelming feeling. Suddenly all the feelings of exhaustion, and pride, created from the work I had done that day drained out of me and I was left only with one big question; “What am I doing to change the world?”

To say I found Dr. Simmons inspiring would be an understatement. Her personal story of sacrifice and dedication to a cause she felt so much passion for made my own feelings of commitment pale by comparison. She spoke about the things she willingly risked to become involved in the Civil Rights movement; expulsion from school, disownment from her family, threats to her very life.

Up until that night I felt I was doing a lot in the name of my passions. I felt satisfied with what I had done and was doing, and I felt like I was doing “enough” to support them.

            But after hearing Dr. Simmons speak, I realize there is no such thing as “enough” when it comes to an issue you are truly passionate about. Until that problem is solved, or justice has been delivered, you can never do “enough”.

I’ve always been inspired by the actions taken by the counterculture generation of the 60’s. Looking back at all the work that generation did for great causes such as Civil Rights, Women’s Liberation, the Viet Nam protest, I can’t help but wonder why our generation has not followed in their footsteps.

What will be our great cause? What will cause us to rally by the thousands to have our voice be heard?  What are we waiting for?

It can’t be because there are no more issues to fight. In some ways, we have just as much work to do as any generation that came before us. The problems might not be as clear-cut as legal racial discrimination, but they exist.

I’m reminded of a silly bumper sticker I once saw on the back of a truck. It said “If you aren’t angry you aren’t paying attention.” Where is the passion of our generation? Where is our unstoppable desire to see change?

All of us have watched the harrowing footage of protestors being attacked by police dogs, and being sprayed by fire hoses. I have tried to think of a situation where our generation would put themselves at that much risk for a cause, and I seem to draw a blank.

We’ve let society define us as a generation of apathy; a generation of slackers interested only in instant gratification and job security. Society tends to place its own worse habits on that of the latest generation. We are letting them tell us who we are, and more importantly, how we will be remembered by generations to come.

I know for a fact that I could be doing more. With every day that passes my feelings about our wars in the Middle East grow stronger and more concrete. My dedication to protecting the environment continues to be central to who I am as a person.

So what do I do about it? Why aren’t I protesting, taking my views to the people, making my voice heard?

Because it’s easy to get slowed down in the daily distractions of modern life; TV, Facebook, and the like. Because it’s easier to say you’re an advocate for something then to go out and prove it.

In the 1960’s, the people didn’t wait around for their government to create change. They didn’t put all their hopes on the shoulders of one charismatic leader. That generation stood up, made a plan, and followed through.

Are we going to do the same, or are we going to stay seated?

 
Eco-Logic: March 11, 2010
Written by Harrison George
Thursday, 11 March 2010 14:51
No Comments

Last week I received an email of epic importance. The Clinton Global Initiative has officially invited ESU to attend their yearly conference in Florida in April. To understand why this is so exciting, let me explain what CGI is. The Clinton Global Initiative is a mufti-issue foundation created by former President Bill Clinton to combat some of the world’s biggest problems.

            The group meets once a year to discuss solutions and policies that could be enacted to fight some of the global concerns. These issues range from energy and climate change to global health, from  human rights and peace to poverty alleviation. The group is a gathering of city leaders, non-profit organizations, students and community members from around the country who are interested in working together to face these problems.

            Clinton Global Initiative University is the same basic principle but to the scope of colleges around the country. The goal of CGI U is to address the biggest issues facing the modern university, mainly environmental sustainability and support for the local community.

            So what does this have to do with ESU?

            The ESU administration approached Environmental Club last winter and requested we submit a project for CGI U.

            That’s where our project comes in. Working with multiple departments on campus including TCS and the physical plant, we have put together a project that could save the school thousands of dollars in energy conservation.

            Our project contains two main components: a comprehensive campus wide audit of energy used by the computers and computer accessories, and the implementation of smart strips in all computer labs to reduce the energy use of the computers.

            The first part seems almost too basic to include in a project like this, but we were surprised to find out the school did not already possess this information. We are gathering data as to how much energy is used by the computers on campus. This includes when they are being used, when in standby mode, and when turned off. Computers, like a lot of electronics, still use energy when plugged in, even when turned off. This energy audit also includes related electronics such as the monitor, speakers, and printers. 

            Currently energy information, as well as the cost associated with it, is gathered on a campus-wide level as there is no way to properly gauge what each building is using individually. Our audit will break the information down by buildings to better understand where the most energy is being used.

            This information will be monumentally helpful to the campus, as it can be used as a base for all other projects in the future. In order to implement new ideas such as the smart strips, we must first have an idea of how much energy is being used, so we can properly estimate how much will be saved.

            Once we have an idea of the state of energy consumption on campus we can discuss plans to reduce use.  One of the best ideas presented so far is the use of smart strip technology. These strips, which look like regular surge protectors, would shut down everything that is plugged in once the “main” item was shut down, in this case the computer itself. So if the computer is shut down, the monitor, printer, and speakers would shut down as well. We feel this would drastically reduce the amount of energy that is lost to idle time or when the computer is left on over weekends and after hours.

            In the next issue of The Bulletin, I will discuss the other half of our CGI project – the educational aspects.

 
Opinion: Let Your Classes Question Your Beliefs
Written by Harrison George
Thursday, 04 March 2010 17:55
No Comments
Harrison George

Harrison George

I never thought that my last semester in college could be so difficult. It’s not the workload that is hurting me, or the juggling of class, work and my club activities. Those things are all challenging in their own way, but what is really throwing me for a loop is the content of my classes.

As a senior sociology major I am forced to examine every single one of my views on how the world operates on a daily basis. My classes are all based on viewing everyday subject matter from a new perspective.

For example, I am in Sociology of Death and Dying. The class focuses on how society views the process of growing older and dying, and how we react to the natural occurrence of life and death. This class forces me to analyze my own private opinions on death and how it affects me.

Like most normal people I try to avoid thinking about death, either my own or that of my family, whenever possible. This class pushes it to the fore-font of my attention.

I’m also in class entitled Social Deviance. This class has taught me an incredible lesson. From this class I have gathered there is no real universal “right or “wrong” in life; all values are relative based on their specific society or culture.

So anything I might consider to be wrong, weird, or in any way deviant is merely a product of my culture and time period.

Confusing? Try taking 15 hours of this a week – it’ll make your head swim.

The point is that in the last two months alone I have felt my values and world views, things I hold very dear to my heart, begin to mold and shift, and I can see that my outlook on life is currently undergoing a monumental transformation.

But as scary as it is to have your proverbial rug pulled out from under you, I have to remind myself that is exactly why I came to college in the first place. I am here to have my values and opinions tested, and I am prepared to change them if they can’t be defended.

College should be that time in our lives where we are the most open-minded to new ideas. We are away from our parents, our biggest social influencers growing up. And we are still a few years away from joining the “real” world, where we are expected to have our opinions in line. Now is the time we should be testing and experimenting, and be willing to make changes if that’s what the situation calls for.

I welcome you all to willfully step outside your comfort zones while in college and try embracing ideas radical to your own. If you try this, there are only two feasible outcomes – you view both sides of an issue, decide you still agree with your initial opinion, and walk away that much more secure in your beliefs, or you decide there is more logic found in the alternate viewpoint, and you walk away with a more open mind.

Either way, putting your views and opinions to the test will only make you more comfortable in the end with the way you feel, and will help you the next time you feel the need to explain yourself to an ideological opponent who questions you.

I feel as though my values are under a constant attack on a daily basis. But once I get over the feelings of involuntary defensiveness that comes with having strong opinions, and agree to see the issue from the widest perspective possible, I am able to appreciate what college can really do for the mind.

I hope that all students are able to appreciate the college experience in that way.

Harbour Software Releases Upgraded Tipard iPad 2 Transfer Software.

Entertainment Close-up October 28, 2011 Harbour Software announced the newly upgraded Tipard iPad 2 Transfer software.

In a release, the Company noted iPad 2 Transfer, an iPad 2 Manager software, is able to backup iPad 2 music, movies, pictures, TV shows, Podcasts, iTunes U, eBooks, Camera Rolls, voice memos and camera shots to your computer, and import local music, videos, ePub, PDFs and images to iPad 2. go to web site ipad 2 apps

iPad 2 Transfer also has video conversion functions convert DVD/video files to iPad 2 compatible video and audio formats, even iPhone M4R ringtone format. And with the iPad 2 Transfer tool, you can edit your output video effects, such as, trimming video, cropping video, adding watermark etc. Moreover, this iPad 2 Transfer can support almost all models of iPod, iPhone and iPad.

Other new functions include support for transferring files from iPad 2 to iPad 2/iPod/iPhone, the ability to edit the ID3 information of iPad 2 files, and assistance in repairing your damaged iPad 2 database. in our site ipad 2 apps

System Requirements OS Supported: Windows NT4/2000/2003/XP and Windows Vista, Windows 7CPU: 800MHz Intel or AMD CPU, or above. RAM: 512MB RAM or more ((Comments on this story may be sent to newsdesk@closeupmedia.com))

 
Eco-Logic: March 4, 2010
Written by Harrison George
Thursday, 04 March 2010 17:36
No Comments

We’ve all been told that protecting the environment is of the utmost importance, but do we ever stop and question why that is? What is it exactly about nature that we are trying to preserve? Is it the same for everyone? Does it matter why we are motivated, as long as we are helping in the end?

These are questions addressed by the field of environmental ethics.

This branch of philosophy focuses on the ideals and viewpoints found within the realm of the environmental movement. Environmental philosophers examine what shapes society’s opinions on nature, and what the consequences of those viewpoints are.

Here at ESU you can take Environmental Ethics with Professor Charles Brown in the Social Sciences department. I was able to take the class last year and it drastically altered the way I view environmentalism.

With any action, it’s pivotal that we understand our self-interest in the issue. Why do we care about this issue, in this case the environment? What does it mean to us?

Enviro-ethics tries to answer that question by presenting a variety of reason and logic based arguments designed to prove that nature should be revered and protected for its own right, not just because of what it has to offer us as humans.

Enviro-ethics would say that nature is good, not because of its use usefulness to humans, but due to its own inherent qualities. Nature, by the way, is defined as all that is subject to a life, to put in ethics terms. That would include all animals, plants, and ecosystems that exist throughout the planet.

And all things should be equal under the eyes of the planet. A snail, though it gives humans little benefit, is just as valuable as fossil fuels.

Environmental philosophers draw parallels between man’s domination over nature to man’s domination over the female gender, and over ethnic minorities.

The same kind of mindsets that once kept women and minorities from attaining their fully deserved rights are still present in the way we view nature. In the same way we expanded our scope on women and minorities, so should we expand our scope of nature.

This might all sound like a lot of over analysis to some of you. I feel it is important to examine our motivations to a micro level, to better understand why we do what we do.

That being said, there is something to be said about the ends justifying the means. If someone was recycling, but didn’t agree to the tenets of environmental ethics, I wouldn’t stop them from turning in their cans and bottles.

Right now the environmental movement needs all the support it can get, regardless of the reason behind it.

If this is something you’d like to learn more about I highly recommend taking Environmental Ethics with Brown. Also, Environmental Club and Philosophy Club are teaming up for a joint discussion on the morality of environmentalism at 7 p.m. next Tuesday at Javacat.

 
Midwest Mindset Feb. 25, 2010 – “Pilgrims in an unholy land”
Written by Harrison George
Thursday, 25 February 2010 15:07
7 Comments

“We are pilgrims in an unholy land.”

The above quote is from one of my favorite movies, “Indiana Jones.” In it, Harrison Ford is referring to his presence in Nazi Germany during WWII. While I’ve never been in a situation that extreme, I think of this quote when I find myself outside of the Midwest region I know so well. I think the quote says something about people’s mentality; we like to think we are the normal ones, and the rest of the world is crazy, or backwards, or weird.

As a kid I was under the belief that people were people, no matter where you went. When I traveled through Europe in high school I learned how wrong I was. People are very different. Looking back, it’s childish to think that everyone is like you simply because that’s all you know. Cultures create personalities, so with different cultures come different types of people.

I remember my first night in Italy when we were eating at a café and I asked the waiter for refill on my soda. He looked at me like I had pasta coming out of my ears. Apparently in some parts of Europe there are no refills – you drink what you get, then you’re done. As a child raised in a soda-decadent culture, that baffled me. That was my first experience in crossing cultures.

It’s important to note when I say people are different, I don’t mean inherently or morally, merely superficially. Just because the waiter didn’t like refills didn’t make him a bad person, or me one for loving refills. I’m simply talking about those tiny differences that are the result of cultural upbringing; the ones we all take for granted as being universally apparent. Just wanted to make that point.

The older I got, the easier it became to see cultural differences. The more I traveled the U.S., and the more stories I heard from friends and family, the more I learned about the differences within regions.

I remember my dad telling me about his first time in Boston. He stood in line for 10 minutes at a coffee shop before realizing he wasn’t moving. People were merely walking right in front of him, slowly pushing their way to the counter to be served. To a Midwesterner like my dad, it seemed chaotic, but he was assured by a Bostonian that there was a method to the madness. Apparently something as simple as waiting in line is up for cultural interpretation. They don’t even call it waiting in line there – it’s waiting on line!

I asked a few of my friends about their experiences since moving from the Midwest to other regions. When they tell people they were from Kansas they got one of two responses; either a “Wizard of Oz” reference, or an apology: “You’re from Kansas? I bet that sucked.”

The third most common response seemed to be, “Where is Kansas?”

My friend Sarah said, “I’ve found that many Seattleites don’t really know where Kansas is. It’s mostly just “over there” somewhere. Also, telling them I had to drive 30 miles to go to a mall or a movie theater is mind boggling.”

Mainly what I’ve heard from my friends is that people outside of the Midwest are much ruder than we are. We have all heard this stereotype before, but I was surprised at how often it popped up in people’s comments.

My friend Larry talked about his first few days in D.C.: “I remember my first time in Georgetown, walking from the metro stop I noticed that even if you said “hello” right to someone’s face, they would completely ignore you. That was a first for me. I counted 30 people on that walk. Not one of them seemed to notice I was there.”

 
Eco-Logic: Feb. 25, 2010
Written by Harrison George
Thursday, 25 February 2010 14:39
No Comments
Harrison George

Harrison George

Like many of you, I was shocked and disappointed by the recent outburst of cold weather we have been experiencing. I was hoping that the coldest chapter of winter was behind us, but this last week has proven that is not so.

Winter is always a difficult time to be eco-friendly, as staying comfortable typically means running the heater in your home and in your car. We all tend to spend less time outside and use our cars more often.

Though I tell myself every winter this will be the year I break my dependency on my car to get around in the cold, it has yet to actually happen. Emporia is the perfect sized town to walk or bike; you are never more than 20 minutes away from where you are going.

But the bitter windy Kansas cold makes it very difficult to stick to my convictions when it’s time to run errands or get to campus. Add to that the fact that I’m typically running late and it is even more tempting to just hop in my car and crank up the heat.

But, when the will is weak sometimes fate intervenes. Last weekend I left my house to go over to a friend’s place for the evening. As it was late and extra chilly I had already resigned myself to the fact that I would drive.

When I reached my car I was surprised to find it was frozen over completely, to the point where I could not open my doors.

As my scraper was inside my car, I didn’t see any other option but to hoof it the eight blocks to my friend’s house.

The first few moments were tough to say the least. I sped quickly, going as fast as possible without slipping on the ice. I was trying to block out the cold by counting down the blocks in my head. “Only 7 more blocks to go,” I told myself.

But, once I got past the first few blocks, I felt a strange burst of energy. My cheeks stopped burning and started to glow. The cold air was coursing through my lungs and providing my body with a chill blast.

I raised my sights from the icy sidewalks and noticed how serene my surroundings were. The trees were encased in ice, with cycles hanging from branches. The only sound was my boots crunching through the snow.

Before I knew it I had arrived at my friend’s house. I walked in, was warmly welcomed, and basked in the warmth of the heated apartment.

As I wiped off my glasses, which had fogged up, I was surprised to realize I had actually enjoyed my walk. It was invigorating, and I felt completely refreshed.

We spend so much time trying to afford the extremes of nature, the heat, cold, wind, smells; we forget how much the great outdoors can do for us if we let it.

So the next time you start to walk for your car, stop and think it over. Maybe just take a walk instead.

 
Opinion: What Kind of Legacy Will You Leave?
Written by Harrison George
Thursday, 25 February 2010 13:52
No Comments
Harrison George

Harrison George

My senior year will soon be drawing to a close, and I can’t help but think about what kind of impact I have made here at ESU.

It’s also made me stop and see the school on a larger scale, seeing not only how ESU impacts me but all the students, staff and faculty here. I feel grateful for all that my college experience has given me.

This school has given me so many great things – a great education, a wonderful group of friends, a fantastic fraternity, just to name a few.

The last four years have been instrumental in helping shape me as a person. So it’s natural that I would want to give back to a campus that has given so much to me.

I feel proud of the work I have already done on campus. Working with the Environmental Club, Zoiks! the improv comedy team, and my fraternity, AKL, I’ve been able to get involved on campus and feel like I’m helping make things better for the campus as a whole.

I have a deep pride for my school, and the Emporia community, and I am glad to give back whenever I can.

But I see a lot of students who don’t feel the same. It seems that many students are content to simply go to class and go home. They are also the students most willing to speak poorly of ESU or Emporia as a town.

Now I should point out there are those who would be more actively involved throughout campus but cannot for various reasons. I have been lucky enough to avoid ever working a full time job while in college and because of this I’ve had the time to commit towards campus activities. (Though I’ll be paying back the student loans for a while)

This school does so much for the students, but what do the students do for the school? What are we doing to ensure that the future generations of college students are getting the same, if not better, college experience?

It’s easy, especially at a school like ESU, to adopt the mindset of just wanting to get through college. ESU might not be the most exciting school out there, or the most prestigious, so many people just treat it like a stepping stone towards their next life goal.

But this mindset undervalues all the wonderful things that ESU and Emporia do have to offer. It’s simple logic that the more you put into something the more you will get out. Your college experience is what you make it. No one but you can have the final say on how you view your time here- not your fellow classmates, not your teachers, and not the administration. If you want to have a good time in college, the responsibility lies on you.

My friends at KU and K-State ask me how I’m able to have so much fun at ESU. I tell them it’s because I decide I’m going to have fun, and then go out and find it. I put in the work and I get to reap the results, which are an awesomely good time with great people.

I hope that everyone will look back on their college years with as much enjoyment as I will. I cannot wait to come back for ESU alumni events, to see the old alma mater once again. I hope that I will still see students actively involved in their campus and community events.

I will feel proud to know I was someone who helped maintain, and maybe even improve, the workings of the campus, so that others after me could enjoy it here as much as I did.

Like the old saying goes, “we plant trees under whose shade we will never sit.” We all have the opportunity to plant trees here at ESU, for the future generations of students to enjoy and to use.

We should take advantage of those opportunities, not just because of what they can do for the future, but for what the experiences can do for us now.

 
Eco-Logic: Feb. 18, 2010
Written by Harrison George
Thursday, 18 February 2010 14:42
No Comments
Harrison George

Harrison George

I am not one to shamelessly plug a company, but I have to tell you about a Web site I’ve found that is helping me change my habits in small, simple ways.

Reusablebags.com is a site for purchasing common everyday items that are environmentally friendly. The key to these items is sustainability; the ability to use them again and again.

The problem with most of the objects we use on a daily basis is that they are one time use only. Paper towels, plastic silverware, to-go boxes, water bottles, etc. These objects take massive amounts of resources to create, and then experience a very short existence from there. Most of them wind up in landfills, or worse, in our rivers and oceans.  Worst of all, due to their composition, they will take thousands of years to properly decompose.

That’s where Web sites like reusablebags.com comes in. They offer a wide range of products that do the same as their plastic counterparts, but have the ability to be used many times over. They also are made of more responsible materials, so that when they are used up they will decompose much easier.

The first product I used from this site was the reusable sandwich bags, which I received as a gift from my family. I take my lunch every day, and typically use Ziploc bags to hold my PB and Js. But with the reusable bag, basically a piece of coated plastic, I can reuse it on a daily basis. I just place the sandwich in the center of the bag and wrap it up, like a Christmas present. The best part is the inside is slick, so cleaning off the excess jelly at the end of the day is no problem.

Another great product is reusable utensils. Spoons, forks and knives are items I always wish I have around when I don’t. I hate having to resort to plastic silverware, knowing I will use it for 10 minutes and it will end up in a landfill for hundreds of years. Wood utensils offer a better solution – they can be stored in pockets, purses or book bags and work just as well. Actually, they work better. They are sturdier and wider, so they are less likely to snap in half.

The widest range of products on resubablebags revolves around shopping bags and water bottles, easily two of the biggest ways to reduce waste quickly. The EPA says the world uses between 500 billion and 1 trillion plastic bags a year. It is also estimated that Americans throw away 2.5 million plastic bottles every hour.

You know how every time you go to the store you forget to bring your reusable bag and you’re forced to use plastic instead? Well, multiply that by the 6 billion people on Earth and it’s easy to see why that above number is all too real. The same goes for plastic bottles.

While this site and others like it offer great tools to help us reduce our impact on the planet, it has to be mixed with a mindset of conservation and awareness. We have to remember to do the little things like bring our own bags to the store, to use our Nalgene bottles instead of getting a plastic one, and to walk rather than drive whenever possible. It’s tempting to think these little things don’t matter on a global level, but once they start spreading, and more people do them, they make the difference we need.