6 Reasons Why Smart People Cant Find Happiness

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Sixty Years of Exploration, Innovation, and Discovery!

Exactly sixty years ago today, we opened our doors for the first time. And since then, we have opened up a universe of discovery and innovation. 

There are so many achievements to celebrate from the past six decades, there’s no way we can go through all of them. If you want to dive deeper into our history of exploration, check out NASA: 60 Years and Counting. 

In the meantime, take a moonwalk down memory lane with us while we remember a few of our most important accomplishments from the past sixty years!

In 1958, President Eisenhower signed the National Aeronautics and Space Act, which effectively created our agency. We officially opened for business on October 1. 

To learn more about the start of our space program, watch our video: How It All Began. 

Alongside the U.S. Air Force, we implemented the X-15 hypersonic aircraft during the 1950s and 1960s to improve aircraft and spacecraft. 

The X-15 is capable of speeds exceeding Mach 6 (4,500 mph) at altitudes of 67 miles, reaching the very edge of space. 

Dubbed the “finest and most productive research aircraft ever seen,” the X-15 was officially retired on October 24, 1968. The information collected by the X-15 contributed to the development of the Mercury, Gemini, Apollo, and Space Shuttle programs. 

To learn more about how we have revolutionized aeronautics, watch our Leading Edge of Flight video. 

On July 20, 1969, Neil Armstrong and Buzz Aldrin became the first humans to walk on the moon. The crew of Apollo 11 had the distinction of completing the first return of soil and rock samples from beyond Earth. 

Astronaut Gene Cernan, during Apollo 17, was the last person to have walked on the surface of the moon. (For now!)

The Lunar Roving Vehicle was a battery-powered rover that the astronauts used during the last three Apollo missions. 

To learn more about other types of technology that we have either invented or improved, watch our video: Trailblazing Technology.

Our long-term Earth-observing satellite program began on July 23, 1972 with the launch of Landsat 1, the first in a long series (Landsat 9 is expected to launch in 2020!) We work directly with the U.S. Geological Survey to use Landsat to monitor and manage resources such as food, water, and forests. 

Landsat data is one of many tools that help us observe in immense detail how our planet is changing. From algae blooms to melting glaciers to hurricane flooding, Landsat is there to help us understand our own planet better. 

Off the Earth, for the Earth.

To learn more about how we contribute to the Earth sciences, watch our video: Home, Sweet Home. 

Space Transportation System-1, or STS-1, was the first orbital spaceflight of our Space Shuttle program. 

The first orbiter, Columbia, launched on April 12, 1981. Over the next thirty years, Challenger, Discovery, Atlantis, and Endeavour would be added to the space shuttle fleet. 

Together, they flew 135 missions and carried 355 people into space using the first reusable spacecraft.

On January 16, 1978, we selected a class of 35 new astronauts–including the first women and African-American astronauts. 

And on June 18, 1983, Sally Ride became the first American woman to enter space on board Challenger for STS-7. 

To learn more about our astronauts, then and now, watch our Humans in Space video.

Everybody loves Hubble! The Hubble Space Telescope was launched into orbit on April 24, 1990, and has been blowing our minds ever since. 

Hubble has not only captured stunning views of our distant stars and galaxies, but has also been there for once-in-a-lifetime cosmic events. For example, on January 6, 2010, Hubble captured what appeared to be a head-on collision between two asteroids–something no one has ever seen before.

In this image, Hubble captures the Carina Nebula illuminating a three-light-year tall pillar of gas and dust. 

To learn more about how we have contributed to our understanding of the solar system and beyond, watch our video: What’s Out There?

Cooperation to build the International Space Station began in 1993 between the United States, Russia, Japan, and Canada. 

The dream was fully realized on November 2, 2000, when Expedition 1 crew members boarded the station, signifying humanity’s permanent presence in space!

Although the orbiting lab was only a couple of modules then, it has grown tremendously since then! 

To learn more about what’s happening on the orbiting outpost today, visit the Space Station page.

We have satellites in the sky, humans in orbit, and rovers on Mars. Very soon, we will be returning humankind to the Moon, and using it as a platform to travel to Mars and beyond.

And most importantly, we bring the universe to you. 

What are your favorite NASA moments? We were only able to share a few of ours here, but if you want to learn about more important NASA milestones, check out 60 Moments in NASA History or our video, 60 Years in 60 Seconds. 

Make sure to follow us on Tumblr for your regular dose of space: http://nasa.tumblr.com.

Congrats Ally! #NAUgrad (at Northern Arizona University) https://www.instagram.com/p/BrYNuPolFZh/?utm_source=ig_tumblr_share&igshid=v8rk3imseks5

Brain waves reflect different types of learning

Figuring out how to pedal a bike and memorizing the rules of chess require two different types of learning, and now for the first time, researchers have been able to distinguish each type of learning by the brain-wave patterns it produces.

These distinct neural signatures could guide scientists as they study the underlying neurobiology of how we both learn motor skills and work through complex cognitive tasks, says Earl K. Miller, the Picower Professor of Neuroscience at the Picower Institute for Learning and Memory and the Department of Brain and Cognitive Sciences, and senior author of a paper describing the findings in the Oct. 11 edition of Neuron.

When neurons fire, they produce electrical signals that combine to form brain waves that oscillate at different frequencies. “Our ultimate goal is to help people with learning and memory deficits,” notes Miller. “We might find a way to stimulate the human brain or optimize training techniques to mitigate those deficits.”

The neural signatures could help identify changes in learning strategies that occur in diseases such as Alzheimer’s, with an eye to diagnosing these diseases earlier or enhancing certain types of learning to help patients cope with the disorder, says Roman F. Loonis, a graduate student in the Miller Lab and first author of the paper. Picower Institute research scientist Scott L. Brincat and former MIT postdoc Evan G. Antzoulatos, now at the University of California at Davis, are co-authors.

Explicit versus implicit learning

Scientists used to think all learning was the same, Miller explains, until they learned about patients such as the famous Henry Molaison or “H.M.,” who developed severe amnesia in 1953 after having part of his brain removed in an operation to control his epileptic seizures. Molaison couldn’t remember eating breakfast a few minutes after the meal, but he was able to learn and retain motor skills that he learned, such as tracing objects like a five-pointed star in a mirror.

“H.M. and other amnesiacs got better at these skills over time, even though they had no memory of doing these things before,” Miller says.

The divide revealed that the brain engages in two types of learning and memory — explicit and implicit.

Explicit learning “is learning that you have conscious awareness of, when you think about what you’re learning and you can articulate what you’ve learned, like memorizing a long passage in a book or learning the steps of a complex game like chess,” Miller explains.

“Implicit learning is the opposite. You might call it motor skill learning or muscle memory, the kind of learning that you don’t have conscious access to, like learning to ride a bike or to juggle,” he adds. “By doing it you get better and better at it, but you can’t really articulate what you’re learning.”

Many tasks, like learning to play a new piece of music, require both kinds of learning, he notes.

Brain waves from earlier studies

When the MIT researchers studied the behavior of animals learning different tasks, they found signs that different tasks might require either explicit or implicit learning. In tasks that required comparing and matching two things, for instance, the animals appeared to use both correct and incorrect answers to improve their next matches, indicating an explicit form of learning. But in a task where the animals learned to move their gaze one direction or another in response to different visual patterns, they only improved their performance in response to correct answers, suggesting implicit learning.

What’s more, the researchers found, these different types of behavior are accompanied by different patterns of brain waves.

During explicit learning tasks, there was an increase in alpha2-beta brain waves (oscillating at 10-30 hertz) following a correct choice, and an increase delta-theta waves (3-7 hertz) after an incorrect choice. The alpha2-beta waves increased with learning during explicit tasks, then decreased as learning progressed. The researchers also saw signs of a neural spike in activity that occurs in response to behavioral errors, called event-related negativity, only in the tasks that were thought to require explicit learning.

The increase in alpha-2-beta brain waves during explicit learning “could reflect the building of a model of the task,” Miller explains. “And then after the animal learns the task, the alpha-beta rhythms then drop off, because the model is already built.”

By contrast, delta-theta rhythms only increased with correct answers during an implicit learning task, and they decreased during learning. Miller says this pattern could reflect neural “rewiring” that encodes the motor skill during learning.

“This showed us that there are different mechanisms at play during explicit versus implicit learning,” he notes.

Future Boost to Learning

Loonis says the brain wave signatures might be especially useful in shaping how we teach or train a person as they learn a specific task. “If we can detect the kind of learning that’s going on, then we may be able to enhance or provide better feedback for that individual,” he says. “For instance, if they are using implicit learning more, that means they’re more likely relying on positive feedback, and we could modify their learning to take advantage of that.”

The neural signatures could also help detect disorders such as Alzheimer’s disease at an earlier stage, Loonis says. “In Alzheimer’s, a kind of explicit fact learning disappears with dementia, and there can be a reversion to a different kind of implicit learning,” he explains. “Because the one learning system is down, you have to rely on another one.”

Earlier studies have shown that certain parts of the brain such as the hippocampus are more closely related to explicit learning, while areas such as the basal ganglia are more involved in implicit learning. But Miller says that the brain wave study indicates “a lot of overlap in these two systems. They share a lot of the same neural networks.”

15+ Things We Wish People Understood About Anxiety

It is utterly exhausting living in a near constant state of fight or flight for so long.

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