Jalees Rehman
My research laboratory is currently studying the biology of regenerative stem and progenitor cells in the cardiovascular system. We have a number of active research projects in the lab, such as investigating the role of mitochondrial metabolism and reactive oxygen species (ROS) as regulators of stem cell differentiation, the regeneration and repair of the vasculature after inflammatory injury, the role of mitochondrial networks and mitochondrial turnover in stem cells as well as cancer cells. I am also interested in the philosophy of science, how cognitive sciences inform us about human behavior and societal issues as well as the role of scientists in society.
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A team of researchers headed by Dr. Andrew High at the University of Iowa recently investigated this question and published their findings in the article Misery rarely gets company: The influence of emotional bandwidth on supportive communication on Facebook. (1) The researchers created three distinct Facebook profiles of a fictitious person named Sara Thomas who had just experienced a break-up. The three profiles were identical in all respects except for how much information was conveyed about the recent (fictitious) break-up. In their article, High and colleagues use the expression “emotional bandwidth” to describe the extent of emotions conveyed in the Facebook profile.
A fully rational approach to task completion would involve creating a priority list of tasks based on a composite score of task importance and the remaining time until the deadline. The most important task with the most proximate deadline would have to be tackled first, and the lowest priority task with the furthest deadline last. This sounds great in theory, but it is quite difficult to implement. A substantial amount of research has been conducted (3) to understand how our moods, distractability, and impulsivity can undermine the best-laid plans for timely task initiation and completion. The recent research article The Categorization of Time and Its Impact on Task Initiation (4) by the researchers Yanping Tu (University of Chicago) and Dilip Soman (University of Toronto) investigates a rather different and novel angle in the psychology of procrastination: our perception of the future.
In grades 11 to 13, the educational focus shifts to a discussion of the broader moral and political context of anti-Semitism and Nazism. How could the Nazis enlist the active and passive help of millions of “upstanding” citizens to participate in this devastating genocide? Were all Germans who did not actively resist the Nazis morally culpable or at least morally responsible for the Nazi horrors? Did Germans born after the Second World War inherit some degree of moral responsibility for the crimes committed by the Nazis? How can German society ever redeem itself after being party to the atrocities of the Nazis? Anti-Semitism and Nazism were also important topics in our German literature and art classes because the Nazis persecuted and murdered German Jewish intellectuals and artists and because the shame and guilt experienced by Germans after 1945 featured so prominently in German art and literature.
One purpose of extensively educating Germany schoolchildren about this dark and shameful period of German history is the hope that if they are ever faced with the reemergence of prejudice directed against Jews or any other ethnic or religious group, they will have the courage to stand up for those who are being persecuted and make the right moral choices. As such, it is part of the broader Vergangenheitsbewältigung (wrestling with one’s past) in post-war German society that takes place not only in schools but in various public venues. The good news, according to research published in the Proceedings of the National Academy of Sciences by Nico Voigtländer and Hans-Joachim Voth (1), is that Germans who attended school after the Second World War have shown a steady decline in anti-Semitism. The bad news: Vergangenheitsbewältigung is a bigger challenge for Germans who attended school under the Nazis because a significant proportion of them continue to exhibit high levels of anti-Semitic attitudes more than half a century after the defeat of Nazi Germany.
This research also gives us hope as to how we can break the vicious cycle of ageism in which older citizens are marginalized because of cognitive decline, with that marginalization itself leading to further accelerate their decline. By providing opportunities to channel their creativity, we can improve their cognitive function and ensure that they remain engaged in the community. When we help older adults tap into their creative potential, we can engender a new culture of respect for the creativity and intellect of our elders.
“transported” (emotionally and cognitively involved) into the literary narrative. Another 2013 study published in the journal Science by Kidd and Castano (3) suggested that reading literary fiction texts increased the ability to understand and relate to the thoughts and emotions of other humans when compared to reading either non-fiction or popular fiction texts.
A team of researchers headed by Dr. Andrew High at the University of Iowa recently investigated this question and published their findings in the article Misery rarely gets company: The influence of emotional bandwidth on supportive communication on Facebook. (1) The researchers created three distinct Facebook profiles of a fictitious person named Sara Thomas who had just experienced a break-up. The three profiles were identical in all respects except for how much information was conveyed about the recent (fictitious) break-up. In their article, High and colleagues use the expression “emotional bandwidth” to describe the extent of emotions conveyed in the Facebook profile.
A fully rational approach to task completion would involve creating a priority list of tasks based on a composite score of task importance and the remaining time until the deadline. The most important task with the most proximate deadline would have to be tackled first, and the lowest priority task with the furthest deadline last. This sounds great in theory, but it is quite difficult to implement. A substantial amount of research has been conducted (3) to understand how our moods, distractability, and impulsivity can undermine the best-laid plans for timely task initiation and completion. The recent research article The Categorization of Time and Its Impact on Task Initiation (4) by the researchers Yanping Tu (University of Chicago) and Dilip Soman (University of Toronto) investigates a rather different and novel angle in the psychology of procrastination: our perception of the future.
In grades 11 to 13, the educational focus shifts to a discussion of the broader moral and political context of anti-Semitism and Nazism. How could the Nazis enlist the active and passive help of millions of “upstanding” citizens to participate in this devastating genocide? Were all Germans who did not actively resist the Nazis morally culpable or at least morally responsible for the Nazi horrors? Did Germans born after the Second World War inherit some degree of moral responsibility for the crimes committed by the Nazis? How can German society ever redeem itself after being party to the atrocities of the Nazis? Anti-Semitism and Nazism were also important topics in our German literature and art classes because the Nazis persecuted and murdered German Jewish intellectuals and artists and because the shame and guilt experienced by Germans after 1945 featured so prominently in German art and literature.
One purpose of extensively educating Germany schoolchildren about this dark and shameful period of German history is the hope that if they are ever faced with the reemergence of prejudice directed against Jews or any other ethnic or religious group, they will have the courage to stand up for those who are being persecuted and make the right moral choices. As such, it is part of the broader Vergangenheitsbewältigung (wrestling with one’s past) in post-war German society that takes place not only in schools but in various public venues. The good news, according to research published in the Proceedings of the National Academy of Sciences by Nico Voigtländer and Hans-Joachim Voth (1), is that Germans who attended school after the Second World War have shown a steady decline in anti-Semitism. The bad news: Vergangenheitsbewältigung is a bigger challenge for Germans who attended school under the Nazis because a significant proportion of them continue to exhibit high levels of anti-Semitic attitudes more than half a century after the defeat of Nazi Germany.
This research also gives us hope as to how we can break the vicious cycle of ageism in which older citizens are marginalized because of cognitive decline, with that marginalization itself leading to further accelerate their decline. By providing opportunities to channel their creativity, we can improve their cognitive function and ensure that they remain engaged in the community. When we help older adults tap into their creative potential, we can engender a new culture of respect for the creativity and intellect of our elders.
“transported” (emotionally and cognitively involved) into the literary narrative. Another 2013 study published in the journal Science by Kidd and Castano (3) suggested that reading literary fiction texts increased the ability to understand and relate to the thoughts and emotions of other humans when compared to reading either non-fiction or popular fiction texts.