The National Aeronautics and Space Administration is an independent agency of the United States Federal Government responsible for the civilian space program, as well as aeronautics and aerospace research. NASA was established in 1958; the new agency was to have a distinctly civilian orientation, encouraging peaceful applications in space science. Since its establishment, most US space exploration efforts have been led by NASA, including the Apollo Moon landing missions, the Skylab space station, the Space Shuttle. NASA is supporting the International Space Station and is overseeing the development of the Orion Multi-Purpose Crew Vehicle, the Space Launch System and Commercial Crew vehicles; the agency is responsible for the Launch Services Program which provides oversight of launch operations and countdown management for uncrewed NASA launches. NASA science is focused on better understanding Earth through the Earth Observing System. From 1946, the National Advisory Committee for Aeronautics had been experimenting with rocket planes such as the supersonic Bell X-1.

In the early 1950s, there was a challenge to launch an artificial satellite for the International Geophysical Year, resulting in the American Project Vanguard among others. After the Soviet launch of the world's first artificial satellite on October 4, 1957, the attention of the United States turned toward its own fledgling space efforts; the US Congress, alarmed by the perceived threat to national security and technological leadership, urged immediate and swift action. On January 12, 1958, NACA organized a "Special Committee on Space Technology", headed by Guyford Stever. On January 14, 1958, NACA Director Hugh Dryden published "A National Research Program for Space Technology" stating: It is of great urgency and importance to our country both from consideration of our prestige as a nation as well as military necessity that this challenge be met by an energetic program of research and development for the conquest of space... It is accordingly proposed that the scientific research be the responsibility of a national civilian agency...

NACA is capable, by rapid extension and expansion of its effort, of providing leadership in space technology. While this new federal agency would conduct all non-military space activity, the Advanced Research Projects Agency was created in February 1958 to develop space technology for military application. On July 29, 1958, Eisenhower signed the National Aeronautics and Space Act, establishing NASA; when it began operations on October 1, 1958, NASA absorbed the 43-year-old NACA intact. A NASA seal was approved by President Eisenhower in 1959. Elements of the Army Ballistic Missile Agency and the United States Naval Research Laboratory were incorporated into NASA. A significant contributor to NASA's entry into the Space Race with the Soviet Union was the technology from the German rocket program led by Wernher von Braun, now working for the Army Ballistic Missile Agency, which in turn incorporated the technology of American scientist Robert Goddard's earlier works. Earlier research efforts within the US Air Force and many of ARPA's early space programs were transferred to NASA.

In December 1958, NASA gained control of the Jet Propulsion Laboratory, a contractor facility operated by the California Institute of Technology. The agency's leader, NASA's administrator, is nominated by the President of the United States subject to approval of the US Senate, reports to him or her and serves as senior space science advisor. Though space exploration is ostensibly non-partisan, the appointee is associated with the President's political party, a new administrator is chosen when the Presidency changes parties; the only exceptions to this have been: Democrat Thomas O. Paine, acting administrator under Democrat Lyndon B. Johnson, stayed on while Republican Richard Nixon tried but failed to get one of his own choices to accept the job. Paine was confirmed by the Senate in March 1969 and served through September 1970. Republican James C. Fletcher, appointed by Nixon and confirmed in April 1971, stayed through May 1977 into the term of Democrat Jimmy Carter. Daniel Goldin was appointed by Republican George H. W. Bush and stayed through the entire administration of Democrat Bill Clinton.

Robert M. Lightfoot, Jr. associate administrator under Democrat Barack Obama, was kept on as acting administrator by Republican Donald Trump until Trump's own choice Jim Bridenstine, was confirmed in April 2018. The first administrator was Dr. T. Keith Glennan appointed by Republican President Dwight D. Eisenhower. During his term he brought together the disparate projects in American space development research; the second administrator, James E. Webb, appointed by President John F. Kennedy, was a Democrat who first publicly served under President Harry S. Truman. In order to implement the Apollo program to achieve Kennedy's Moon landing goal by the end of the 1960s, Webb directed major management restructuring and facility expansion, establishing the H

Greifswald Süd station

Greifswald Süd is a railway station in the town of Greifswald, Mecklenburg-Vorpommern, Germany. The station lies of the Angermünde–Stralsund railway and the train services are operated by Deutsche Bahn and Usedomer Bäderbahn; the station is served by the following service: Regional services RE 3 Stralsund - Greifswald - Pasewalk - Angermünde - Berlin - Ludwigsfelde - Jüterbog - Falkenberg - Elsterwerda Local services UBB 2 Stralsund - Greifswald - Züssow - Wolgast - Heringsdorf - Świnoujście

Developmental cognitive neuroscience

Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, environmental and biological influences on the developing mind and brain. Developmental cognitive neuroscience is at the boundaries of neuroscience, developmental science, cognitive science, includes socio-emotional development and developmental aspects of social neuroscience and affective neuroscience; the scientific interface between cognitive neuroscience and human development has evoked considerable interest in recent years, as technological advances make it possible to map in detail the changes in brain structure that take place during development. Developmental cognitive neuroscience overlaps somewhat with fields such as developmental psychology, developmental neuropsychology, developmental psychopathology, developmental neuroscience, but is distinct from each of them as well.

Developmental cognitive neuroscience is concerned with the brain bases of the phenomena that developmental psychologists study. Developmental neuropsychology and developmental psychopathology are both devoted to studying patients, whereas developmental cognitive neuroscience is concerned with studying both typical and atypical development. Developmental neuroscience is devoted to the study of developmental processes in the brain, during the prenatal period. Developmental cognitive neuroscience, on the other hand, is concerned with interrelations between psychological and biological development. Developmental cognitive neuroscientists study brain development and cognitive and emotional development from the prenatal period through adulthood. More developmental cognitive neuroscience is interested in the role of genes in development and cognition. Thus, developmental cognitive neuroscience may shed light on nature versus nurture debates as well as constructivism and neuroconstructivism theories.

Developmental cognitive neuroscience research provides data that alternately blends together, clarifies and causes revisions in developmental and neuroscientific theories. The origin of the discipline of developmental cognitive neuroscience can be traced back to conference held in Philadelphia in 1989 co-funded by NICHD & NIMH, organized by Adele Diamond, that started the process of developmental psychologists, cognitive scientists, neuroscientists talking with one another. To bridge the communication gaps, researchers were invited from different fields who were either using the same experimental paradigms to study the same behaviors or were investigating related scientific questions in complementary ways—though they were unaware of one another’s work, they used different words to talk about their work and had different ways of thinking about it, but the concrete, observable behaviors, the precise experimental conditions under which those behaviors occurred, served to make translation possible.

Participants were a small Who’s Who of leaders in developmental science, behavioral neuroscience, cognitive science. Several new cross-disciplinary collaborations resulted from it, it is a testament to the value of what came out of the meeting that Oxford University Press tried to acquire the rights to re-issue the book of the meeting’s proceedings 10 years later—The Development and Neural Basis of Higher Cognitive Functions. Developmental psychologists and neuroscientists used to know little of one another’s work. There was so little communication between those fields that for 50 years scientists in both fields were using the same behavioral assay but they did not know it. In the early 1980s, Diamond not only showed these two tasks showed the identical developmental progression and rely on the same region of prefrontal cortex but through a systematic series of studies in human infants, infant and adult monkeys with and without lesions to different brain regions; that work was pivotal in launching the field of developmental cognitive neuroscience because it established the first strong link between early cognitive development and the functions of a specific brain region.

That gave encouragement to others that rigorous experimental work addressing brain-behavior relations was possible in infants. It fundamentally altered the scientific understanding of prefrontal cortex early in development. Mark Johnson's 1997 text Developmental Cognitive Neuroscience was seminal in coining the field's name. Critical to being able to understand brain function in children have been neuroimaging techniques, first EEG & ERPs fMRI, more NIRS, MEG, & TMS that look at function and MRI, DTI, & MRS that look at structure and metabolism. Before functional neuroimaging techniques scientists were constrained to trying to understand function from dysfunction, it is difficult to understate how important technological advances have been to the em