Spinal cord fibers dedicated to carrying A-delta fiber pain signals, and others that carry both A-delta and C fiber pain signals up the spinal cord to the thalamus in the brain have been identified. Other spinal cord fibers, known as wide dynamic range neurons, respond to A-delta and C fibers, but also to the large A-beta fibers that carry touch, pressure and vibration signals. Pain-related activity in the thalamus spreads to the insular cortex (thought to embody, among other things, the feeling that distinguishes pain from other homeostatic emotions such as itch and nausea) and anterior cingulate cortex (thought to embody, among other things, the motivational element of pain); and pain that is distinctly located also activates the primary and secondary somatosensory cortices. Melzack and Casey's 1968 picture of the dimensions of pain is as influential today as ever, firmly framing theory and guiding research in the functional neuroanatomy and psychology of pain.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Pain signals travel first to what region of the brain?
Ah, so.. thalamus

The secondary and high school education system in Swaziland is a five-year programme divided into three years junior secondary and two years senior secondary. There is an external public examination (Junior Certificate) at the end of the junior secondary that learners have to pass to progress to the senior secondary level. The Examination Council of Swaziland (ECOS) administers this examination. At the end of the senior secondary level, learners sit for a public examination, the Swaziland General Certificate of Secondary Education (SGCSE) and International General Certificate of Secondary Education (IGCSE) which is accredited by the Cambridge International Examination (CIE). A few schools offer the Advanced Studies (AS) programme in their curriculum.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What is the ECOS within the Swazi education system?
Ah, so.. Examination Council of Swaziland

The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Adolescent cultural differences are especially visible in which type of autonomy?
Ah, so..
Behavioral