On in sentence

177142 examples of On in a sentence

And whenever they made one of the two choices, chose one odor, in this case the blue one over the orange one, we switched on the lights.

Here's what happened in two instances: We're comparing two strains of flies, each of them having about 100 light-addressable cells in their brains, shown here in green on the left and on the right.

But the identities of the individual dopamine-producing neurons are clearly largely different on the left and on the right.

If you look first at the behavior of the fly on the right, you can see that whenever it reaches the midpoint of the chamber where the two odors meet, it marches straight through, as it did before.

But the behavior of the fly on the left is very different.

This means that the Critic must have spoken in that animal, and that the Critic must be contained among the dopamine-producing neurons on the left, but not among the dopamine producing neurons on the right.

Based on everything we know about the mushroom bodies, this makes perfect sense.

What the Actor does with this information depends on its policy, which is stored in the strengths of the connection, between the odor detectors and the motors that power the fly's evasive actions.

If the connection is weak, the motors will stay off and the fly will continue straight on its course.

If the connection is strong, the motors will turn on and the fly will initiate a turn.

Now consider a situation in which the motors stay off, the fly continues on its path and it suffers some painful consequence such as getting zapped.

We have created such a situation, artificially, by turning on the critic with a flash of light.

So the next time the fly finds itself facing the same odor again, the connection is strong enough to turn on the motors and to trigger an evasive maneuver.

I want to debut a new song that I've been working on in the last five or six months.

So, I've been working on this song that mentions these things and then also imagines a person who's been so successful at defending themselves from heartbreak that they're left to do the deed themselves, if that's possible.

It's the dependence on farm subsidies and under-performing schools and higher poverty rates in rural areas than in urban.

And in Match Me, you take the class, divide it into two teams, one team on each side of the playground, and the teacher will take a piece of chalk and just write a number on each of the tires.

So the goal is to have all of your teammates sitting on the tires and then your team wins.

So we took this kind of nebulous idea and have worked really closely with Dr. Zullinger for the past year on writing this as a one-year curriculum offered at the high school level to the junior class.

What I will focus on in my talk is why they matter, how they matter, and what we can all do to make sure that they continue to matter in the right ways, that is, how all of us can contribute to developing and honing the skills of local and global leaders to make peace and to make it last.

And in Iraq, finally, violence is on the rise again, and the country has yet to form a government four months after its last parliamentary elections.

But hang on, this talk is to be about the good news.

The highest level of deaths on the battlefield was recorded between 1998 and 2001, with about 80,000 soldiers, policemen and rebels killed every year.

But for many parts of Africa, a colleague of mine once put it this way, "The cease-fire on Tuesday night was reached just in time for the genocide to start on Wednesday morning."

If there's no solution on the battlefield, three factors can account for the prevention of ethnic conflict and civil war, or for sustainable peace afterwards: leadership, diplomacy and institutional design.

And significantly, there's also a clear focus on both the rights of individuals and the rights of communities.

In all three cases, local leaders were willing and able to make peace, the international community stood ready to help them negotiate and implement an agreement, and the institutions have lived up to the promise that they held on the day they were agreed.

Focusing on leadership, diplomacy and institutional design also helps explain failures to achieve peace, or to make it last.

Changes and shortcomings in leadership, more off than on international diplomacy and institutional failures account for this in almost equal measure.

Leaders need to connect to each other and to their followers, and they need to bring them along on what is an often arduous journey into a peaceful future.

Related words