Neuroscience Major and Minor Revised: 08/2019
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M.S. and Ph.D. Sequences in Neuroscience and Physiology
Neuroscience and Physiology are distinct but overlapping disciplines. • M.S. and Ph.D. students take three core Whereas Neuroscience investigates courses in neuroscience, physiology and neural substrates of behavior, Physiology biostatistics, and elective courses in more studies multiple functions. However, specific areas of these fields, as well as in M.S. and Ph.D. both seek to understand at an integrated related fields, such as cellular and level across molecules, cells, tissues, molecular biology, behavior, chemistry Sequences in whole organism, and environment. and psychology The workings of our brain and body • The curriculum provides a canonical Neuroscience and define us. When problems occur, results conceptual foundation for students can be devastating. According to the pursuing master’s and doctoral research in Physiology National Institutes of Health, neurological neuroscience and physiology and heart disease are two of the largest world health concerns and more than 50 • Our sequences provide a “cohort” million people in this country endure experience for new students, by offering a School of Biological some problem with the nervous system. cohesive curriculum for those students interested in pursuing graduate study in Sciences Our graduate sequences in Neuroscience neuroscience and physiology. and Physiology provide an exciting and Illinois State University challenging academic environment by combining research excellence with a strong commitment to education. We offer a comprehensive curriculum to graduate students interested in Neuroscience and Physiology. Both M.S. For more information, contact Dr. Paul A. and Ph.D. programs are also tightly Garris ([email protected]) or visit integrated into laboratory research. bio.illinoisstate.edu/graduate and goo.gl/9YTs4X Byron Heidenreich, Ph.D. -
The Creation of Neuroscience
The Creation of Neuroscience The Society for Neuroscience and the Quest for Disciplinary Unity 1969-1995 Introduction rom the molecular biology of a single neuron to the breathtakingly complex circuitry of the entire human nervous system, our understanding of the brain and how it works has undergone radical F changes over the past century. These advances have brought us tantalizingly closer to genu- inely mechanistic and scientifically rigorous explanations of how the brain’s roughly 100 billion neurons, interacting through trillions of synaptic connections, function both as single units and as larger ensem- bles. The professional field of neuroscience, in keeping pace with these important scientific develop- ments, has dramatically reshaped the organization of biological sciences across the globe over the last 50 years. Much like physics during its dominant era in the 1950s and 1960s, neuroscience has become the leading scientific discipline with regard to funding, numbers of scientists, and numbers of trainees. Furthermore, neuroscience as fact, explanation, and myth has just as dramatically redrawn our cultural landscape and redefined how Western popular culture understands who we are as individuals. In the 1950s, especially in the United States, Freud and his successors stood at the center of all cultural expla- nations for psychological suffering. In the new millennium, we perceive such suffering as erupting no longer from a repressed unconscious but, instead, from a pathophysiology rooted in and caused by brain abnormalities and dysfunctions. Indeed, the normal as well as the pathological have become thoroughly neurobiological in the last several decades. In the process, entirely new vistas have opened up in fields ranging from neuroeconomics and neurophilosophy to consumer products, as exemplified by an entire line of soft drinks advertised as offering “neuro” benefits. -
Cognitive Neuroscience 1
Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience. -
Biography (Modified, After Festetics 1983)
Konrad Lorenz’s Biography (modified, after Festetics 1983) 1903: Konrad Zacharias Lorenz (KL) was born in Altenberg /Austria on Nov. 7 as the last of three children of Emma Lorenz and Dr. Adolf Lorenz, professor for orthopedics at the Medical branch of the University of Vienna. In the same year the representative and spacious Altenberg family home was finished. 1907: KL starts keeping animals, such as spotted newts in aquaria, raises some ducklings and is not pleased by his first experiences with a dachshound. Niko Tinbergen, his lifelong colleague and friend, is born on April 15 in Den Haag, The Netherlands. 1909: KL enters elementary school and engages in systematic studies in crustaceans. 1910: Oskar Heinroth, biologist and founder of "Vergleichende Verhaltensforschung" (comparative ethology) from Berlin and fatherlike scientific mentor of the young KL publishes his classical paper on the ethology of ducks. 1915: KL enters highschool (Schottengymnasium Wien), keeps and breeds songbirds. 1918: Wallace Craig publishes the comparative ethology of Columbidae (pigeons), a classics of late US biologist Charles O. Whitman, who was like O. Heinroth, a founding father of comparative ethology. 1921: KL excels in his final exams. Together with friend Bernhard Hellmann, he observes and experiments with aggression in a cichlid (Herichthys cyanoguttatum). This was the base for KL's psychohydraulic model of motivation. 1922: Father Adolf sends KL to New York to take 2 semesters of medicine courses at the ColumbiaUniversity, but mainly to interrupt the relationship of KL with longterm girlfriend Gretl Gebhart, his later wife. This paternal attempt to influence the mate choice of KL failed. -
Neuroscience
NEUROSCIENCE SCIENCE OF THE BRAIN AN INTRODUCTION FOR YOUNG STUDENTS British Neuroscience Association European Dana Alliance for the Brain Neuroscience: the Science of the Brain 1 The Nervous System P2 2 Neurons and the Action Potential P4 3 Chemical Messengers P7 4 Drugs and the Brain P9 5 Touch and Pain P11 6 Vision P14 Inside our heads, weighing about 1.5 kg, is an astonishing living organ consisting of 7 Movement P19 billions of tiny cells. It enables us to sense the world around us, to think and to talk. The human brain is the most complex organ of the body, and arguably the most 8 The Developing P22 complex thing on earth. This booklet is an introduction for young students. Nervous System In this booklet, we describe what we know about how the brain works and how much 9 Dyslexia P25 there still is to learn. Its study involves scientists and medical doctors from many disciplines, ranging from molecular biology through to experimental psychology, as well as the disciplines of anatomy, physiology and pharmacology. Their shared 10 Plasticity P27 interest has led to a new discipline called neuroscience - the science of the brain. 11 Learning and Memory P30 The brain described in our booklet can do a lot but not everything. It has nerve cells - its building blocks - and these are connected together in networks. These 12 Stress P35 networks are in a constant state of electrical and chemical activity. The brain we describe can see and feel. It can sense pain and its chemical tricks help control the uncomfortable effects of pain. -
Neuromechanics: from Neurons to Brain
CHAPTER TWO Neuromechanics: From Neurons to Brain Alain Goriely*, Silvia Budday†, Ellen Kuhl{,1 *Mathematical Institute, University of Oxford, Oxford, United Kingdom †Department of Mechanical Engineering, University of Erlangen-Nuremberg, Erlangen, Germany { Departments of Mechanical Engineering and Bioengineering, Stanford University, Stanford, United States 1Corresponding author: e-mail address: [email protected] Contents 1. Motivation 80 2. Neuroelasticity 82 2.1 Elasticity of Single Neurons 82 2.2 Elasticity of Gray and White Matter Tissue 90 2.3 Elasticity of the Brain 93 3. Neurodevelopment 96 3.1 Growth of Single Neurons 96 3.2 Growth of Gray and White Matter Tissue 103 3.3 Growth of the Brain 106 4. Neurodamage 116 4.1 Neurodamage of Single Neurons 116 4.2 Neurodamage of Gray and White Matter Tissue 119 4.3 Neurodamage of the Brain 126 5. Open Questions and Challenges 128 Acknowledgments 131 Glossary 132 References 133 Abstract Arguably, the brain is the most complex organ in the human body, and, at the same time, the least well understood. Today, more than ever before, the human brain has become a subject of narcissistic study and fascination. The fields of neuroscience, neu- rology, neurosurgery, and neuroradiology have seen tremendous progress over the past two decades; yet, the field of neuromechanics remains underappreciated and poorly understood. Here, we show that mechanical stretch, strain, stress, and force play a critical role in modulating the structure and function of the brain. We discuss the role of neuromechanics across the scales, from individual neurons via neuronal tissue to the whole brain. We review current research highlights and discuss challenges and potential future directions. -
19-098OT Aide-De-Camp V2.Pdf
ARMY AGR/OTOT VACANCY ANNOUNCEMENT ARIZONA ARMY NATIONAL GUARD ACTIVE GUARD AND RESERVE HUMAN RESOURCE OFFICE 5636 East McDowell Road, Phoenix, AZ 85008-3495 PHONE (602) 629-4800; DSN 853-4800 WEBSITE: www.dema.az.gov ANNOUNCEMENT NUMBER: 19-098OT DATE 27 August 2019 CLOSING DATE 11 September 2019 POSITION TITLE, PARA LINE, MAXIMUM AUTHORIZED MILITARY GRADE AND MOS: AIDE-DE-CAMP (ADC), 200/08, O3 APPOINTMENT FACTORS: OFFICER (X) WARRANT OFFICER ( ) ENLISTED ( ) LOCATION OF POSITION: ARNG ELMT JFHQ-AZ (W8AWAA) 5636 E. MCDOWELL RD, PHOENIX, AZ 85008 AREA OF CONSIDERATION: 1. This position is in the Active Guard and Reserve (AGR) Force and is open to current AGR members of the Arizona National Guard in the pay grades of 2LT/O1 to CPT/O3. In order to be considered for this position, applicants must meet minimum qualifications as outlined within this announcement. 2. This position is also open to current M-Day Officers (to include DS T32 Technicians) in the Arizona Army National Guard in the grades of 2LT/O1 to CPT/O3. If an M-Day Officer applies and is selected, that officer will receive a T32 ONE-TIME OCCASIONAL TOUR (OTOT) in the AGR force within the AZARNG. In order to be considered for this position, applicants must meet minimum qualifications as outlined within this announcement. NOTE: Selection for this position requires declaration of Arizona state residency at the time of in-processing, and maintaining that residency while on AGR status under Title 32, USC.198012 NOTE: Max grade for this position will not exceed CPT/O3 for the duration of the assignment. -
Human Anatomy and Physiology
LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students. -
James Watson and Francis Crick
James Watson and Francis Crick https://www.ducksters.com/biography/scientists/watson_and_crick.php biographyjameswatsonandfranciscrick.mp3 Occupation: Molecular biologists Born: Crick: June 8, 1916 Watson: April 6, 1928 Died: Crick: July 28, 2004 Watson: Still alive Best known for: Discovering the structure of DNA Biography: James Watson James Watson was born on April 6, 1928 in Chicago, Illinois. He was a very intelligent child. He graduated high school early and attended the University of Chicago at the age of fifteen. James loved birds and initially studied ornithology (the study of birds) at college. He later changed his specialty to genetics. In 1950, at the age of 22, Watson received his PhD in zoology from the University of Indiana. James Watson and Francis Crick https://www.ducksters.com/biography/scientists/watson_and_crick.php James D. Watson. Source: National Institutes of Health In 1951, Watson went to Cambridge, England to work in the Cavendish Laboratory in order to study the structure of DNA. There he met another scientist named Francis Crick. Watson and Crick found they had the same interests. They began working together. In 1953 they published the structure of the DNA molecule. This discovery became one of the most important scientific discoveries of the 20th century. Watson (along with Francis Crick, Rosalind Franklin, and Maurice Wilkins) was awarded the Nobel Prize in Physiology or Medicine in 1962 for the discovery of the DNA structure. He continued his research into genetics writing several textbooks as well as the bestselling book The Double Helix which chronicled the famous discovery. Watson later served as director of the Cold Spring Harbor Lab in New York where he led groundbreaking research into cancer. -
Sdr3-17 Physiology and Organismal Biology Flyer
Concentration in Physiology and Organismal Biology Physiology and organismal biology are broad, integrative, and overlapping disciplines that generally focus on the study of life above the cellular level. Physiology integrates molecular, cellular, systems, and whole-body functions of organisms. Related courses in the department mainly emphasize the study of vertebrates and provide a foundation for the understanding of the mechanical, physical, and biochemical basis of human physiology. Organismal biology focuses on the mechanisms that contribute to the form, function, and behavior of whole organisms. Courses in this area approach these subjects in an ecological and evolutionary context. The concentration offers opportunities to gain hands-on experience through upper-level electives that include a laboratory section (e.g., Human Anatomy, Human Physiology) or advanced experience courses (e.g., Topics in Biomechanics, Cancer as a Metabolic Disease). Additionally, research, mentoring, or teaching opportunities may be arranged with core faculty. This concentration prepares students for a wide variety of career paths, including the perusal of advanced degrees in human and veterinary medicine and graduate research in ecology, evolutionary biology, and applied natural sciences. Graduates with this concentration may also pursue employment in an array of fields including animal science, biology education, biotechnology, wildlife and fisheries biology, exercise physiology, pharmaceutical/biotechnology research, natural resource management, or conservation. GENERAL BIOLOGY COURSE REQUIREMENTS FOR THE BIOLOGY BS DEGREE 1. BIOL 2000 Molecules and Cells 2. BIOL 2010 Ecology and Evolution 3. BIOL 2040 Investigations in Molecular Cell Biology 4. Category A: Genetics and Genomics. Choose one course from the following • BIOL 3050 Genetics • BIOL 3150 Introduction to Genomics • BIOL 3060 Introduction to Genetics (summer only) 5. -
US Military Ranks and Units
US Military Ranks and Units Modern US Military Ranks The table shows current ranks in the US military service branches, but they can serve as a fair guide throughout the twentieth century. Ranks in foreign military services may vary significantly, even when the same names are used. Many European countries use the rank Field Marshal, for example, which is not used in the United States. Pay Army Air Force Marines Navy and Coast Guard Scale Commissioned Officers General of the ** General of the Air Force Fleet Admiral Army Chief of Naval Operations Army Chief of Commandant of the Air Force Chief of Staff Staff Marine Corps O-10 Commandant of the Coast General Guard General General Admiral O-9 Lieutenant General Lieutenant General Lieutenant General Vice Admiral Rear Admiral O-8 Major General Major General Major General (Upper Half) Rear Admiral O-7 Brigadier General Brigadier General Brigadier General (Commodore) O-6 Colonel Colonel Colonel Captain O-5 Lieutenant Colonel Lieutenant Colonel Lieutenant Colonel Commander O-4 Major Major Major Lieutenant Commander O-3 Captain Captain Captain Lieutenant O-2 1st Lieutenant 1st Lieutenant 1st Lieutenant Lieutenant, Junior Grade O-1 2nd Lieutenant 2nd Lieutenant 2nd Lieutenant Ensign Warrant Officers Master Warrant W-5 Chief Warrant Officer 5 Master Warrant Officer Officer 5 W-4 Warrant Officer 4 Chief Warrant Officer 4 Warrant Officer 4 W-3 Warrant Officer 3 Chief Warrant Officer 3 Warrant Officer 3 W-2 Warrant Officer 2 Chief Warrant Officer 2 Warrant Officer 2 W-1 Warrant Officer 1 Warrant Officer Warrant Officer 1 Blank indicates there is no rank at that pay grade. -
Konrad Lorenz, NL Nobel Laureate in Physiology Or Medicine-1973
Glossary on Kalinga Prize Laureates UNESCO – Kalinga Prize Winner – 1974 Konrad Lorenz, NL Nobel Laureate in Physiology or Medicine-1973 Great Zoologist and Ethologist [Birth : 7th November 1903 in Vienna, Austria Death : 27th February 1989, Vienna] Truth in Science can be defined as the working hypothesis best suited to open the way to the next better one. …Konrad Lonenz It is a good morning exercise for a research scientist to discard a Pet hypothesis every day before breakfast. It keeps him young. …Konrad Lonenz 1 Glossary on Kalinga Prize Laureates Konrad Lorenz Biography Ethology – Imprinting Konrad Lorenz (Konard Zacharisa Lorenz) was born on November 7, 1903 in Vienna, Austria. As a little boy, he loved animals and had a collection that include fish, dogs, monkeys, insects, ducks, and geese. His interest in animal behaviour was intense.When he was 10 years old, Lorenz became aware of the existence of the Theory of Evolution through reading a book by Wilhelm Bölsche in which he was fascinated by a picture of an Archaeopteryx. Evolution gave him insight-his father had explained that the word “insect” was derived from the notches, the “incisions” between the segments-if reptiles could become birds, annelid worms could develop into insects. As he grew towards adulthood he wanted to become a paleontologist, however he reluctantly followed his father’s wishes, and studied medicine at the University of Vienna and at Columbia University. He later regarded this compliance to have been in his own best interests as one of his teachers of anatomy, Ferdinand Hochstetter, proved to be a brilliant comparative anatomist and embryologist and a dedicated teacher of the comparative method.