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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. -
Electrophysiology-Appnote.Pdf
Application Note: Electrophysiology Electrophysiology Introduction Electrophysiology is a field of research that deals with the electrical properties of cells and biological tissues. In some cases, it is used to test for nervous or cardiac diseases and abnormalities. In many research applications probes are used to measure the electrical activity of individual cells, tissues, and whole specimens. Measuring the activity of cells at various membrane potentials can give valuable information about ion transport mechanisms and cellular communication. Varying ionic strength and membrane potential on cell populations can be used to study contractile movements of muscle cells, and diseases affecting the normal propagation of impulses. Using various stimulation techniques along with a selection of quality equipment and setup design can give rise to a wealth of applications in electrophysiology. Electrophysiology Principle Researchers and clinicians use electrophysiology when studying the electrical properties of neural and muscle tissue. In the clinical laboratory, electroencephalograms are routinely performed as a test for neural disorders like epilepsy, brain tumor, stroke, encephalitis, and others by measuring the electrical activity of the brain through external electrodes. In the research laboratory, electrophysiology methods are used to measure the ion-channel activity of cell membranes in various electrical environments. Here, an extremely thin micropipette is used to make intimate contact with the cell membrane to study membrane potential. Neurons and other cell types derive their electrical properties from their lipid bilayer and the ion concentrations inside and outside of the cell. The ion concentration differences create a membrane potential difference on either side of the membrane. The flow of ions across the membrane generates a current that can be measured using Ohm’s law, where the change in voltage (V) is related to the current (I) and membrane resistance (R). -
Ecological Developmental Biology and Disease States CHAPTER 5 Teratogenesis: Environmental Assaults on Development 167
Integrating Epigenetics, Medicine, and Evolution Scott F. Gilbert David Epel Swarthmore College Hopkins Marine Station, Stanford University Sinauer Associates, Inc. • Publishers Sunderland, Massachusetts U.S.A. © Sinauer Associates, Inc. This material cannot be copied, reproduced, manufactured or disseminated in any form without express written permission from the publisher. Brief Contents PART 1 Environmental Signals and Normal Development CHAPTER 1 The Environment as a Normal Agent in Producing Phenotypes 3 CHAPTER 2 How Agents in the Environment Effect Molecular Changes in Development 37 CHAPTER 3 Developmental Symbiosis: Co-Development as a Strategy for Life 79 CHAPTER 4 Embryonic Defenses: Survival in a Hostile World 119 PART 2 Ecological Developmental Biology and Disease States CHAPTER 5 Teratogenesis: Environmental Assaults on Development 167 CHAPTER 6 Endocrine Disruptors 197 CHAPTER 7 The Epigenetic Origin of Adult Diseases 245 PART 3 Toward a Developmental Evolutionary Synthesis CHAPTER 8 The Modern Synthesis: Natural Selection of Allelic Variation 289 CHAPTER 9 Evolution through Developmental Regulatory Genes 323 CHAPTER 10 Environment, Development, and Evolution: Toward a New Synthesis 369 CODA Philosophical Concerns Raised by Ecological Developmental Biology 403 APPENDIX A Lysenko, Kammerer, and the Truncated Tradition of Ecological Developmental Biology 421 APPENDIX B The Molecular Mechanisms of Epigenetic Change 433 APPENDIX C Writing Development Out of the Modern Synthesis 441 APPENDIX D Epigenetic Inheritance Systems: -
Brain Slice Preparation in Electrophysiology
Brain Slice Preparation In structural integrity, unlike cell cultures or tissue homogenates. Electrophysiology Some of the limitations of these preparations are: 1) lack of certain inputs and outputs normally existing in the Avital Schurr, Ph.D. intact brain; 2) certain portions of the sliced tissue, Department of Anesthesiology, especially the top and bottom surfaces of the slice, are University of Louisville School of Medicine, damaged by the slicing action itself; 3) the life span of a Louisville, Kentucky 40292 brain slice is limited and the tissue gets "older" at a much faster rate than the whole animal; 4) the effects of Avital Schurr is currently an Associate Professor in the decapitation ischemia on the viability of the slice are not Department of Anesthesiology at the University of well understood; 5) Since blood-borne factors may be Louisville. He received his Ph.D. in 1977 from Ben- missing from the artificial bathing medium of the brain Gurion University in Beer Sheva, Israel. From 1977 slice, they cannot benefit the preparation and thus the through 1981, he held two postdoctoral positions, one optimal composition of the bathing solution is not yet at the Baylor College of Medicine and the second at established. the University of Texas Medical School at Houston. Brain slice preparations are becoming PREPARATION OF SLICES increasingly popular among neurobiologists for the In general, rodents are the animals of choice for the study of the mammalian central nervous system preparation of brain slices. Of those, the rat and the guinea pig are the most used. After decapitation, the (CNS) in general and synaptic phenomena in brain is removed rapidly from the skull and rinsed with particular. -
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. -
Developmental Biology, Genetics, and Teratology (DBGT) Branch NICHD
The information in this document is no longer current. It is intended for reference only. Developmental Biology, Genetics, and Teratology (DBGT) Branch NICHD Report to the NACHHD Council September 2006 U.S. Department of Health and Human Services National Institutes of Health National Institute of Child Health and Human Development The information in this document is no longer current. It is intended for reference only. Cover Image: The figures illustrate several of the animal model organisms used in research supported by the DBGT Branch including: the fruit fly, Drosophila (top, left); the zebrafish, Danio (top, middle); the frog, Xenopus (top, right); the chick, Gallus (bottom, left); and the mouse, Mus (bottom, middle). The human baby (bottom, right) represents the translational research on human birth defects. Drawings by Lorette Javois, Ph.D., DBGT Branch The information in this document is no longer current. It is intended for reference only. TABLE OF CONTENTS EXECUTIVE SUMMARY .......................................................................................................... 1 BRANCH PROGRAM AREAS .......................................................................................................... 1 BRANCH FUNDING TRENDS.......................................................................................................... 2 HIGHLIGHTS OF RESEARCH SUPPORTED AND BRANCH ACTIVITIES.............................................. 3 FUTURE DIRECTIONS FOR THE DBGT BRANCH .......................................................................... -
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. -
Evolutionary Developmental Biology 573
EVOC20 29/08/2003 11:15 AM Page 572 Evolutionary 20 Developmental Biology volutionary developmental biology, now often known Eas “evo-devo,” is the study of the relation between evolution and development. The relation between evolution and development has been the subject of research for many years, and the chapter begins by looking at some classic ideas. However, the subject has been transformed in recent years as the genes that control development have begun to be identified. This chapter looks at how changes in these developmental genes, such as changes in their spatial or temporal expression in the embryo, are associated with changes in adult morphology. The origin of a set of genes controlling development may have opened up new and more flexible ways in which evolution could occur: life may have become more “evolvable.” EVOC20 29/08/2003 11:15 AM Page 573 CHAPTER 20 / Evolutionary Developmental Biology 573 20.1 Changes in development, and the genes controlling development, underlie morphological evolution Morphological structures, such as heads, legs, and tails, are produced in each individual organism by development. The organism begins life as a single cell. The organism grows by cell division, and the various cell types (bone cells, skin cells, and so on) are produced by differentiation within dividing cell lines. When one species evolves into Morphological evolution is driven another, with a changed morphological form, the developmental process must have by developmental evolution changed too. If the descendant species has longer legs, it is because the developmental process that produces legs has been accelerated, or extended over time. -
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. -
Electrophysiology Read-Out Tools for Brain-On-Chip Biotechnology
micromachines Review Electrophysiology Read-Out Tools for Brain-on-Chip Biotechnology Csaba Forro 1,2,†, Davide Caron 3,† , Gian Nicola Angotzi 4,†, Vincenzo Gallo 3, Luca Berdondini 4 , Francesca Santoro 1 , Gemma Palazzolo 3,* and Gabriella Panuccio 3,* 1 Tissue Electronics, Fondazione Istituto Italiano di Tecnologia, Largo Barsanti e Matteucci, 53-80125 Naples, Italy; [email protected] (C.F.); [email protected] (F.S.) 2 Department of Chemistry, Stanford University, Stanford, CA 94305, USA 3 Enhanced Regenerative Medicine, Fondazione Istituto Italiano di Tecnologia, Via Morego, 30-16163 Genova, Italy; [email protected] (D.C.); [email protected] (V.G.) 4 Microtechnology for Neuroelectronics, Fondazione Istituto Italiano di Tecnologia, Via Morego, 30-16163 Genova, Italy; [email protected] (G.N.A.); [email protected] (L.B.) * Correspondence: [email protected] (G.P.); [email protected] (G.P.); Tel.: +39-010-2896-884 (G.P.); +39-010-2896-493 (G.P.) † These authors contributed equally to this paper. Abstract: Brain-on-Chip (BoC) biotechnology is emerging as a promising tool for biomedical and pharmaceutical research applied to the neurosciences. At the convergence between lab-on-chip and cell biology, BoC couples in vitro three-dimensional brain-like systems to an engineered microfluidics platform designed to provide an in vivo-like extrinsic microenvironment with the aim of replicating tissue- or organ-level physiological functions. BoC therefore offers the advantage of an in vitro repro- duction of brain structures that is more faithful to the native correlate than what is obtained with conventional cell culture techniques.