Neuroscience Training Program (NTP) 1
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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. -
Are Systems Neuroscience Explanations Mechanistic?
Are Systems Neuroscience Explanations Mechanistic? Carlos Zednik [email protected] Institute of Cognitive Science, University of Osnabrück 49069 Osnabrück, Germany Paper to be presented at: Philosophy of Science Association 24th Biennial Meeting (Chicago, IL), November 2014 Abstract Whereas most branches of neuroscience are thought to provide mechanistic explanations, systems neuroscience is not. Two reasons are traditionally cited in support of this conclusion. First, systems neuroscientists rarely, if ever, rely on the dual strategies of decomposition and localization. Second, they typically emphasize organizational properties over the properties of individual components. In this paper, I argue that neither reason is conclusive: researchers might rely on alternative strategies for mechanism discovery, and focusing on organization is often appropriate and consistent with the norms of mechanistic explanation. Thus, many explanations in systems neuroscience can also be viewed as mechanistic explanations. 1 1. Introduction There is a widespread consensus in philosophy of science that neuroscientists provide mechanistic explanations. That is, they seek the discovery and description of the mechanisms responsible for the behavioral and neurological phenomena being explained. This consensus is supported by a growing philosophical literature on past and present examples from various branches of neuroscience, including molecular (Craver 2007; Machamer, Darden, and Craver 2000), cognitive (Bechtel 2008; Kaplan and Craver 2011), and computational -
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. -
Systems Neuroscience of Mathematical Cognition and Learning
CHAPTER 15 Systems Neuroscience of Mathematical Cognition and Learning: Basic Organization and Neural Sources of Heterogeneity in Typical and Atypical Development Teresa Iuculano, Aarthi Padmanabhan, Vinod Menon Stanford University, Stanford, CA, United States OUTLINE Introduction 288 Ventral and Dorsal Visual Streams: Neural Building Blocks of Mathematical Cognition 292 Basic Organization 292 Heterogeneity in Typical and Atypical Development 295 Parietal-Frontal Systems: Short-Term and Working Memory 296 Basic Organization 296 Heterogeneity in Typical and Atypical Development 299 Lateral Frontotemporal Cortices: Language-Mediated Systems 302 Basic Organization 302 Heterogeneity in Typical and Atypical Development 302 Heterogeneity of Function in Numerical Cognition 287 https://doi.org/10.1016/B978-0-12-811529-9.00015-7 © 2018 Elsevier Inc. All rights reserved. 288 15. SYSTEMS NEUROSCIENCE OF MATHEMATICAL COGNITION AND LEARNING The Medial Temporal Lobe: Declarative Memory 306 Basic Organization 306 Heterogeneity in Typical and Atypical Development 306 The Circuit View: Attention and Control Processes and Dynamic Circuits Orchestrating Mathematical Learning 310 Basic Organization 310 Heterogeneity in Typical and Atypical Development 312 Plasticity in Multiple Brain Systems: Relation to Learning 314 Basic Organization 314 Heterogeneity in Typical and Atypical Development 315 Conclusions and Future Directions 320 References 324 INTRODUCTION Mathematical skill acquisition is hierarchical in nature, and each iteration of increased proficiency builds on knowledge of a lower-level primitive. For example, learning to solve arithmetical operations such as “3 + 4” requires first an understanding of what numbers mean and rep- resent (e.g., the symbol “3” refers to the quantity of three items, which derives from the ability to attend to discrete items in the environment). -
A Meta-Analysis of Functional MRI Results
RESEARCH Cooperating yet distinct brain networks engaged during naturalistic paradigms: A meta-analysis of functional MRI results 1 1 1 2 Katherine L. Bottenhorn , Jessica S. Flannery , Emily R. Boeving , Michael C. Riedel , 3,4 1 2 Simon B. Eickhoff , Matthew T. Sutherland , and Angela R. Laird 1Department of Psychology, Florida International University, Miami, FL, USA 2Department of Physics, Florida International University, Miami, FL, USA 3Institute of Systems Neuroscience, Medical Faculty, Heinrich Heine University Düsseldorf, Düsseldorf, Germany Downloaded from http://direct.mit.edu/netn/article-pdf/3/1/27/1092290/netn_a_00050.pdf by guest on 01 October 2021 4Institute of Neuroscience and Medicine, Brain & Behaviour (INM-7), Research Centre Jülich, Jülich, Germany an open access journal Keywords: Neuroimaging meta-analysis, Naturalistic paradigms, Clustering analysis, Neuro- informatics ABSTRACT Cognitive processes do not occur by pure insertion and instead depend on the full complement of co-occurring mental processes, including perceptual and motor functions. As such, there is limited ecological validity to human neuroimaging experiments that use Citation: Bottenhorn, K. L., Flannery, highly controlled tasks to isolate mental processes of interest. However, a growing literature J. S., Boeving, E. R., Riedel, M. C., Eickhoff, S. B., Sutherland, M. T., & shows how dynamic, interactive tasks have allowed researchers to study cognition as it more Laird, A. R. (2019). Cooperating yet naturally occurs. Collective analysis across such neuroimaging experiments may answer distinct brain networks engaged during naturalistic paradigms: broader questions regarding how naturalistic cognition is biologically distributed throughout A meta-analysis of functional MRI k results. Network Neuroscience, the brain. We applied an unbiased, data-driven, meta-analytic approach that uses -means 3(1), 27–48. -
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. -
Systems Processes and Pathologies: Creating an Integrated Framework for Systems Science
IS13-SysProc&Path-Troncale.docx Page 1 of 24 Systems Processes and Pathologies: Creating An Integrated Framework for Systems Science Dr. Len Troncale Professor Emeritus and Past Chair, Biological Sciences Director, Institute for Advanced Systems Science California State Polytechnic University, Pomona, California, 91711 [email protected] Copyright © 2013 by Len Troncale. Published and used by INCOSE with permission Abstract. Among the several official projects of the INCOSE Systems Science Working Group, one focuses on integrating the plethora of systems theories, sources, approaches, and tools developed over the past half-century with the purpose of enabling a new and unified “science” of systems as a fundamental basis for SE. Another seeks to develop a much more SE-usable Systems Pathology also grounded in a “science” of systems. This paper introduces the wider SE community to the current status of this unique knowledge base produced over the past three years by an INCOSE-ISSS alliance summarizing the current output of 7 Workshops, 12 Papers, >24 Presentations or Webinars, and 5 Reports. It describes the need for integration of systems knowledge by demonstrating the extensive fragmentation of numerous contributing fields. It presents the current 12-step “protocol” used by the current group to guide its efforts at synthesis across systems domains, disciplines, tools, and scales asking for feedback to improve the approach. It introduces 15 Working Assumptions or Hypotheses that form the foundation for this attempt at unification citing why these could be used as working principles but why it may be undesirable to call them “principles” as others often do. The paper presents working frameworks for integration and criteria used to judge whether results are a “science” of systems or not with reminders that these early guidelines are being subjected to constant testing and revision. -
SYSTEMS NEUROSCIENCE (FALL 2018) [Neurobio 208 and Anat 210]
SYSTEMS NEUROSCIENCE (FALL 2018) [Neurobio 208 and Anat 210] Neurbio 208 is required for 1st year graduate students in Neurobiology and Behavior and serves as “S” area core courses for the INP. Anat 210 is open to all graduate students in Anatomy and Neurobiology. Graduate students from other departments may enroll in either Neurbio 208 or Anat 210 with permission from the course director, Dr. Ron Frostig. Time/place: 9:00-10:20AM, MWF in MH 2246 Text: Neuroscience, 6th Edition, Purves, D. et al. (Eds.) Sinauer, 2017. The instructors will distribute other readings. Exams and grading: The final grade will be based on performance on the midterm exams. The instructor for that section will announce the format of each exam. Exams will be predominately essay. There will be no cumulative final exam, and grades will be normalized to the number of lectures leading to the midterm. Final grade will be based on averaging of all midterms. Participating Faculty: Neurobiology & Behavior Anatomy & Neurobiology Ron Frostig, director Steve Cramer Steve Mahler Fall 2018 Date Topic Instructor Readings (in text unless noted) Fri Principles of Mahler https://my.rocketmix.com/enrollcourse.aspx?courseid=3087 9/28 Brain --Please enroll in this and look at it BEFORE CLASS Organization Other helpful resources: http://zoomablebrain.bio.uci.edu/ http://www.exploratorium.edu/memory/braindissection/ Mon Neuroanatomy- Mahler William James, 1890, chapter 2 (http://psychclassics.yorku.ca/ 10/1 Dissection James/Principles/prin2.htm) Wed Introduction to Frostig 10/3 sensory systems Fri The eye: Frostig Ch.11 10/5 structure and function Mon The eye: Frostig Ch.11 10/8 structure and function Wed Central visual Frostig Ch.12 10/10 pathways I Fri Central visual Frostig Ch. -
Neuroscience Café
Neuroscience Café Thursday March 18, 2021 6:00 - 7:00 PM “ Sleep and Circadian Rhythms During a Pandemic” The overall goal of my research program is to investigate environmental modulation of circadian clock function in mammalian systems and the contribution of clock disruption to pathological disease. We are interested in how nutrition (high caloric diets, meal timing) and disease (obesity, neurodegeneration) influence clock-driven changes in physiology and behavior in brain regions. A second interest of the laboratory is translation from animal models to humans determining the impact of circadian misalignment on metabolic function under a shift work environment. I investigated chronobiological systems while training in the laboratories of Drs. Elliott Albers and Doug McMahon. I have conducted research in numerous species, including hamsters, mice, and humans. I received my PhD training at Georgia State University in Behavioral Neuroscience. My postdoctoral training began at Vanderbilt University in the McMahon laboratory, where I started using transgenic mouse models and learned electrophysiology and organotypic culture imaging in 2004. In this vibrant chronobiology community, I received mentoring and training from Drs. Carl Karen L Gamble, PhD Professor Johnson, Terry Page, Shin Yamazaki, and Randy Blakely. This training prepared me for my faculty position which began in 2009 at University of Alabama at Birmingham. At UAB, I enjoy the Psychiatry -Behavioral Neuroscience outstanding neuroscience community, inter-disciplinary collaborations in research and teaching, Vice Chair of Basic Research as well as opportunities to educate the next generation of scientists. I am currently serving as the Director of the Neuroscience theme in the Graduate Biomedical Sciences Program. -
Neuroscience: Systems, Behavior & Plasticity 1
Neuroscience: Systems, Behavior & Plasticity 1 Neuroscience: Systems, Behavior & Plasticity Debra Bangasser, Director 873 Weiss Hall 215-204-1015 [email protected] Rebecca Brotschul, Program Coordinator 618 Weiss Hall 215-204-3441 [email protected] https://liberalarts.temple.edu/departments-and-programs/neuroscience/ A major in Neuroscience enables students to pursue a curriculum in several departments, colleges, and schools at Temple University in one of the most dynamic areas of science. Neuroscience is an interdisciplinary field addressing neural and brain function at multiple levels. It encompasses a broad domain that ranges from molecular genetics and neural development, to brain processes involved in cognition and emotion, to mechanisms and consequences of neurodegenerative disease. The field of neuroscience also includes mathematical and physical principles involved in modeling neural systems and in brain imaging. The undergraduate, interdisciplinary Neuroscience Major will culminate in a Bachelor of Science degree. Many high-level career options within and outside of the field of neuroscience are open to students with this major. This is a popular major with students aiming for professional careers in the health sciences such as in medicine, dentistry, pharmacy, physical and occupational therapy, and veterinary science. Students interested in graduate school in biology, chemistry, communications science, neuroscience, or psychology are also likely to find the Neuroscience Major attractive. Neuroscience Accelerated +1 Bachelor of Science / Master of Science Program The accelerated +1 Bachelor of Science / Master of Science in Neuroscience: Systems, Behavior and Plasticity program offers outstanding Temple University Neuroscience majors the opportunity to earn both the BS and MS in Neuroscience in just 5 years.