Nervous System
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Head Start Early Learning Outcomes Framework Ages Birth to Five
Head Start Early Learning Outcomes Framework Ages Birth to Five 2015 R U.S. Department of Health and Human Services Administration for Children and Families Office of Head Start Office of Head Start | 8th Floor Portals Building, 1250 Maryland Ave, SW, Washington DC 20024 | eclkc.ohs.acf.hhs.gov Dear Colleagues: The Office of Head Start is proud to provide you with the newly revisedHead Start Early Learning Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and Early Learning Framework for 3–5 Year Olds, issued in 2010. This new Framework is grounded in a comprehensive body of research regarding what young children should know and be able to do during these formative years. Our intent is to assist programs in their efforts to create and impart stimulating and foundational learning experiences for all young children and prepare them to be school ready. New research has increased our understanding of early development and school readiness. We are grateful to many of the nation’s leading early childhood researchers, content experts, and practitioners for their contributions in developing the Framework. In addition, the Secretary’s Advisory Committee on Head Start Research and Evaluation and the National Centers of the Office of Head Start, especially the National Center on Quality Teaching and Learning (NCQTL) and the Early Head Start National Resource Center (EHSNRC), offered valuable input. The revised Framework represents the best thinking in the field of early childhood. The first five years of life is a time of wondrous and rapid development and learning.The Head Start Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, and concepts that programs must foster in all children, including children who are dual language learners (DLLs) and children with disabilities. -
The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’S Disease
life Review The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’s Disease Gianfranco Natale 1,2,* , Larisa Ryskalin 1 , Gabriele Morucci 1 , Gloria Lazzeri 1, Alessandro Frati 3,4 and Francesco Fornai 1,4 1 Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, 56126 Pisa, Italy; [email protected] (L.R.); [email protected] (G.M.); [email protected] (G.L.); [email protected] (F.F.) 2 Museum of Human Anatomy “Filippo Civinini”, University of Pisa, 56126 Pisa, Italy 3 Neurosurgery Division, Human Neurosciences Department, Sapienza University of Rome, 00135 Rome, Italy; [email protected] 4 Istituto di Ricovero e Cura a Carattere Scientifico (I.R.C.C.S.) Neuromed, 86077 Pozzilli, Italy * Correspondence: [email protected] Abstract: The gastrointestinal (GI) tract is provided with a peculiar nervous network, known as the enteric nervous system (ENS), which is dedicated to the fine control of digestive functions. This forms a complex network, which includes several types of neurons, as well as glial cells. Despite extensive studies, a comprehensive classification of these neurons is still lacking. The complexity of ENS is magnified by a multiple control of the central nervous system, and bidirectional communication between various central nervous areas and the gut occurs. This lends substance to the complexity of the microbiota–gut–brain axis, which represents the network governing homeostasis through nervous, endocrine, immune, and metabolic pathways. The present manuscript is dedicated to Citation: Natale, G.; Ryskalin, L.; identifying various neuronal cytotypes belonging to ENS in baseline conditions. -
The Internal Environment of Animals: 32 Organization and Regulation
CHAPTER The Internal Environment of Animals: 32 Organization and Regulation KEY CONCEPTS 32.1 Animal form and function are correlated at all levels of organization 32.2 The endocrine and nervous systems act individually and together in regulating animal physiology 32.3 Feedback control maintains the internal environment in many animals 32.4 A shared system mediates osmoregulation and excretion in many animals 32.5 The mammalian kidney’s ability to conserve water is a key terrestrial adaptation ▲ Figure 32.1 How do long legs help this scavenger survive in the scorching desert heat? Diverse Forms, Common Challenges Because form and function are correlated, examining anat- omy often provides clues to physiology—biological function. he desert ant (Cataglyphis) in Figure 32.1 scavenges In the case of the desert ant, researchers noted that its stilt-like insects that have succumbed to the daytime heat of the legs are disproportionately long, elevating the rest of the ant Sahara Desert. To gather corpses for feeding, the ant 4 mm above the sand. At this height, the ant’s body is exposed Tmust forage when surface temperatures on the sunbaked sand to a temperature 6°C lower than that at ground level. The ant’s exceed 60°C (140°F), well above the thermal limit for virtually long legs also facilitate rapid locomotion: Researchers have all animals. How does the desert ant survive these conditions? found that desert ants can run as fast as 1 m/sec, close to the To address this question, we need to consider the relationship top speed recorded for a running arthropod. -
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
Neural Control of Movement: Motor Neuron Subtypes, Proprioception and Recurrent Inhibition
List of Papers This thesis is based on the following papers, which are referred to in the text by their Roman numerals. I Enjin A, Rabe N, Nakanishi ST, Vallstedt A, Gezelius H, Mem- ic F, Lind M, Hjalt T, Tourtellotte WG, Bruder C, Eichele G, Whelan PJ, Kullander K (2010) Identification of novel spinal cholinergic genetic subtypes disclose Chodl and Pitx2 as mark- ers for fast motor neurons and partition cells. J Comp Neurol 518:2284-2304. II Wootz H, Enjin A, Wallen-Mackenzie Å, Lindholm D, Kul- lander K (2010) Reduced VGLUT2 expression increases motor neuron viability in Sod1G93A mice. Neurobiol Dis 37:58-66 III Enjin A, Leao KE, Mikulovic S, Le Merre P, Tourtellotte WG, Kullander K. 5-ht1d marks gamma motor neurons and regulates development of sensorimotor connections Manuscript IV Enjin A, Leao KE, Eriksson A, Larhammar M, Gezelius H, Lamotte d’Incamps B, Nagaraja C, Kullander K. Development of spinal motor circuits in the absence of VIAAT-mediated Renshaw cell signaling Manuscript Reprints were made with permission from the respective publishers. Cover illustration Carousel by Sasha Svensson Contents Introduction.....................................................................................................9 Background...................................................................................................11 Neural control of movement.....................................................................11 The motor neuron.....................................................................................12 Organization -
GLOSSARY Glossary Adapted with Permission from R
GLOSSARY Glossary adapted with permission from R. Kalb (ed.) Multiple Sclerosis: The Questions You Have: The Answers You Need (5th ed.) New York: Demos Medical Publishing, 2012. This glossary is available in its entirety (as well as additional MS terms) online at nationalMSsociety.org/glossary. 106 | KNOWLEDGE IS POWER 106 | KNOWLEDGE IS POWER Americans with Disabilities Act Blood-brain barrier (ADA) A semi-permeable cell layer around The first comprehensive legislation blood vessels in the brain and spinal to prohibit discrimination on the cord that prevents large molecules, basis of disability. The ADA (passed immune cells, and potentially in 1990) guarantees full participation damaging substances and disease- in society to people with disabilities. causing organisms (e.g., viruses) from The four areas of social activity passing out of the blood stream into the covered by the ADA are employment; central nervous system (brain, spinal public services and accommodations; cord and optic nerves). A break in the transportation; and communications blood-brain barrier may underlie the Autoimmune(e.g., telephone disease services). Centraldisease process nervous in system MS. A process in which the body’s immune The part of the nervous system that system causes illness by mistakenly includes the brain, optic nerves, and attacking healthy cells, organs or tissues Cerebrospinalspinal cord. fluid (CSF) in the body that are essential for good health. In multiple sclerosis, the specific antigen — or target — that the immune A watery, colorless, clear fluid that cells are sensitized to attack remains bathes and protects the brain and unknown, which is why MS is considered spinal cord. -
Brainstem: Structure & Its Mode of Action
Journal of Neurology & Neurophysiology 2021, Vol.12, Issue 3, 521 Opinion Brainstem: Structure & Its Mode of action Karthikeyan Rupani Research Fellow, Tata Medical Centre, India. Corresponding Author* The brainstem is exceptionally little, making up around as it were 2.6 percent of the brain's add up to weight. It has the basic parts of directing cardiac, and Rupani K, respiratory work, making a difference to control heart rate and breathing rate. Research Fellow, Tata Medical Centre, India; It moreover gives the most engine and tactile nerve supply to the confront and E-mail: [email protected] neck by means of the cranial nerves. Ten sets of cranial nerves come from the brainstem. Other parts incorporate the direction of the central apprehensive Copyright: 2021 Rupani K. This is an open-access article distributed under the framework and the body's sleep cycle. It is additionally of prime significance terms of the Creative Commons Attribution License, which permits unrestricted within the movement of engine and tangible pathways from the rest of the use, distribution, and reproduction in any medium, provided the original author brain to the body, and from the body back to the brain. These pathways and source are credited. incorporate the corticospinal tract (engine work), the dorsal column-medial lemniscus pathway and the spinothalamic tract [3]. The primary part of the brainstem we'll consider is the midbrain. The midbrain Received 01 March 2021; Accepted 15 March 2021; Published 22 March 2021 (too known as the mesencephalon) is the foremost prevalent of the three districts of the brainstem. It acts as a conduit between the forebrain over and the pons and cerebellum underneath. -
CHAPTER 1 Functional Organization of the Human Body and Control of the “Internal Environment”
CHAPTER 1 Functional Organization of the Human Body and Control of the “Internal Environment” Physiology is the science that seeks to understand the function of living organisms and their parts. In human physiology, we are concerned with the characteristics of the human body that allow us to sense our environment, move about, think and communicate, reproduce, and perform all of the functions that enable us to survive and thrive as living beings. Human physiology links the basic sciences with clin- ical medicine and integrates multiple functions of mol- ecules and subcellular components, the cells, tissues, and organs into the functions of the living human being. This integration requires communication and coordina- tion by a vast array of control systems that operate at every level, from the genes that program synthesis of molecules to the complex nervous and hormonal sys- tems that coordinate functions of cells, tissues, and organs throughout the body. Life in the human being relies on this total function, which is considerably more complex than the sum of the functions of the individual cells, tissues, and organs. Cells Are the Living Units of the Body. Each organ is an aggregate of many cells held together by intercellu- lar supporting structures. The entire body contains 35 to 40 trillion cells, each of which is adapted to perform special functions. These individual cell functions are coordinated by multiple regulatory systems operating in cells, tissues, organs, and organ systems. Although the many cells of the body differ from each other in their special functions, all of them have certain basic characteristics. -
Introduction to Arthropod Groups What Is Entomology?
Entomology 340 Introduction to Arthropod Groups What is Entomology? The study of insects (and their near relatives). Species Diversity PLANTS INSECTS OTHER ANIMALS OTHER ARTHROPODS How many kinds of insects are there in the world? • 1,000,0001,000,000 speciesspecies knownknown Possibly 3,000,000 unidentified species Insects & Relatives 100,000 species in N America 1,000 in a typical backyard Mostly beneficial or harmless Pollination Food for birds and fish Produce honey, wax, shellac, silk Less than 3% are pests Destroy food crops, ornamentals Attack humans and pets Transmit disease Classification of Japanese Beetle Kingdom Animalia Phylum Arthropoda Class Insecta Order Coleoptera Family Scarabaeidae Genus Popillia Species japonica Arthropoda (jointed foot) Arachnida -Spiders, Ticks, Mites, Scorpions Xiphosura -Horseshoe crabs Crustacea -Sowbugs, Pillbugs, Crabs, Shrimp Diplopoda - Millipedes Chilopoda - Centipedes Symphyla - Symphylans Insecta - Insects Shared Characteristics of Phylum Arthropoda - Segmented bodies are arranged into regions, called tagmata (in insects = head, thorax, abdomen). - Paired appendages (e.g., legs, antennae) are jointed. - Posess chitinous exoskeletion that must be shed during growth. - Have bilateral symmetry. - Nervous system is ventral (belly) and the circulatory system is open and dorsal (back). Arthropod Groups Mouthpart characteristics are divided arthropods into two large groups •Chelicerates (Scissors-like) •Mandibulates (Pliers-like) Arthropod Groups Chelicerate Arachnida -Spiders, -
Oligodendrocytes in Development, Myelin Generation and Beyond
cells Review Oligodendrocytes in Development, Myelin Generation and Beyond Sarah Kuhn y, Laura Gritti y, Daniel Crooks and Yvonne Dombrowski * Wellcome-Wolfson Institute for Experimental Medicine, Queen’s University Belfast, Belfast BT9 7BL, UK; [email protected] (S.K.); [email protected] (L.G.); [email protected] (D.C.) * Correspondence: [email protected]; Tel.: +0044-28-9097-6127 These authors contributed equally. y Received: 15 October 2019; Accepted: 7 November 2019; Published: 12 November 2019 Abstract: Oligodendrocytes are the myelinating cells of the central nervous system (CNS) that are generated from oligodendrocyte progenitor cells (OPC). OPC are distributed throughout the CNS and represent a pool of migratory and proliferative adult progenitor cells that can differentiate into oligodendrocytes. The central function of oligodendrocytes is to generate myelin, which is an extended membrane from the cell that wraps tightly around axons. Due to this energy consuming process and the associated high metabolic turnover oligodendrocytes are vulnerable to cytotoxic and excitotoxic factors. Oligodendrocyte pathology is therefore evident in a range of disorders including multiple sclerosis, schizophrenia and Alzheimer’s disease. Deceased oligodendrocytes can be replenished from the adult OPC pool and lost myelin can be regenerated during remyelination, which can prevent axonal degeneration and can restore function. Cell population studies have recently identified novel immunomodulatory functions of oligodendrocytes, the implications of which, e.g., for diseases with primary oligodendrocyte pathology, are not yet clear. Here, we review the journey of oligodendrocytes from the embryonic stage to their role in homeostasis and their fate in disease. We will also discuss the most common models used to study oligodendrocytes and describe newly discovered functions of oligodendrocytes. -
Build a Neuron
Build a Neuron Objectives: 1. To understand what a neuron is and what it does 2. To understand the anatomy of a neuron in relation to function This activity is great for ALL ages-even college students!! Materials: pipe cleaners (2 full size, 1 cut into 3 for each student) pony beads (6/student Introduction: Little kids: ask them where their brain is (I point to my head and torso areas till they shake their head yes) Talk about legos being the building blocks for a tower and relate that to neurons being the building blocks for your brain and that neurons send messages to other parts of your brain and to and from all your body parts. Give examples: touch from body to brain, movement from brain to body. Neurons are the building blocks of the brain that send and receive messages. Neurons come in all different shapes. Experiment: 1. First build soma by twisting a pipe cleaner into a circle 2. Then put a 2nd pipe cleaner through the circle and bend it over and twist the two strands together to make it look like a lollipop (axon) 3. take 3 shorter pipe cleaners attach to cell body to make dendrites 4. add 6 beads on the axon making sure there is space between beads for the electricity to “jump” between them to send the signal super fast. (myelin sheath) 5. Twist the end of the axon to make it look like 2 feet for the axon terminal. 6. Make a brain by having all of the neurons “talk” to each other (have each student hold their neuron because they’ll just throw them on a table for you to do it.) messages come in through the dendrites and if its a strong enough electrical change, then the cell body sends the Build a Neuron message down it’s axon where a neurotransmitter is released. -
Student Academic Learning Services Nervous System Quiz
Student Academic Learning Services Page 1 of 8 Nervous System Quiz 1. The term central nervous system refers to the: A) autonomic and peripheral nervous systems B) brain, spinal cord, and cranial nerves C) brain and cranial nerves D) spinal cord and spinal nerves E) brain and spinal cord 2. The peripheral nervous system consists of: A) spinal nerves only B) the brain only C) cranial nerves only D) the brain and spinal cord E) the spinal and cranial nerves 3. Which of these cells are not a type of neuroglia found in the CNS: A) astrocytes B) microglia C) Schwann cells D) ependymal cells E) oligodendrocytes 4. The Schwann cells form a myelin sheath around the: A) dendrites B) cell body C) nucleus D) axon E) nodes of Ranvier 5. The neuron processes that normally receives incoming stimuli are called: A) axons B) dendrites C) neurolemmas D) Schwann cells E) satellite cells www.durhamcollege.ca/sals Student Services Building (SSB), Room 204 905.721.2000 ext. 2491 This document last updated: 7/29/2011 Student Academic Learning Services Page 2 of 8 6. Collections of nerve cell bodies inside the PNS are called: A) ganglia B) tracts C) nerves D) nuclei E) tracts or ganglia 7. Which of the following best describes the waxy-appearing material called myelin: A) an outermembrane on a neuroglial cell B) a lipid-protein (lipoprotein) cell membrane on the outside of axons C) a mass of white lipid material that surrounds the cell body of a neuron D) a mass of white lipid material that insulates the axon of a neuron E) a mass of white lipid material that surrounds the dendrites of a neuron 8.