Spinal Cord and Reflex Syahruramdhani
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The Human Nociceptive Withdrawal Reflex The Human Nociceptive Withdrawal Reflex Improved Understanding and Optimization of Reflex Elicitation and Recording PhD Thesis by Ken Steffen Frahm Center for Sensory-Motor Interaction, Department of Health Science and Technology, Aalborg University, Denmark ISBN 978-87-92982-69-8 (paperback) ISBN 978-87-92982-68-1 (e-book) Published, sold and distributed by: River Publishers Niels Jernes Vej 10 9220 Aalborg Ø Denmark Tel.: +45369953197 www.riverpublishers.com Copyright for this work belongs to the author, River Publishers have the sole right to distribute this work commercially. All rights reserved c 2013 Ken Steffen Frahm. No part of this work may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without prior written permission from the Publisher. Contents Preface vii Acknowledgements ix English summary xi Danish summary xiii List of abbreviations xv Introduction 1 1.1 The Nociceptive Withdrawal Reflex ......................................... 2 Aims 7 2.1 Overview of study aims ............................................................. 9 2.2 Papers ...................................................................................... 10 Methods 11 3.1 Reflex monitoring (study I) ..................................................... 11 3.2 Noxious stimulation (study I & II) .......................................... 15 3.3 Mapping the neural activation in the sole of the foot (study -
Focusing on the Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries
33 Focusing on The Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries Resiliency Through Reconnections - Reflex Integration Following Brain Injury Alex Andrich, OD, FCOVD Scottsdale, Arizona Patti Andrich, MA, OTR/L, COVT, CINPP September 19, 2019 Alex Andrich, OD, FCOVD Patti Andrich, MA, OTR/L, COVT, CINPP © 2019 Sensory Focus No Pictures or Videos of Patients The contents of this presentation are the property of Sensory Focus / The VISION Development Team and may not be reproduced or shared in any format without express written permission. Disclosure: BINOVI The patients shown today have given us permission to use their pictures and videos for educational purposes only. They would not want their images/videos distributed or shared. We are not receiving any financial compensation for mentioning any other device, equipment, or services that are mentioned during this presentation. Objectives – Advanced Course Objectives Detail what primitive reflexes (PR) are Learn how to effectively screen for the presence of PRs Why they re-emerge following a brain injury Learn how to reintegrate these reflexes to improve patient How they affect sensory-motor integration outcomes How integration techniques can be used in the treatment Current research regarding PR integration and brain of brain injuries injuries will be highlighted Cases will be presented Pioneers to Present Day Leaders Getting Back to Life After Brain Injury (BI) Descartes (1596-1650) What is Vision? Neuro-Optometric Testing Vision writes spatial equations -
Central Nervous System
MCQ : Central Nervous System Section 1 General Functional Organization of the Nervous System 1 ) The central nervous system includes all the following components, except :- a- spinal cord b- medulla oblongata c- autonomic ganglia d- diencephalon 2 ) The central nervous system is connected with the peripheral nervous system by all the following types of nerve fibers, except :- a- postganglionic autonomic fibers b- preganglionic autonomic fibers c- somatic motor fibers d- autonomic sensory fibers 3 ) The sensory system is involved in all the following, except :- a- initiation of reflex movements b- initiation of voluntary movements c- learning processes d- initiation of emotional responses 1 MCQ : Central Nervous System Section 2 Sensory System and Sensory Receptors 1) The two-element sensory receptors differ from other types of receptors in being:- a- more numerous b- more widely spread in the body c- more sensitive d- composed of specialized cells at the sensory nerve terminals 2) Sensory receptors are classified functionally according to the following criteria, except :- a- their location in the body b- the nature of tissues in which they are found c- the nature of stimuli acting on them d- their connection with cerebral coretx 3) Most sensory receptors :- a- are stimulated by different types of stimuli b- are stimulated only by specific stimuli c- posses a high threshold for their specific stimuli d- only ‘b’ and ‘c’ are correct 4) A specific stimulus produces a receptor potential by :- a- inhibiting Na + influx into receptor b- inhibiting -
Let's Form a Reflex Arc Model
Journal of Inquiry Based Activities (JIBA) /Araştırma Temelli Etkinlik Dergisi (ATED) Vol 9, No 2, 84-95, 2019 LET’S FORM A REFLEX ARC MODEL: A STEM ACTIVITY1 Ayşegül Kağnıcı2, Özlem Sadi3 ABSTRACT The purpose of this study is to introduce an activity which has been designed in accordance with Science, Technology, Engineering, Mathematics (STEM) education within the scope of 5E learning model and to present the implementation steps of it. The activity plan is on the topics of Nerves, Hormones and Homeostasis in Human Physiology Unit in 11th grade biology curriculum. The activity was implemented with the participation of 49 students at a public high school. For the implementation of the activity, the students were divided into groups of five and they tried to complete the activity in four class hours. The participant students stated that they both learned and enjoyed learning while they were creating their model. Moreover, the teachers who implemented the activity stated that the equipment used in the activity is easy to access, which creates an advantage for the activity to be done in class. Keywords: biology education, reflex arc, STEM, nervous system. REFLEKS YAYI MODELİ OLUŞTURALIM: BİR STEM ETKİNLİĞİ ÖZ Bu çalışmanın amacı STEM eğitimine uygun olarak tasarlanan bir etkinliğin 5E öğrenme modeli kapsamında tanıtılması ve uygulama basamaklarının sunulmasıdır. Etkinlik planı, 11. Sınıf Biyoloji Dersi Öğretim Programında bulunan İnsan Fizyolojisi ünitesindeki Sinirler, Hormonlar ve Homeostazi konusu ile ilgilidir. Etkinliğin özellikle, omuriliğin görevleri ile refleks yayının çalışma mekanizmalarının öğrenilmesi noktasında faydalı olacağı düşünülmüştür. Etkinlik, bir devlet lisesinde öğrenim gören 49 öğrencinin katılımıyla gerçekleştirilmiştir. Etkinliğin uygulanmasında öğrenciler beşer kişilik gruplar oluşturmuş ve dört ders saati boyunca etkinliği tamamlamaya çalışmışlardır. -
VTPP 423 Syllabus General
VTPP 423 BIOMEDICAL PHYSIOLOGY I COURSE INFORMATION Description: Biomedical Physiology I. (3-2). Credit 4. Physiological principles, review of cellular physiology, and development of an understanding of the nervous system and muscle, cardiovascular, and respiratory physiology; clinical applications related to organ systems. Prerequisites: VIBS 305; junior or senior classification. Discussions: MWF: 9:10 a.m. – 10:00 a.m. (Room 309, VICI) Lab Sessions: 501: Tuesdays : 12:40 - 2:30 p.m. (Room 320, VICI) 504: Fridays : 12:40 - 2:30 p.m. (Room 320, VICI) Instructor: J.D. Herman Office Hours: MWF 10:00 – 11:00 or by appointment Office Room # 316 VIDI Phone: 979/862-7765 [email protected] Teaching TBA Assistant: Required Lauralee Sherwood: Human Physiology: from cells to systems, 8th edition, Brooks/Cole Cengage Resources: Learning, ISBN: 978-1-111-57743-8 iClicker 2 Web-sites: htt p://ecampus.tamu.edu/ Course Goal: To understand the physiological significance of cells, organs and organ systems in maintaining homeostasis of the mammalian organism. (To develop critical thinking, problem solving and self- learning skills in preparation for a career in medicine/science.) Learning Outcomes: By the end of the course, the student will: • investigate and solve mathematical calculations commonly used in physiology • articulate an understanding of homeostatic control mechanisms of the: ▪ central nervous system ▪ muscular system ▪ cardiovascular system ▪ respiratory system ▪ renal system • collect and analyze physiologic data related to the ▪ central nervous system ▪ muscular system ▪ cardiovascular system ▪ respiratory system ▪ renal system • evaluate the relationship between physiology and disease ▪ including insight into critical thinking in the clinical setting ▪ including goals and mechanisms of some pharmacologic agents Course Grading: A total of 400 points are possible in the course. -
The Reflex Arc: How a Stimulus Elicits a Response
The Reflex Arc How a Stimulus Elicits a Response A Knee-Jerk Response • What happened? • When the hammer hit the knee the foot jerked up. • Why? Reacting to Changes • You need to keep the conditions inside your body constant. Doing this is called homeostasis. Small changes inside your body can cause its cells to be damaged or destroyed. Yet, there are big changes going on outside your body. • You need to detect a change in the environment (a stimulus) and react to the change (a response) in a way that maintains homeostasis. When you do this without thinking, it is called a reflex. Reacting to Changes • It can get very hot or very cold outside, but the temperature inside your body stays the same. How? • When it gets cold outside (stimulus) you shiver (response) and keep the temperature inside your body from dropping. • When it gets hot outside (stimulus) you perspire (response) and keep the temperature inside your body from rising. Posture • In order to maintain your posture (even bad posture - stop slouching) your muscles are constantly monitoring their shape. A change in shape of a muscle (the stimulus) causes the muscle to readjust its shape (the response) and maintain your posture. • The knee-jerk reflex is base on the hammer changing the shape of a muscle. Revisiting the Knee-Jerk Response • What is the stimulus? The hammer hits the tendon. • What is the response? The muscle contracts, causing the foot to jerk upward. Other Reflexes Stimulus Response The aroma of your favorite Salivation food A nasty odor Nausea A bright light shining in your Pupils get smaller eye An insect flying towards your Blinking eye How is a Stimulus Detected? • Some cells are specialized to react to a specific stimulus. -
What's the Connection?
WHAT’S THE CONNECTION? Sharon Winter Lake Washington High School Directions for Teachers 12033 NE 80th Street Kirkland, WA 98033 SYNOPSIS Students elicit and observe reflex responses and distinguish between types STUDENT PRIOR KNOWL- of reflexes. They then design and conduct experiments to learn more about EDGE reflexes and their control by the nervous system. Before participating in this LEVEL activity students should be able to: Exploration, Concept/Term Introduction Phases ■ Describe the parts of a Application Phase neuron and explain their functions. ■ Distinguish between sensory and motor neurons. Getting Ready ■ Describe briefly the See sidebars for additional information regarding preparation of this lab. organization of the nervous system. Directions for Setting Up the Lab General: INTEGRATION Into the Biology Curriculum ■ Make an “X” on the chalkboard for the teacher-led introduction. ■ Health ■ Photocopy the Directions for Students pages. ■ Biology I, II ■ Human Anatomy and Teacher Background Physiology A reflex is an involuntary neural response to a specific sensory stimulus ■ AP Biology that threatens the survival or homeostatic state of an organism. Reflexes Across the Curriculum exist in the most primitive of species, usually with a protective function for ■ Mathematics animals when they encounter external and internal stimuli. A primitive ■ Physics ■ example of this protective reflex is the gill withdrawal reflex of the sea slug Psychology Aplysia. In humans and other vertebrates, protective reflexes have been OBJECTIVES maintained and expanded in number. Examples are the gag reflex that At the end of this activity, occurs when objects touch the sides students will be able to: or the back of the throat, and the carotid sinus reflex that restores blood ■ Identify common reflexes pressure to normal when baroreceptors detect an increase in blood pressure. -
Hand on a Hot Stove
Hand on a Hot Stove Introduction: When You Put Your Hand on a Hot Stove Think about what happens if you accidentally place your hand on a hot stove. Use numbers 1-5 to place these statements in the order in which they happen. ____ You wave or shake your hand voluntarily to cool it. ____ Your arm moves to automatically move your hand away from the stove. ____ You feel pain in your hand. ____ You remember that you should not touch a hot stove. ____ You touch a hot stove. Life Sciences Learning Center 1 Copyright © 2013 by University of Rochester. All rights reserved. May be copied for classroom use Part 1: What is a reflex? Reflexes If you touch something that is very hot, your hand moves away quickly before you even feel the pain. You don’t have to think about it because the response is a reflex that does not involve the brain. A reflex is a rapid, unlearned, involuntary (automatic) response to a stimulus (change in the environment). Reflexes are responses that protect the body from potentially harmful events that require immediate action. They involve relatively few neurons (nerve cells) so that they can occur rapidly. There are a wide variety of reflexes that we experience every day such as sneezing, coughing, and blinking. We also automatically duck when an object is thrown at us, and our pupils automatically change size in response to light. These reflexes have evolved because they protect the body from potentially harmful events. Most reflexes protect people from injury or deal with things that require immediate action. -
The-Nervous-System-3.Pdf
Kingsmead Technology College Q1. Reflex actions are rapid and automatic. (a) Name the following structures in a reflex action. (i) The structure that detects the stimulus. ........................................................................................................................... (1) (ii) The neurone that carries impulses to the central nervous system. ........................................................................................................................... (1) (iii) The neurone that carries impulses away from the central nervous system. ........................................................................................................................... (1) (iv) The structure that brings about the response. ........................................................................................................................... (1) (b) Describe what happens at a synapse when an impulse arrives. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .................................................................................................................................... -
Physiology and Pathophysiology 2018/2019 Dental Medicine Examination Synopsis in Physiology
Medical University of Varna Department of Physiology and Pathophysiology 2018/2019 Dental medicine Examination Synopsis in Physiology Theoretical exam 1. Homeostasis. Control systems of the body – characteristics. Negative feedback mechanism. 2. Cell membranes. Transport of substances through cell membranes. 3. Membrane potential. Resting membrane potential of nerves. 4. Nerve action potential. Propagation of the action potential. Conduction velocity. 5. Signal transmission in nerve fibers. Excitation - the process of eliciting the action potential. Threshold for excitation, refractory period. Inhibition of excitability. 6. Organization and functions of the nervous system. Types of synapses. Electrical synapses. 7. Characteristics of transmission in chemical synapses. 8. Synaptic transmitters. Membrane receptors. 9. Generation of postsynaptic potentials. Generation of action potentials in the axon. Neuronal inhibition - types. Neuroglia. 10. Characteristics of postsynaptic potentials. Spatial and temporal summation in neurons. "Facilitation" of neurons. Characteristics of synaptic transmission. 10. Transmission and processing of signals in neuronal circuits. Convergence, divergence, reverberating circuits. Reflexes - types. 11. Organization of the autonomic nervous system. Location of autonomic ganglia. Characteristics of sympathetic and parasympathetic function - transmitters. 12. Characteristics of sympathetic and parasympathetic function - receptors. 13. Sympathetic or parasympathetic tone. Denervation effects. Autonomic reflexes. -
Neuropsychiatry Block Stretch Reflex and Golgi Tendon Reflex
NeuroPsychiatry Block Stretch reflex and Golgi Tendon Reflex By Prof. Faten zakareia Physiology Department , College of Medicine , King Saud University 2017 Email: [email protected] Ext:52736 NeuroPsychiatryBlock Motor Functions of the Spinal Cord, The cord Reflexes Chapter 55 (Guyton & Hall) -Reference book/Ganong review of medical physiology • Objectives: Upon completion of this lecture, students are expected to : - Describe the stretch reflex and ts icomponents - Describe the structure and function of the muscle spindle - Differentiate between primary and secondary afferent fibres of muscle spindle, Intrafusal nuclear bag &nuclear chain fibers - Differentiate between the Dynamic gamma efferent and Trail endings discharge and their functional role - Differentiate between static and dynamic stretch reflex& damping mechanism - Describe muscle tone and its abnormalities - Disscuss spinal and supraspinal regulation of the stretch reflex - Describe the components of the inverse stretch reflex (golgi tendon reflex)and its function THE STRETCH REFLEX REFLEX STRETCH (MYOTACTIC) REFLEX https://musom.marshall.edu/anatomy/grosshom/allppt/pdf/Spinalreflexes.pdf CLINICAL TEST | RAPID STRETCH OF MUSCLE (TAP ON MUSCLE TENDON) STIMULUS RESPONSE STRETCHED MUSCLE CONTRACT RAPIDLY (I.E. KNEE JERK) SENSORY MUSCLE SPINDLE PRIMARY RECEPTOR SYNAPSES MONOSYNAPTIC INVOLVED EFFECTS ON CONTRACTS (+) SAME MUSCLE AND SYNERGISTIC MUSCLES MUSCLE OTHER EFFECTS RELAXES (-) ANTAGONISTIC MUSCLE FUNCTION AIDS IN MAINTAINING POSTURE, AVOID MUSCLE RUPTURE,COUNTERS SUDDEN -
Neurophysiology (Revised 2012)
The American Physiological Society Medical Curriculum Objectives Project Complete curriculum objectives available at: http://www.the-aps.org/medphysobj Neurophysiology (revised 2012) Cellular Neurophysiology, Blood Brain Barrier, Cerebrovascular Physiology A. Physiology of the Neuron NEU 1. Define, and identify on a diagram of a motor neuron, the following regions: dendrites, axon, axon hillock, soma, and an axodendritic synapse. NEU 2. Define, and identify on a diagram of a primary sensory neuron, the following regions: receptor membrane, peripheral axon process, central axon process, soma, sensory ganglia. NEU 3. Write the Nernst equation, and explain the effects of altering the intracellular or extracellular Na+, K+, Cl-, or Ca2+ concentration on the equilibrium potential for that ion. NEU 4. Describe the normal distribution of Na+, K+, and Cl- across the cell membrane, and using the chord conductance (Goldman) equation, explain how the relative permeabilities of these ions create a resting membrane potential. NEU 5. Describe ionic basis of an action potential. NEU 6. Distinguish the effects of hyperkalemia, hypercalcemia, and hypoxia on the resting membrane and action potential. NEU 7. Explain how the abnormal function of ion channels (channelopathies) can alter the resting membrane and action potential and cause paralysis, ataxia, or night blindness. NEU 8. Describe the ionic basis of each of the following local graded potentials: excitatory post synaptic potential (EPSP), inhibitory post synaptic potential (IPSP), end plate potential (EPP) and a receptor (generator) potential. NEU 9. Contrast the generation and conduction of graded potentials (EPSP and IPSP) with those of action potentials. NEU 10. On a diagram of a motor neuron, indicate where you would most likely find IPSP, EPSP, action potential trigger point, and release of neurotransmitter.