Alteration of White Matter in Patients with Central Post-Stroke Pain
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NS201C Anatomy 1: Sensory and Motor Systems
NS201C Anatomy 1: Sensory and Motor Systems 25th January 2017 Peter Ohara Department of Anatomy [email protected] The Subdivisions and Components of the Central Nervous System Axes and Anatomical Planes of Sections of the Human and Rat Brain Development of the neural tube 1 Dorsal and ventral cell groups Dermatomes and myotomes Neural crest derivatives: 1 Neural crest derivatives: 2 Development of the neural tube 2 Timing of development of the neural tube and its derivatives Timing of development of the neural tube and its derivatives Gestational Crown-rump Structure(s) age (Weeks) length (mm) 3 3 cerebral vesicles 4 4 Optic cup, otic placode (future internal ear) 5 6 cerebral vesicles, cranial nerve nuclei 6 12 Cranial and cervical flexures, rhombic lips (future cerebellum) 7 17 Thalamus, hypothalamus, internal capsule, basal ganglia Hippocampus, fornix, olfactory bulb, longitudinal fissure that 8 30 separates the hemispheres 10 53 First callosal fibers cross the midline, early cerebellum 12 80 Major expansion of the cerebral cortex 16 134 Olfactory connections established 20 185 Gyral and sulcul patterns of the cerebral cortex established Clinical case A 68 year old woman with hypertension and diabetes develops abrupt onset numbness and tingling on the right half of the face and head and the entire right hemitrunk, right arm and right leg. She does not experience any weakness or incoordination. Physical Examination: Vitals: T 37.0° C; BP 168/87; P 86; RR 16 Cardiovascular, pulmonary, and abdominal exam are within normal limits. Neurological Examination: Mental Status: Alert and oriented x 3, 3/3 recall in 3 minutes, language fluent. -
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 -
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. -
Progress and Challenges in Probing the Human Brain
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 10-2015 Progress and Challenges in Probing the Human Brain Russell A. Poldrack Martha J. Farah University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Bioethics and Medical Ethics Commons, Neuroscience and Neurobiology Commons, and the Neurosciences Commons Recommended Citation Poldrack, R. A., & Farah, M. J. (2015). Progress and Challenges in Probing the Human Brain. Nature, 526 (7573), 371-379. http://dx.doi.org/10.1038/nature15692 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/136 For more information, please contact [email protected]. Progress and Challenges in Probing the Human Brain Abstract Perhaps one of the greatest scientific challenges is to understand the human brain. Here we review current methods in human neuroscience, highlighting the ways that they have been used to study the neural bases of the human mind. We begin with a consideration of different levels of description relevant to human neuroscience, from molecules to large-scale networks, and then review the methods that probe these levels and the ability of these methods to test hypotheses about causal mechanisms. Functional MRI is considered in particular detail, as it has been responsible for much of the recent growth of human neuroscience research. We briefly er view its inferential strengths and weaknesses and present examples of new analytic approaches that allow inferences beyond simple localization of psychological processes. Finally, we review the prospects for real-world applications and new scientific challenges for human neuroscience. -
Basic Brain Anatomy
Chapter 2 Basic Brain Anatomy Where this icon appears, visit The Brain http://go.jblearning.com/ManascoCWS to view the corresponding video. The average weight of an adult human brain is about 3 pounds. That is about the weight of a single small To understand how a part of the brain is disordered by cantaloupe or six grapefruits. If a human brain was damage or disease, speech-language pathologists must placed on a tray, it would look like a pretty unim- first know a few facts about the anatomy of the brain pressive mass of gray lumpy tissue (Luria, 1973). In in general and how a normal and healthy brain func- fact, for most of history the brain was thought to be tions. Readers can use the anatomy presented here as an utterly useless piece of flesh housed in the skull. a reference, review, and jumping off point to under- The Egyptians believed that the heart was the seat standing the consequences of damage to the structures of human intelligence, and as such, the brain was discussed. This chapter begins with the big picture promptly removed during mummification. In his and works down into the specifics of brain anatomy. essay On Sleep and Sleeplessness, Aristotle argued that the brain is a complex cooling mechanism for our bodies that works primarily to help cool and The Central Nervous condense water vapors rising in our bodies (Aristo- tle, republished 2011). He also established a strong System argument in this same essay for why infants should not drink wine. The basis for this argument was that The nervous system is divided into two major sec- infants already have Central nervous tions: the central nervous system and the peripheral too much moisture system The brain and nervous system. -
Facial Sensory Symptoms in Medullary Infarcts
Arq Neuropsiquiatr 2005;63(4):946-950 FACIAL SENSORY SYMPTOMS IN MEDULLARY INFARCTS Adriana Bastos Conforto1, Fábio Iuji Yamamoto1, Cláudia da Costa Leite2, Milberto Scaff1, Suely Kazue Nagahashi Marie1 ABSTRACT - Objective: To investigate the correlation between facial sensory abnormalities and lesional topography in eight patients with lateral medullary infarcts (LMIs). Method: We reviewed eight sequen- tial cases of LMIs admitted to the Neurology Division of Hospital das Clínicas/ São Paulo University between J u l y, 2001 and August, 2002 except for one patient who had admitted in 1996 and was still followed in 2002. All patients were submitted to conventional brain MRI including axial T1-, T2-weighted and Fluid attenuated inversion-re c o v e ry (FLAIR) sequences. MRIs were evaluated blindly to clinical features to deter- mine extension of the infarct to presumed topographies of the ventral trigeminothalamic (VTT), lateral spinothalamic, spinal trigeminal tracts and spinal trigeminal nucleus. Results:S e n s o ry symptoms or signs w e re ipsilateral to the bulbar infarct in 3 patients, contralateral in 4 and bilateral in 1. In all of our cases with exclusive contralateral facial sensory symptoms, infarcts had medial extensions that included the VTT t o p o g r a p h y. In cases with exclusive ipsilateral facial sensory abnormalities, infarcts affected lateral and posterior bulbar portions, with slight or no medial extension. The only patient who presented bilateral facial symptoms had an infarct that covered both medial and lateral, in addition to the posterior re g i o n of the medulla. Conclusion: Our results show a correlation between medial extension of LMIs and pres- ence of contralateral facial sensory symptoms. -
The Human Brain Hemisphere Controls the Left Side of the Body and the Left What Makes the Human Brain Unique Is Its Size
About the brain Cerebrum (also known as the The brain is made up of around 100 billion nerve cells - each one cerebral cortex or forebrain) is connected to another 10,000. This means that, in total, we The cerebrum is the largest part of the brain. It is split in to two have around 1,000 trillion connections in our brains. (This would ‘halves’ of roughly equal size called hemispheres. The two be written as 1,000,000,000,000,000). These are ultimately hemispheres, the left and right, are joined together by a bundle responsible for who we are. Our brains control the decisions we of nerve fibres called the corpus callosum. The right make, the way we learn, move, and how we feel. The human brain hemisphere controls the left side of the body and the left What makes the human brain unique is its size. Our brains have a hemisphere controls the right side of the body. The cerebrum is larger cerebral cortex, or cerebrum, relative to the rest of the The human brain is the centre of our nervous further divided in to four lobes: frontal, parietal, occipital, and brain than any other animal. (See the Cerebrum section of this temporal, which have different functions. system. It is the most complex organ in our fact sheet for further information.) This enables us to have abilities The frontal lobe body and is responsible for everything we do - such as complex language, problem-solving and self-control. The frontal lobe is located at the front of the brain. -
Spinal Cord Organization
Lecture 4 Spinal Cord Organization The spinal cord . Afferent tract • connects with spinal nerves, through afferent BRAIN neuron & efferent axons in spinal roots; reflex receptor interneuron • communicates with the brain, by means of cell ascending and descending pathways that body form tracts in spinal white matter; and white matter muscle • gives rise to spinal reflexes, pre-determined gray matter Efferent neuron by interneuronal circuits. Spinal Cord Section Gross anatomy of the spinal cord: The spinal cord is a cylinder of CNS. The spinal cord exhibits subtle cervical and lumbar (lumbosacral) enlargements produced by extra neurons in segments that innervate limbs. The region of spinal cord caudal to the lumbar enlargement is conus medullaris. Caudal to this, a terminal filament of (nonfunctional) glial tissue extends into the tail. terminal filament lumbar enlargement conus medullaris cervical enlargement A spinal cord segment = a portion of spinal cord that spinal ganglion gives rise to a pair (right & left) of spinal nerves. Each spinal dorsal nerve is attached to the spinal cord by means of dorsal and spinal ventral roots composed of rootlets. Spinal segments, spinal root (rootlets) nerve roots, and spinal nerves are all identified numerically by th region, e.g., 6 cervical (C6) spinal segment. ventral Sacral and caudal spinal roots (surrounding the conus root medullaris and terminal filament and streaming caudally to (rootlets) reach corresponding intervertebral foramina) collectively constitute the cauda equina. Both the spinal cord (CNS) and spinal roots (PNS) are enveloped by meninges within the vertebral canal. Spinal nerves (which are formed in intervertebral foramina) are covered by connective tissue (epineurium, perineurium, & endoneurium) rather than meninges. -
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. -
White Matter Tracts - Brain A143 (1)
WHITE MATTER TRACTS - BRAIN A143 (1) White Matter Tracts Last updated: August 8, 2020 CORTICOSPINAL TRACT .......................................................................................................................... 1 ANATOMY .............................................................................................................................................. 1 FUNCTION ............................................................................................................................................. 1 UNCINATE FASCICULUS ........................................................................................................................... 1 ANATOMY .............................................................................................................................................. 1 DTI PROTOCOL ...................................................................................................................................... 4 FUNCTION .............................................................................................................................................. 4 DEVELOPMENT ....................................................................................................................................... 4 CLINICAL SIGNIFICANCE ........................................................................................................................ 4 ARTICLES .............................................................................................................................................. -
Brain Comparisons Teacher's Guide
Teacher’s Guide Written by Leslie Miller, Ph.D., Barbara Tharp, M.S., Judith Dresden, M.S., Katherine Taber, Ph.D., Karen Kabnick, Ph.D., and Nancy Moreno, Ph.D. © 2015 Baylor College of Medicine TEACHER’S GUIDE Written by Leslie Miller, Ph.D., Barbara Tharp, M.S., Judith Dresden, M.S. Katherine Taber, Ph.D., Karen Kabnick, Ph.D., and Nancy Moreno, Ph.D. BioEd Teacher Resources from the Center for Educational Outreach Baylor College of Medicine ISBN: 978-1-888997-98-9 © 2015 Baylor College of Medicine © 2015 Baylor College of Medicine. All rights reserved. Fifth edition. First edition published 1992. Printed in the United States of America. ISBN: 978-1-888997-98-9 Teacher Resources from the Center for Educational Outreach at Baylor College of Medicine. The mark “BioEd” is a service mark of Baylor College of Medicine. The marks “BrainLink” and “NeuroExplorers” are registered trademarks of Baylor College of Medicine. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording, nor may it be stored in a retrieval system, transmitted or otherwise copied for public or private use without prior written permission of the publisher, except for classroom use. The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine and the publisher cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. -
Memory Loss from a Subcortical White Matter Infarct
J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.51.6.866 on 1 June 1988. Downloaded from Journal of Neurology, Neurosurgery, and Psychiatry 1988;51:866-869 Short report Memory loss from a subcortical white matter infarct CAROL A KOOISTRA, KENNETH M HEILMAN From the Department ofNeurology, College ofMedicine, University ofFlorida, and the Research Service, Veterans Administration Medical Center, Gainesville, FL, USA SUMMARY Clinical disorders of memory are believed to occur from the dysfunction of either the mesial temporal lobe, the mesial thalamus, or the basal forebrain. Fibre tract damage at the level of the fornix has only inconsistently produced amnesia. A patient is reported who suffered a cerebro- vascular accident involving the posterior limb of the left internal capsule that resulted in a persistent and severe disorder of verbal memory. The inferior extent of the lesion effectively disconnected the mesial thalamus from the amygdala and the frontal cortex by disrupting the ventral amygdalofugal and thalamic-frontal pathways as they course through the diencephalon. This case demonstrates that an isolated lesion may cause memory loss without involvement of traditional structures associated with memory and may explain memory disturbances in other white matter disease such as multiple sclerosis and lacunar state. Protected by copyright. Memory loss is currently believed to reflect grey day of his illness the patient was transferred to Shands matter damage of either the mesial temporal lobe,' -4 Teaching Hospital at the University of Florida for further the mesial or the basal forebrain.'0 l evaluation. thalamus,5-9 Examination at that time showed the patient to be awake, Cerebrovascular accidents resulting in memory dys- alert, attentive and fully oriented.