| 00:01 | This is just our perhaps session for power point presentations. I just wanted |
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| 00:08 | . Get everybody tuned in. Make that you have the directions and the |
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| 00:15 | . Um, that you have selected themes and a two this point probably |
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| 00:22 | already started gathering the literature and maybe producing the slides. So, |
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| 00:34 | do you have any questions about the assignment? There are so bad. |
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| 00:49 | we need to get the topic approved is it just whatever we want? |
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| 00:56 | heard from a few of you actually if this topic is okay and I |
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| 01:02 | , um, a Zilong as it's neurodegenerative disorder. I think one person |
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| 01:07 | to address a muscular dystrophy. I so. I just ask that person |
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| 01:13 | type as much as possible. Thio neurons tomorrow Neurons In any case, |
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| 01:21 | , uh, do you have have selected your topic? Um, I |
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| 01:27 | looking into prions, but I don't there's probably enough information out there toe |
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| 01:36 | a whole presentation over because I know a lot that we don't know |
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| 01:42 | So when you say prions, for , are you talking about dementia? |
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| 01:47 | you talking about uh, Jacob Creutzfeld . Or Okay. So if you |
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| 01:57 | make sure that you're not approaching it the molecule perspective, you're approaching it |
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| 02:03 | the disease perspective. Yeah. This this is the disorder or the disease |
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| 02:10 | I have selected. This is the porn pride. And then if you |
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| 02:15 | know Jacob Creutzfeld or if you go prion cause dementia, you know, |
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| 02:21 | you can get into more more Um, so anyone else has a |
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| 02:29 | question about their topic or go Yeah, I decided to go with |
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| 02:41 | s. I did. That was first pick. I didn't know if |
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| 02:44 | else had picked that one yet. just want them. Um, I |
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| 02:48 | think I picked up my image a things, like a month or two |
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| 02:51 | now. Okay. So I don't if we wanted the same or do |
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| 02:57 | following. I don't mind you guys the same, but then we'll have |
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| 03:03 | make sure that you present on different . E I had I had another |
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| 03:09 | that I that I wanted todo Also didn't know if anyone picked Bell's |
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| 03:21 | No. Okay, I had to I didn't know if, like we |
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| 03:26 | picking them or what, but I to have a backup on just in |
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| 03:29 | , so Okay, Well, I think either one If you decide |
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| 03:35 | go with their less and maybe we'll sure that you and Ali present on |
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| 03:41 | two different days, it's not back back. You're not really competing against |
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| 03:45 | other. And, you know, may pick, like, different subject |
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| 03:49 | within a less different molecule or different that you want to discuss our different |
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| 03:54 | therapy or something like that. So there's, You know, you can |
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| 04:00 | the same topic now, or or could do Bell's palsy, which is |
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| 04:05 | fun. Um, I'm interested in as well. Um, and I |
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| 04:11 | it interesting that it is a transient many cases disorder. Um, that's |
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| 04:19 | I wanted about it this year on . You know, Wonder, |
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| 04:25 | What's it play or the Is it cranial nerves and muscle activation. So |
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| 04:31 | that the brainstem commands, or is more of the central problem that you |
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| 04:36 | the communication to brain stone and muscles interesting topic? Definitely. Yeah. |
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| 04:44 | else has anyone taken Huntington Huntington's No. No. Yeah, you |
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| 04:56 | . I mean, and again, not necessarily that you just probably shouldn't |
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| 05:02 | on the same presentation, the same , you know, because it will |
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| 05:05 | obvious and recall that you have have your literature citations. Okay, |
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| 05:13 | I will look for for for these . And my recommendation to you is |
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| 05:19 | say you have picked, uh, policy or you have picked a, |
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| 05:26 | , Huntington's disease R l s. now, um, the best starting |
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| 05:34 | . But I don't know how much know or how much experience you may |
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| 05:40 | had, like, personal experience with disorder. Family members, uh, |
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| 05:48 | person that you admire that that has or something. But so the the |
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| 05:52 | starting point is a review. It over that disorder. And as I |
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| 05:57 | in the outline for the presentations is you should have a couple of |
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| 06:03 | um, and really read At least of them in four is my just |
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| 06:13 | recommendation. And do it not in sense off. I'm gonna just take |
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| 06:20 | on every little detail in this review a very broad and it. Once |
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| 06:27 | start reading the whole review, you're to say, Wait a second. |
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| 06:30 | not really interested in this part of this part is way too much. |
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| 06:35 | some reviews, maybe 2030 pages So my recommendation is maybe find a |
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| 06:44 | review. Ah, high quality and impact journal. I think my connection |
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| 06:53 | unstable. Can you hear me, doc? Can you hear me? |
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| 07:00 | , so I don't know where I cut off, but my my suggestion |
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| 07:03 | that to pick a review that shorter the higher impact journal Science, |
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| 07:11 | Nature Journal of Neuroscience. Um, you do that, once you have |
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| 07:19 | shorter review, you'll realize there is or two specific topics one or two |
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| 07:25 | , one neurotransmitter molecule that is gonna your interest and then find a longer |
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| 07:33 | . And within longer reviews, you now find sections discussing this and this |
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| 07:39 | this and it goes into much greater . Now in those review sections is |
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| 07:44 | great place to find the original articles have cited. So you want to |
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| 07:50 | a review and use a review that's the last three years is my recommendation |
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| 07:56 | a review because the neurodegenerative disorders are and the pharmacological developments are moving pretty |
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| 08:05 | . So find something that's within three or so shorter, then find something |
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| 08:13 | . Also, within three years when find something longer and you have identified |
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| 08:18 | area, let's say I'm interested um, dopamine, neuro transmission and |
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| 08:28 | disease. This is an area, then I'm particularly interested in dopamine re |
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| 08:35 | . So now find a review that have a paragraph specifically talking about dopamine |
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| 08:40 | uptake mechanisms, the potential manipulation of re uptake as a as a therapeutic |
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| 08:48 | to Parkinson's. I'm making some kind a just hypothetically speaking about these |
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| 08:53 | So now you have that review, within that paragraph you'll reviews typically |
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| 09:01 | well, anywhere between 40 to like 40 references. So within that |
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| 09:10 | you'll probably see that there are again between five, depending on how new |
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| 09:15 | field this between 5 to 20 references original research articles. I'm gonna say |
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| 09:22 | I'm really interested in the opening re . I read the paragraph from the |
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| 09:26 | re uptake. I'm gonna now select or two articles to talk about this |
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| 09:32 | way off modulating re update or this molecule that's targeting dopamine re uptake |
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| 09:40 | And I'm gonna look at these four five papers that are listed in there |
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| 09:46 | then see what those papers are. again Go for the higher impact |
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| 09:53 | Don't forget. Don't forget that you access Thio euh libraries. So Thio |
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| 10:05 | a lot of the articles, so you enjoys us off the review or |
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| 10:10 | original literature articles may depend whether you access them immediately. Just know that |
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| 10:16 | by doing searches, you may request inter library loan and in some |
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| 10:23 | you may not have an access to even through u of h library. |
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| 10:30 | , and even if you request you may not get it through |
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| 10:37 | uh It happens rarely, but it . I would say one in six |
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| 10:41 | seven articles I request through the inter loan. I'm not able to get |
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| 10:47 | . So, um, you make decisions in which articles you gonna use |
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| 10:53 | you have this, you know, articles that are original research articles and |
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| 11:03 | you have the literature in front of Now you understand the broad overview, |
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| 11:08 | disease, the area that you're interested specifically the molecule you're interested now starts |
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| 11:13 | work off laying it out for the , which is your power foreign |
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| 11:19 | How you're going to describe this and , it's short. You don't want |
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| 11:24 | be very wordy. You don't want very, um, worthy slides. |
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| 11:33 | want tohave important bullet points. You tohave images, and you want tohave |
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| 11:41 | . I make sure I'm suggesting this an exercise. I don't always practice |
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| 11:47 | I preach, but I have seen students being stumbled by not having the |
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| 11:53 | on the slides or having the references where you need slide. Those references |
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| 12:01 | a different structure. So instead of say, merchants a towel 2000 long |
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| 12:07 | in the neurophysiology and the next it becomes nature thes air the |
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| 12:14 | And so because somehow standardizing visa references also not including on the slides, |
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| 12:22 | titles of the articles from the that's really not recommended because some scientific |
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| 12:29 | , maybe a paragraph long their titles so you don't you don't want to |
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| 12:34 | that you want to include the the author in the journal and then |
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| 12:39 | the back of the power point, want to have the full citation. |
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| 12:45 | on the slide itself, it's abbreviated the back. You want to have |
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| 12:50 | referenced list Full citation for yourself and for anybody that would be interested. |
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| 12:58 | , so these are against my main again, Take this exercise as your |
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| 13:10 | enrichment and learning experience. I hope in the last two months you have |
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| 13:18 | have learned, um, you have . And I hope that maybe some |
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| 13:25 | the articles you may pick up you understand much better now because you have |
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| 13:34 | that some of the basics of neuroscience neural transmission, some things about neurological |
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| 13:40 | that we discussed. Now we're talking , uh, Euro systems, um |
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| 13:49 | , uh, connected neuron, all and different parts of the brain working |
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| 13:56 | . Um, so that's probably I say the all of the advice that |
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| 14:03 | may offer you, um I believe everybody answered when the presentations should take |
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| 14:15 | and recall that I will also ask Thio grade your colleagues so that |
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| 14:22 | that will play a small part and you grade them to me each |
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| 14:28 | not toe everyone to see, that will play a small pardoned on |
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| 14:35 | my final evaluation of your off your . It's 10% of your work. |
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| 14:43 | the past, students have done very on this portion, and I think |
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| 14:51 | you will find it useful. Maybe more suggestion from from the when we're |
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| 14:58 | about the topic that you know, pick, maybe pick something that you |
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| 15:04 | you're going to be interested in for next five years, maybe pick something |
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| 15:09 | is gonna be somehow part of your . So not something that you just |
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| 15:16 | upon. Uh, okay, now shouldn't say anything because you can actually |
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| 15:23 | any topic you want the reason why say that you should pick something that |
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| 15:27 | gonna be somehow part of your life the next you know, is because |
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| 15:32 | can lay the foundation here and you learn some things and you can build |
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| 15:35 | that foundation. And, uh, as you presented, you'll see that |
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| 15:41 | important you're actually starting to speak the of what you're interested in. And |
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| 15:46 | and that's ah, part of this as well. So it's a It's |
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| 15:51 | cognitive exercise. It's ah, it's thinking exercise, but then in the |
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| 15:55 | it's How do you communicate that Um, we know the communication in |
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| 16:01 | world is changing very much, and know that there are two kinds of |
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| 16:08 | . There are very technical communications that for very technical, specialized audiences and |
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| 16:15 | generalized communications that are for general And I think some of the best |
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| 16:21 | out there be their scientific or or general societal communications is when you have |
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| 16:32 | of a blinder off. The to something that is complex could be translated |
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| 16:39 | into presentation in a way that is to understand Thio what you call the |
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| 16:46 | person or a general audience if you . And in fact, if you |
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| 16:52 | when you write grants on grant applications every grant application that goes Thio nyah |
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| 17:02 | the foundations, there's a technical abstract is the abstract of your technical |
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| 17:08 | This is the model I used. is the disease. Instead, the |
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| 17:12 | and then inbound to this program, and then the the fact this is |
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| 17:17 | . That goes into technical details, the second half start this laid person |
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| 17:24 | . Now you have to translate that abstract that you spend your last five |
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| 17:30 | and learning how to speak that language write that technical language was a graduate |
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| 17:35 | now as opposed dog. When you for grants, all of a sudden |
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| 17:39 | have to translate that language into a person's language to a person with a |
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| 17:43 | school degree sitting in the room would , Oh, wow, that sounds |
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| 17:47 | and actually understood some or most of . So any questions, guys, |
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| 17:59 | ahead, um, preferred format for citation style like I know you said |
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| 18:06 | year author and article. But is like, no journal? I would |
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| 18:11 | , Uh, yeah, like, just say something like that. I |
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| 18:17 | see, uh, merchants, but merchants Oh, for the first name |
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| 18:25 | our 2010 hello, 2010. It's service and I don't know merchant. |
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| 18:42 | is so this is sort of like is a good way. Sometimes people |
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| 18:51 | put Journal of Neuroscience or the name the journal into metallics, but that |
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| 19:01 | anybody that sees Merchant 2010 can go in your in the last slide of |
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| 19:07 | document or after you finish. You , you say thank you, you |
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| 19:13 | , slide or whatever conclusions. Thank . Then you have your reference or |
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| 19:16 | in the back and somebody says, you tell me about that margin |
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| 19:20 | This is when you open? You know, then you have the |
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| 19:26 | . That Z, that's a pretty way of doing this. The way |
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| 19:30 | I just wrote in slide presentations. mentors or some of the P ice |
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| 19:38 | have very specific instructions on these. just suggest that maybe this is a |
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| 19:44 | format on that. It is a citation on the slide itself. Go |
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| 19:53 | . Today we How long do you this to be? Time words. |
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| 20:00 | , 10 minutes. Okay. So fast presentations and a couple of minutes |
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| 20:08 | questions, and I will probably raise hand or maybe get some belt when |
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| 20:16 | have, like, two minutes And I don't know, You |
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| 20:22 | I mentored some undergraduate students this fall their picture presentation. So there was |
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| 20:28 | fam tech competition that was a female technologies and businesses. And, |
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| 20:40 | all of the mentors and judges were very strict. So when they had |
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| 20:45 | minutes presentations for their power points you know, I felt bad one |
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| 20:52 | the students got maybe only halfway through five minutes and, you know, |
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| 20:57 | that was a pitch competition. So can imagine that that student lost |
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| 21:02 | Uh, I have myself ran over in presenting things for sure, and |
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| 21:09 | have to tell you another thing that so there's there's there's a rule. |
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| 21:14 | if you really engaging, people forget time to. So in graduate |
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| 21:22 | I want the Power Point presentation on the research, and I want two |
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| 21:27 | overtime and my fellow graduate students where rate because it was basically a violation |
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| 21:35 | the rules. But all the judges well, but that was the best |
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| 21:39 | in the best, most interesting science the moment at least. So you |
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| 21:44 | Thio. I think that's why I that modern communications are much shorter |
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| 21:51 | You know, all of the technology us. Tick tock videos, 15 |
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| 21:56 | stories. Uh uh. Two You know, 10 minute attention span |
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| 22:02 | you shift away into a lot of device, that's just the reality, |
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| 22:07 | know? And, um so it's short. Then I have another |
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| 22:20 | E think some of us signed up your, like, advanced topics for |
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| 22:26 | semester. You kind of like explain we're gonna be doing. Yeah. |
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| 22:33 | , that's a great question. I just was telling some somebody else telling |
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| 22:38 | about it yesterday. It's advanced because know how we spend the first portion |
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| 22:46 | what a neuron. Sort of What is an action potential? So |
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| 22:50 | first portion of the scores goes directly the synaptic signaling glue dramaturge ICS signaling |
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| 22:57 | Tropic would go down inside the see what? What what glutamate. |
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| 23:02 | signaling does posson optically on the other of the cells. How did the |
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| 23:06 | tropic molecules now and influence post synaptic ? A long term? We highlight |
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| 23:13 | sites and micro glia. We talk how you measure synaptic activity and we |
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| 23:20 | about synaptic plasticity. So we actually in greater detail what is amplitude and |
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| 23:26 | a rate codes. And finally what , timing dependent plasticity, which is |
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| 23:31 | important. The second portion is dedicated going in depth on functional imaging of |
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| 23:40 | in the brain. So as opposed 15 20 minutes, we spend about |
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| 23:44 | hours from functional imaging and trying to . And then we highlight three very |
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| 23:51 | systems. So we go into more in the visual system, which is |
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| 23:56 | just sort of a classical sensory You know, we talk about |
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| 24:00 | I'm in ergic system, so we'll about particular about norepinephrine because it's so |
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| 24:07 | . You have this nucleus in the stem, and it's sprinkling all over |
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| 24:11 | cortex and the spinal cord. It's very different system, but it's a |
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| 24:15 | type of system. Then you have . The phenomenon system, which is |
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| 24:19 | . It's in the brain, It's the kidneys and the skin. Eso |
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| 24:25 | very different systems that are very much to the C. M. S |
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| 24:29 | very differently. A sensory system, chemical communication system and this homey of |
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| 24:34 | balancing system in a sense of under system. And then the last portion |
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| 24:40 | guys are gonna like also because it's of a touches on what you're working |
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| 24:45 | now is dedicated thio Neurological disorders. we will go into the mechanisms off |
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| 24:54 | and migraines. Um, Alzheimer's disease go into more detail and caused on |
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| 25:03 | brain and information. It's a compilation the material. So I'm putting together |
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| 25:09 | from, um Hoechst books, some literature, articles, reviews and some |
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| 25:19 | just electro materials and slides that you have for this course. So you |
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| 25:24 | think of it. For many I've gotten requests from students if I |
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| 25:29 | teach neuroscience to and you can imagine this is sort of a like neuroscience |
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| 25:35 | , um uh with mawr of the aspect, but also mawr of the |
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| 25:41 | disorder aspect that that you're covering individually . So you may learn on your |
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| 25:49 | mawr than about others that you're gonna about will go into greater depth and |
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| 25:56 | Cem literature articles. So yes, , I should be posting that |
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| 26:05 | Uh, PeopleSoft, I guess on u h. Pretty soon, I'll |
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| 26:12 | post the draft version of it this . As's faras, a collection of |
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| 26:18 | materials. I'll be gathering them. have quite a few, but I'm |
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| 26:22 | going to be gathering and finalizing them January. Right. Um, I |
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| 26:31 | one more question e can't find you help. A little discretion anywhere. |
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| 26:38 | with Oh, you can't. Maybe just me, but I have never |
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| 26:45 | make sure it's on blackboard. I it waas are |
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