| 00:01 | Uh huh. And so please look the slide and think about it. |
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| 00:12 | . Mhm. And the reason why ask you to look at the slide |
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| 00:17 | think about it is because I'm gonna you the slide at the very end |
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| 00:22 | the semester and ask you to look it and think about it and think |
|
| 00:28 | what you have learned and what you understood about the brain and the brain |
|
| 00:37 | . And it's a pretty pictures. we studied the central nervous system which |
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| 00:43 | the brain and the spinal cord. so you have the lobes of the |
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| 00:49 | , you have the brain stem, cerebellum that's attached on the back of |
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| 00:53 | brain stem and spinal cord that goes the vertebral column and vertebra protect your |
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| 01:01 | cord and in between each vertebra you the spinal nerves that radiate out throughout |
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| 01:07 | entire extent of your body. And how you're capable of moving your toes |
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| 01:13 | your fingers and talking at the same . It's these are the commands that |
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| 01:17 | coming from your brain. Everything that into your brain gets processed everything from |
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| 01:24 | neck below. All of the somatic . You don't have eyes and ears |
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| 01:30 | the neck below. Everything from your comes through the spinal nerves after parents |
|
| 01:36 | the spinal cord carries that information in brain, all of the activity from |
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| 01:41 | below what you're doing. But not actually, all of the activity is |
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| 01:49 | commands going into the spinal cord into nerves, your facial muscle movement. |
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| 01:56 | speaking commands to get initiated in the cortex a lot of them are administered |
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| 02:03 | the nuclear and the brain stone. the brain stem will control everything from |
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| 02:10 | up to face, the movement of muscles and all of these things. |
|
| 02:14 | then You have four techs. for the brain is subdivided into the |
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| 02:22 | lobe, parietal lobe exhibit a lobe the back of the brain, temporal |
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| 02:29 | . And here you have the cerebellum attached to the brain stone. So |
|
| 02:34 | super macro view, you have the sitting in the cranium Spinal cord done |
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| 02:43 | 90° brains. Them too the plane the brain and the spinal cord going |
|
| 02:52 | the vertebral column in the spinal And of course it's not just that |
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| 02:59 | brain controls the body. The body controls the brain. In fact, |
|
| 03:04 | don't know if I haven't but yesterday opened my mailbox and found this uh |
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| 03:15 | , gut matter some context of Alzheimer's and other neurodegenerative disorders. So this |
|
| 03:25 | just from this. Ut health. of marco bio. Yeah. You |
|
| 03:37 | a lot of DNA. Not just DNA going around now, but you |
|
| 03:42 | more foreign DNA. And your god your own DNA. The composition of |
|
| 03:48 | microbes and microorganisms of the DNA and else in there. The metabolites when |
|
| 03:55 | microorganisms influence your well being influenced your . Some of the the micro bio |
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| 04:05 | or abnormal microbiome can lead to neurological . So the brain of course controls |
|
| 04:14 | body, The body influences the There's peripheral nervous system that gets completely |
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| 04:20 | and of course that we're not really to talk about their for nervous |
|
| 04:24 | Just the central nervous system. When look at the brain you have the |
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| 04:29 | into lobes and you will say well and on the gross level, temporal |
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| 04:37 | here and exhibit a low vision, lobe, somatic sensations, frontal of |
|
| 04:48 | function, cognitive functions and executive Mhm. Yeah. That's pretty |
|
| 04:58 | But that's not really the case if think about how we function as human |
|
| 05:04 | , not just by being able to several things at the same time. |
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| 05:10 | also process several sensory inputs at the time. But we make our own |
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| 05:20 | of the sensory inputs based on the that we have in the brain. |
|
| 05:25 | you have these very prominent fibers in areas and in some other areas not |
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| 05:30 | prominent fibers that interconnect these different And all of the emphasis are coming |
|
| 05:36 | the periphery and all of the potential before they go out on the |
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| 05:41 | Get processed by many different parts of brain in the areas that we call |
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| 05:46 | areas, areas that are capable of multiple sensory modalities, visions. Now |
|
| 05:55 | touch for youtube process it in the there is associated and make a |
|
| 06:05 | The explosion smells like gas run. huh. Okay. That's a |
|
| 06:13 | That's all of the factors coming You heard something you turned around, |
|
| 06:17 | smell something you're reacting to it. that's that's that's inc happens very fast |
|
| 06:24 | it happens very seamless for us. ? Like checking my messages, typing |
|
| 06:31 | and I'm still thinking about the game know? So it's because of this |
|
| 06:38 | that exists between different lows and different of the brain. And then the |
|
| 06:45 | course the first section of the course really going to cover this micro level |
|
| 06:51 | at this micro level you have individual and what is detected here is a |
|
| 07:00 | and this neuron has a selma the body and has a dendrite and this |
|
| 07:07 | is being contacted by another neuron. the ending of the southern neuron is |
|
| 07:12 | an axon. And where this acts contacts onto this dendrite or onto |
|
| 07:19 | You have a very specialized location and specialized organization, anatomical and physiological. |
|
| 07:26 | call the synapse and a given Such a screw Kinji sal one of |
|
| 07:34 | most beautiful south, it looks like big bush. We can't be selling |
|
| 07:38 | cerebellum can have up to 300,000 sin . Up to 300,000 emphasis. It |
|
| 07:47 | mean that all 300,000 will be active the same time. That the reason |
|
| 07:54 | I say that is for you to recognizing the processing complexity that a singular |
|
| 08:02 | is capable of doing in a very short manner within milliseconds. This neuron |
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| 08:09 | receiving positive excitatory inputs. 5000 of 3000 inhibitor inputs, different parts of |
|
| 08:20 | cell. Within a millisecond this nerve to make a decision. Am I |
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| 08:25 | enough to produce an action potential, that as some sort of a meaningful |
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| 08:31 | to the pier that I'm connected to the region and another brain region or |
|
| 08:38 | ? Or be inhibited. Be Should I go up? What should |
|
| 08:43 | stay now? Should I go Should stay down? So hundreds of |
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| 08:50 | of inputs, thousands of inputs, of thousands of inputs. Very quick |
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| 08:55 | individual synopsis in the whole narrow nobody a very quick outlet response and that |
|
| 09:02 | responses the action potential and no and are neurons and these neuronal networks are |
|
| 09:09 | by glial cells and in fact glial are a lot more abundant as the |
|
| 09:18 | subtype in the brain through neurons, of the matter is going well, |
|
| 09:29 | glial cells so they are not detected here. But you already see it's |
|
| 09:37 | it's a pretty thick forest out there communications. If signal is being passed |
|
| 09:43 | and on top of that There's about , different subtypes of of these |
|
| 09:52 | That means it's like 150 different dialect which they can communicate if the language |
|
| 10:00 | the word is action potential. They have 150 different ways of communicating |
|
| 10:07 | language of actions And those 100 50 subtypes of neurons are surrounded by several |
|
| 10:15 | subtypes of real sense. And for while glial cells because in greek glee |
|
| 10:23 | glue was thought to be playing a passive role. And now we know |
|
| 10:29 | glial cells and you will learn actively neuronal migration. How neurons migrate to |
|
| 10:36 | final destination. When neurons are They're not born in their final destinations |
|
| 10:41 | temporal lobe or exhibit. Although they're in a couple of places, very |
|
| 10:46 | places in the brain and from there migrate. Grill sells, help them |
|
| 10:51 | and find their final destination within a specific location within the network. Real |
|
| 10:57 | as well. Get engaged when there information and when there is injured they |
|
| 11:03 | scavenge the tissue for repair of the . They will influence sonata genesis formation |
|
| 11:11 | new synopsis and they will influence also of the synopsis. Now, what |
|
| 11:18 | plasticity plasticity is the fact that these between neurons and these connections between brain |
|
| 11:26 | are plastic. They change the number synapses, changes some of these synapses |
|
| 11:34 | away. They depreciate over time or depressed and they die away and there's |
|
| 11:43 | instances and lead episodes. Learning stimulants will increase the production of the synopsis |
|
| 11:51 | of the new sin absence. So process of plasticity just like the trees |
|
| 11:57 | new leaves and they drop at the of the season and then they grow |
|
| 12:00 | leaves again? You have plastic processes help us learn which really serves as |
|
| 12:07 | basis of learning memory, memorize things you can recall things easily because it's |
|
| 12:14 | someplace within a code. And adaptability to nature and adaptability to would |
|
| 12:23 | as humans produce such as technology. . And we will talk about this |
|
| 12:31 | we talk about the amount of sensor . But I said that in class |
|
| 12:36 | and I think I'm gonna say this also, You were probably not born |
|
| 12:41 | years ago. Most of humanity. and you were born with a cell |
|
| 12:49 | in your hand. Right? Mm . I mean how many of you |
|
| 12:56 | the age of six or 78 12 started using suffer. Mm. |
|
| 13:06 | many how many of you have have the dow phone? No, but |
|
| 13:16 | real dial phone that forgot, How many of you used the dolphin |
|
| 13:22 | the last year? Uh five But it was probably buttons. There |
|
| 13:36 | a dial. Okay. Okay. you see where I'm going with us |
|
| 13:42 | If you wanted to make a phone some 30 or 40 years ago, |
|
| 13:46 | was a process for a phone And there was also a purpose for |
|
| 13:52 | phone and the phone was to make calls. The phone wasn't the source |
|
| 13:59 | music and news and social and dating fights and everything else. You |
|
| 14:06 | it was a phone call, you walk over with the first thing I |
|
| 14:12 | like what is this thing called? is it called? You put it |
|
| 14:19 | what is it? A phone handle two pieces. What is the |
|
| 14:30 | Listen, it's another one as a that delivers information to your year. |
|
| 14:36 | right, well, you still have . I mean, so you woke |
|
| 14:43 | , pick it up, put it your ear And then in Ceron one |
|
| 14:53 | four three. Uh so it's all , right. Wait for the |
|
| 15:05 | When you talk to the person, need to write something down. You |
|
| 15:09 | have a notebook. So you typically it to the other hand that you |
|
| 15:14 | have to write down how many of still write things down most of |
|
| 15:20 | I'm having a difficult time writing things , but I grew up writing things |
|
| 15:25 | . I didn't grow up having paths computers. I learned how to type |
|
| 15:31 | high school on the typewriter. So . You see what I'm going with |
|
| 15:41 | . It's easier for me now the and faster than to write what |
|
| 15:46 | The changes that happened in the brain that happened in the connectivity in the |
|
| 15:51 | of the synapses and how different brain communicate. And the one test that |
|
| 15:57 | doing a lot more off, which typing versus writing down is taking over |
|
| 16:03 | space and the brain is creating a and creating a map. And that |
|
| 16:07 | is also not just a temporary my it's also a permanent now because it's |
|
| 16:11 | grain and how you do things. so the last thing about the phone |
|
| 16:19 | is that once you're finished talking you up, you don't take it with |
|
| 16:28 | and carry in your pocket, it not mobile. And that's that's a |
|
| 16:36 | too. Because then if you forgot where you needed to call somebody |
|
| 16:41 | we have to go back and But sometimes you have to wait in |
|
| 16:45 | . Sometimes you have to have a because it was a pay phone. |
|
| 16:50 | brain had a completely different map for you use the phone and this map |
|
| 16:57 | attack right now. Our map for a phone and making a phone call |
|
| 17:05 | just a tap in this. that's all two fingers. And it's |
|
| 17:19 | our brains and it's reshaping our These fingers are taking a lot more |
|
| 17:25 | in the brain than these other The map for the making a phone |
|
| 17:30 | and grabbing it by the handle putting your ear. It's a very simple |
|
| 17:35 | map. Gross map. If you have motor function. This is a |
|
| 17:40 | fine map of motor function but it's dedicated to just a few digits on |
|
| 17:46 | hand, on the dominant. Have question. Okay. Mhm. |
|
| 17:55 | there is a reason. So neural . It's a very good question. |
|
| 18:01 | plasticity in general is quite prominent and very big part of the brain development |
|
| 18:11 | into out the lessons and then your are not as plastic. And one |
|
| 18:17 | the great examples actually for community like of Houston, which is very international |
|
| 18:23 | myself being from Lithuania, my first , Lithuanian, I came here at |
|
| 18:29 | years of age and I still had detectable accent. If you came here |
|
| 18:34 | six years of age, you can speaking english and nobody will and you |
|
| 18:41 | actually have grown up in a foreign immigrant community Or then you may actually |
|
| 18:49 | two languages or three languages. But no, you kind of tell that |
|
| 18:56 | person has an accent. And so is an example is when you're studying |
|
| 19:00 | is the best time to learn numbers about four years of age to about |
|
| 19:04 | years of age. And those 20 olds can spend the same amount of |
|
| 19:08 | or more studying and reciting and speaking language but their pronunciation will not be |
|
| 19:16 | good, will not be perfect and will be struggling and having a fluency |
|
| 19:22 | going to be much harder to earn fluency in that language. Uh your |
|
| 19:27 | elasticity then also starts going away with . So there's several factors, there's |
|
| 19:35 | factors that means that there are certain or neurotrophic six neurotrophic factors that get |
|
| 19:42 | in Raleigh development that encourage this growth synapses and plasticity. You're born with |
|
| 19:49 | lot more synapses that you end up into adulthood actually. So during your |
|
| 19:54 | development you have hundreds of thousands potentially even billions if not trillions of |
|
| 20:04 | because there's billions of south and trillions synapses that get driven away the attrition |
|
| 20:11 | because they're not being used. And early development is very important. And |
|
| 20:17 | you expose the child to different different stimulants and experiences because that's the |
|
| 20:23 | where they're absorbing and using all of traffic factors to build the precise connectivity |
|
| 20:29 | processing of all of that information. , if you deprive a child, |
|
| 20:34 | child and a famous example child that's the in a box lock shop is |
|
| 20:41 | in the medical center. It's If you deprive the experiences, it's |
|
| 20:49 | activity dependent process. Plasticity is an dependent process. So stop doing |
|
| 20:55 | You lose that plasticity. Mhm. an activity dependent process. And there's |
|
| 21:02 | lot more trophic factors during early And with aging there is other cellular |
|
| 21:08 | such as cell aging, the the strength of the synapses to just |
|
| 21:16 | over a So that perfect time for synaptic plasticity is up into the early |
|
| 21:22 | for language learning and for a lot running and that's, you know, |
|
| 21:27 | hear the stage moves to me. it's never too late. So I |
|
| 21:34 | this is really cool about looking at slide and then looking at the slide |
|
| 21:39 | the end of the semester. these are your authors of the bookmark |
|
| 21:44 | Barry, Connors, Michael 30. Lecture material I would say maybe |
|
| 21:51 | of images are drawn from this If you follow the lecture material, |
|
| 21:56 | you take the notes, I'm recording lectures and I'm going to post |
|
| 22:00 | I'm going to post something new. video points when I can figure out |
|
| 22:03 | going on with video points the semester yet. I'm waiting to hear back |
|
| 22:09 | U. H. I. But it will have a spot for |
|
| 22:11 | of the recorded lectures. And if follow the material electricity, few watch |
|
| 22:18 | videos. Uh, you can still a book and I will encourage you |
|
| 22:25 | get a book, especially if you going into anything that's related to |
|
| 22:31 | the neural rehabilitation psychiatrist, psychology, medical field that we keep that book |
|
| 22:38 | it has a lot of very useful in it that you may use. |
|
| 22:44 | this course and what we will do for the remainder of our time, |
|
| 22:51 | is almost turning all of our We'll talk about two key concepts in |
|
| 22:57 | and I'm going to come back to and develop some more of your kind |
|
| 23:01 | understanding of how the response came about then we're gonna talk about COVID-19 infections |
|
| 23:07 | about 5-10 minutes. So this slide the prehistoric times and a procedure that |
|
| 23:17 | depicted here and I'm opening in the that is referred to as a great |
|
| 23:24 | nation or sculptural pronation. 10 : BC. Archaeologists are finding these |
|
| 23:33 | The skulls don't just have a gashing crack in the hall like somebody put |
|
| 23:39 | hammer to it like in a combat another sharp object like a stone. |
|
| 23:46 | rather they have very precise geometrical form cuts. They are located in multiple |
|
| 23:53 | of the skull and ideological evidence also that they have been repeated multiple |
|
| 24:02 | The first thing that comes to it has to be some sort of |
|
| 24:05 | form of prehistoric torture and of course probably not the case and it's also |
|
| 24:14 | everywhere around the world. America indians the Peru President Day Peru region, |
|
| 24:23 | , Mesopotamian, different people around the in different areas exhibit these scars with |
|
| 24:32 | nations. This is a tool, tool would be used to produce interpretation |
|
| 24:39 | the handle of the stool on top it depicts the actual procedure. So |
|
| 24:46 | the middle you have a patient that's uh you have a another person that |
|
| 24:53 | like holding that patient and another person straddled on top of this patient that's |
|
| 25:01 | into the skull. Of course there many different spiritual religious shamanic interpretations of |
|
| 25:13 | procedure. The person that is mad is obsessed person that is gone on |
|
| 25:24 | . You can release their backstairs by the brain by opening, cracking the |
|
| 25:32 | open and the interpretations that if somebody overheating of course the heat rises so |
|
| 25:41 | the temperature. But the best interpretations date that exists for great entrepreneur nations |
|
| 25:49 | that they were done for real medical reasons. If you have a build |
|
| 25:56 | of cerebrospinal fluid and you have the cerebrospinal fluid will start pushing on |
|
| 26:03 | brain tissue, causing massive pain and , even deforming the skull in young |
|
| 26:11 | . And the only way that you prevent that is making a hole in |
|
| 26:15 | skull and draining the fluid. If have very strong trauma to your head |
|
| 26:23 | you have accumulation of the blood, have hemorrhaging and then you have blood |
|
| 26:30 | and you have build up of pressure the fluids around. The only |
|
| 26:36 | to clean up that is to crack skull open and clean it up from |
|
| 26:42 | brain tissue. So, repeat entrepreneur , obviously we're done as repeated |
|
| 26:51 | even multiple parts of the brain over times and really served as the first |
|
| 26:59 | of neurosurgery. Cool ! Right in . We jumped to Egypt and we |
|
| 27:10 | about 1,700,000 BC, which is the approximate day for Edwin smith surgical |
|
| 27:20 | And of course Edwin smith was not great Egyptian daddy, but he was |
|
| 27:30 | leader of the expedition and the guy funded the excavations in Egypt that discovered |
|
| 27:36 | papyrus which was Imhotep papyrus but it's Evelyn smith for paris imho Tab was |
|
| 27:45 | court physician works and the time in and in general you couldn't mess with |
|
| 27:55 | bodies. Um hooked up was the one that started describing the anatomy uh |
|
| 28:03 | . So anatomy and physiology of the body as the court physician working for |
|
| 28:10 | loss. And later as a day he had access to enormous amounts of |
|
| 28:17 | because of the massive building of the term. Is that is happening because |
|
| 28:21 | the worst enslavement the fights that is on and all this time. It |
|
| 28:29 | not allowed to take a human body open the skull and they set out |
|
| 28:34 | brain or muscles. It's it's heresy do that. Egyptians would treat their |
|
| 28:42 | in a special way. They wouldn't them and preserved their bodies but that |
|
| 28:47 | for an average person. And as preparing the body to be preserved, |
|
| 28:53 | would take this tool that looked like metal hook and they would put that |
|
| 28:59 | hook through the nose and scoop up of the brain tissue. They didn't |
|
| 29:06 | that brain was important to preserve and it the marrow of the skull and |
|
| 29:13 | heart they thought was the central organ the most important organ in the |
|
| 29:19 | Uh huh. But in the hotel he sees these open wounds gashes in |
|
| 29:25 | abdominal cavity, cracked skulls. This gives him a window to start observing |
|
| 29:33 | injuries. To start observing anatomy in body anatomy in the brain. And |
|
| 29:39 | this papyrus, he describes 48 injury . 27 of them are had trauma |
|
| 29:47 | . Although brain is a marrow of skull Imhotep recognizes that an injury to |
|
| 29:53 | brain may result in a peripheral meaning that an injured to the left |
|
| 30:00 | of the brain may end up in paralysis of the right hand. And |
|
| 30:05 | recognizing that there are distal effects. means that somehow this brain or bone |
|
| 30:13 | is connected to the distal anatomy of , to the distal anatomy of the |
|
| 30:19 | of the body. And potentially the you will to devises a system of |
|
| 30:29 | and its treatment classification. Come you have ailments to be treated may |
|
| 30:36 | treated and not to be treated. day medicine. I always said we |
|
| 30:43 | have any more triage system like this everybody gets treated and then covid hints |
|
| 30:52 | hospitals got crowded and guess what You go through the triage system, |
|
| 30:59 | surgery, go home and wait right of breath, need a ventilator. |
|
| 31:06 | see you covid positive. Not so . Lay down on the floor. |
|
| 31:14 | . Right. It's still you have system. And unfortunately as the health |
|
| 31:21 | , this modern health system gets It's absolute fullest and strained to its |
|
| 31:29 | capacity. They actually fall back into rudimentary principles. Uh now he also |
|
| 31:41 | developing the descriptions in this in this of different parts of the brain or |
|
| 31:47 | brain is. So this is ancient hiring blitz if any of you are |
|
| 31:53 | versed in this. This is the , This is the convolutions which refers |
|
| 32:01 | the gira and south side and even of the, of the brain. |
|
| 32:08 | an image here of the membrane, membrane as if it's covering the brain |
|
| 32:15 | like almost like an umbrella. Am right or was everybody sees that? |
|
| 32:23 | this? What do you guys see ? This is this is a lot |
|
| 32:26 | like a cup and something is being out of this cop. And somehow |
|
| 32:32 | represents to me like weighs a little like fluid and this membrane somehow is |
|
| 32:37 | with the fluid. And so this is for a cerebrospinal fluid. The |
|
| 32:44 | fluid gets produced in the brain and bathes your brain provides the nutrients but |
|
| 32:49 | provides the cushioning in the protection and kind of almost gel fluid like |
|
| 32:56 | Thanks how insightful is that. Or this is the membranes for individual |
|
| 33:04 | It's important to have thought about, is doubtful but what an amazing person |
|
| 33:12 | , to have an access to have ability to look in a window into |
|
| 33:17 | human body and window into the human start defining describing start really. The |
|
| 33:25 | anatomy is the start of that and can't say it's modern anatomy but it's |
|
| 33:29 | start of the anatomy all because of hurt tap. Okay, so |
|
| 33:38 | instead of going into the more historical , we have a little bit of |
|
| 33:44 | left in the last five minutes. going to Talk about COVID 19 and |
|
| 33:51 | want you to think about this now when we come back at the end |
|
| 33:55 | the semester, we'll have a little more detailed lecture about this. But |
|
| 34:00 | you have to think about is that when it enters the brain, if |
|
| 34:05 | would be really bad news and that's we call neurological sick, Wailua. |
|
| 34:11 | sequence, neurological consequence systems you made COVID 19 infections. This is a |
|
| 34:17 | chorus and people don't understand that very or virus entering into the cell into |
|
| 34:24 | , into the cns Can happen because inhale the virus which is in the |
|
| 34:30 | which is airborne into your lungs. it populates your lungs, it goes |
|
| 34:35 | your blood. If the level of viral load is high enough in the |
|
| 34:42 | , it crosses the blood brain There's a barrier between the blood and |
|
| 34:46 | brain and it gets into the brain the blood. This is one way |
|
| 34:51 | which virus can reach your brain The other way in which virus can |
|
| 34:57 | your brain tissue is through a nasal . The droplets usually that contained the |
|
| 35:06 | and the specific anatomy of the olfactory lost with these droplets. To use |
|
| 35:14 | olfactory nerve endings and creep up these nerve endings into the central nervous system |
|
| 35:21 | the death. So because these nerve are literally hanging out in your nose |
|
| 35:27 | that's how you smell things And losing sense of Smell. That means that |
|
| 35:33 | endings nerve endings are infected and they're by COVID-19 infections. So you have |
|
| 35:42 | Bosnia and ability to smell anything if have a goose to inability to taste |
|
| 35:49 | . A lack of taste is because a viral infection on the taste receptors |
|
| 35:53 | are located in your mouth too. virus coming in through the Nasal |
|
| 36:00 | All the guys that are over 65 think that they don't need to wear |
|
| 36:04 | over their noses. Mhm. But what happens is that the virus can |
|
| 36:12 | in and you can see this this in the skull. It's called crib |
|
| 36:17 | formation crystal galley. And you can these tiny little administrations. These are |
|
| 36:26 | little holes in this path, the of the skull here and this is |
|
| 36:33 | the nerve endings enter through these tiny is the place of the skull gets |
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| 36:40 | thin in this crew perform formation here through these demonstrations you have the nerve |
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| 36:47 | going into the factory bulb which processes sense of smell smell information. And |
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| 36:55 | is how virus can enter into the . Now you can have hypoxia which |
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| 37:03 | lack of oxygen, hippo oxygenation because have a viral infection in the lungs |
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| 37:12 | that can compromise blood brain barrier that allow for the virus stamped into the |
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| 37:18 | SARS-COv-2 ice through a stew receptors on tissue. So ace to the South |
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| 37:25 | receptor angiotensin converting enzyme to it's present many different organs in the brain but |
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| 37:31 | also found in the cns used to in the CMS. This is why |
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| 37:38 | so nasty. First of all these receptors are this and biophilia lining. |
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| 37:42 | this is the blood, this is epithelial cells that comprise the blood vessels |
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| 37:48 | these are the surrounding ostracized glial cells the brain network. And this is |
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| 37:54 | the barrier that controls what things can from the blood into the brain |
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| 38:01 | What it can do is actually can on today's two receptors on this and |
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| 38:06 | cell walls, essentially bringing it very through the blood brain barrier. And |
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| 38:13 | invasion happens to blood brain barrier and wheel cells are neurons contain ace two |
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| 38:20 | , both real cells and neurons actually infected. And then the virus takes |
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| 38:26 | the genetic machinery of these cells. there's a lot of information on this |
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| 38:33 | I'd like to focus on what's happening the peripheral nervous system announced me and |
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| 38:42 | do see a loss of taste, of smell, You have major |
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| 38:46 | you can have uh getting on boston , more efficient syndrome. Going to |
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| 38:52 | vertigo also. But this is more essential side. If you have main |
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| 38:58 | of headache and vertigo, you have neuron faction. Then the major symptoms |
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| 39:04 | stroke. Meningitis acute necrotic into philosophy brain hemorrhaging brain bleeding. Yeah. |
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| 39:19 | what's what's what's happening acute necrotizing As philosophy is basically a viral infection that |
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| 39:26 | can happen and you can have the is not just because of coded |
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| 39:31 | you can have a tick that by of politic, viral infection from the |
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| 39:36 | can have viral infection. Meningitis can bacterial viral infections and all of these |
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| 39:43 | and other organisms will try to hang and penetrate into your body in the |
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| 39:49 | . Mm. And what happens if penetrates into the brain? And you |
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| 39:54 | accurate necrotizing? It's a philosophy. have information in the brain necrotizing refers |
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| 40:00 | necrosis or cell death but not not programmed cell death, but basically |
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| 40:09 | viral induced cell death of neurons and . I'll come back to you in |
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| 40:14 | second. So it's a philosophy and a fill itis information of the |
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| 40:22 | It's a fill itis as a philosophy lead to anatomical dysfunctions. Not just |
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| 40:29 | can lead to seizures. Apple, now all of these secondary things. |
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| 40:34 | stroke, there is lack of oxygen the neurons in the brain are exquisitely |
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| 40:41 | to oxygen. If you lose supply neurons for two minutes, neurons are |
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| 40:50 | . That's why when somebody, when heart stops for longer than two minutes |
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| 40:54 | they get revived and if it's more two minutes you don't know what what |
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| 41:01 | of a state that person is going come back and are they going to |
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| 41:04 | paralyzed and they're going to be a ? Are they going to have difficulty |
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| 41:09 | one side of the body? They not have issues or they may just |
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| 41:14 | dizzy for a very long time. two minutes. So if you're cutting |
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| 41:19 | that oxygen supply slowly from the it's bad news. And if it's |
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| 41:26 | it's there and it's not getting enough yourself, they go into and a |
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| 41:36 | situation, we have post infectious neurological , Neurological abnormalities have been described at |
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| 41:47 | of patients were required hospitalization, 45% those severe respiratory illness and 85% of |
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| 41:56 | with er Diaz So this is it just happens to some people, |
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| 42:04 | have one third of the people that up and if you end up in |
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| 42:08 | intensive care, you have intensive care neurological manifestations because it's a different beast |
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| 42:13 | you're in intensive care and you're in , you get intubated. If you |
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| 42:19 | out of it, half of your from being an intensive care, the |
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| 42:22 | half is from the virus that experience is very traumatizing to. So keep |
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| 42:32 | in mind That virus, even if are 65 or taller still gives them |
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| 42:38 | your nose. Mhm. Uh keep mind that uh it looks like antibodies |
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| 42:48 | either Vaccination or exposure to go that about 6-8 months or so. So |
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| 42:59 | was vaccinated in March and I am about doing another vaccine because my antibodies |
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| 43:07 | probably very low right now. And heard today analysis on the news that |
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| 43:16 | that have received fighter shot the 3rd somehow they have very high antibody |
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| 43:23 | So maybe it's the three shots that to get really high antibody level and |
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| 43:28 | immunity. Don't know right so keep of these things in mind that the |
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| 43:37 | is in the air that we will with caution that this is a neuro |
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| 43:42 | course. And so this is your of thinking about everything about the |
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| 43:48 | about the neuro different parts of the and how potentially this virus can can |
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| 43:55 | with different elements. And again, we come back at the end of |
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| 43:59 | course and have a little bit more will understand how it really a lot |
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| 44:05 | details within the context of neurons and inflammation and so fill itis and so |
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| 44:12 | . Have a great afternoon and I see you either here or on zoom |
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| 44:17 | thursday. Yeah. Uh |
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