| 00:03 | All right, everybody. Let's There we go. So, I'm |
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| 00:07 | you braved the storms that are like miles north of Houston that they're making |
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| 00:12 | all freak out about. Yeah, probably get bad. But who |
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| 00:17 | All right. Uh, before we today I want to just talk about |
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| 00:21 | . Uh, first off. I still have like nine outstanding grades |
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| 00:25 | , or exams for various reasons. , they'll be doing makeup exams on |
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| 00:31 | next week. So I'll have all grades updated, all your grades |
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| 00:36 | Um, probably on Friday. All . And, uh, one of |
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| 00:41 | things I would like you to be to do, you should be able |
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| 00:43 | do at this point in your But I still see some students still |
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| 00:47 | with this idea of how do I my grades? And it's really, |
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| 00:50 | basic. Right. I mean, just take your exams, you average |
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| 00:53 | out, you take your top hat and you average those out and you'll |
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| 00:58 | a percentile and then multiply them and you'll get your connect grades and you |
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| 01:01 | average those out and then it just your percentage So it's 80% of your |
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| 01:06 | , 10% of your top hat, of your connect. You can calculate |
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| 01:09 | out and you can figure out what are grades that I need? |
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| 01:12 | I'm trying to figure out what grade I have to get to get |
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| 01:15 | you just use your simple algebra that learned way back in seventh grade and |
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| 01:19 | can kind of play that game. one of the things I want to |
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| 01:22 | you because I keep getting emails about . Like, they're, you |
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| 01:25 | students are concerned about, you know I'm failing the class and you look |
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| 01:29 | their grades like, no, you're failing the class for here for this |
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| 01:33 | . A 50 is failing. If have a grade above a 50 you |
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| 01:36 | not failing the class. All So you gotta get past those |
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| 01:41 | Um, I started thinking about this I'm, I'm going down a rabbit |
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| 01:44 | here, every other class. What do is they rank sort, |
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| 01:49 | you know what that means to rank you. It's like every, get |
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| 01:52 | grade and the highest grade is number , second, highest grade is two |
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| 01:57 | third highest. It's three. But don't tell you that. But if |
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| 02:00 | start thinking about it a little bit , it's like, oh, that's |
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| 02:04 | they're determining grades. And so, in the chemistry department, which most |
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| 02:07 | you don't have to deal with, like only give a s to the |
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| 02:11 | 10% of the class. And so you're in a chem lab and there's |
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| 02:15 | people, how many A's are gonna in the class? True. Isn't |
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| 02:20 | terrible? I know. It's, chemistry. Don't, don't try to |
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| 02:24 | your mind around. It's just, not gonna work. All right. |
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| 02:27 | the idea here is, remember in class, an A is not A |
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| 02:31 | A B is not an 80 C not a 70 ad is not a |
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| 02:35 | those grades, those letter grades that are so worried about all the time |
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| 02:40 | determined by the curve, which is mathematical distribution, right? You've heard |
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| 02:45 | bell curve? Well, that's what do. It's a distribution, it's |
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| 02:49 | bell curve. And so that when talk about, I will post your |
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| 02:53 | values, there will be an email goes out on Friday that says, |
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| 02:57 | , this is what your grades look today. Now notice it's not, |
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| 03:01 | is what your grades will look like the end of the semester because why |
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| 03:05 | still have a test and we still homework to do. All right. |
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| 03:09 | it's a good estimation, right? a close estimation because you guys are |
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| 03:12 | , very consistent from unit to There's, you know, sometimes you'll |
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| 03:16 | really well while other people do But as a general group, as |
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| 03:19 | general class, you're very consistent from to unit to unit. So once |
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| 03:24 | kind of establish by the third unit the grade is, it's kind of |
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| 03:27 | , ok, I kind of get sense of where the grades are going |
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| 03:29 | be. And so I will send email out to tell you where everything |
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| 03:32 | and you can start making some decisions yourself. Now, I don't email |
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| 03:37 | and say what, what, what's grade? All right, I got |
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| 03:40 | of you if I do that and asks me and I spend one minute |
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| 03:43 | that. I'm, that's like, , let's do, do the |
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| 03:47 | That's eight hours of work, Or really closer to seven, |
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| 03:52 | So you gotta be able to do own grades. All right, you |
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| 03:54 | be able to kind of master that thing. Um, but what I |
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| 03:58 | do is I want to address this because this is the question I get |
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| 04:01 | about this time of year and we've the drop date further and further and |
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| 04:06 | back. And so our drop date is 4 19 and some of you |
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| 04:10 | really concerned. They're like, I'm worried about my grade. Doctor |
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| 04:13 | , my favorite one. And this specifically this class here. I have |
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| 04:17 | get a b, I'm going to school. I have to get a |
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| 04:21 | first off. That's a lie. right. I'm gonna tell you |
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| 04:24 | It's a lie. Let's say you all A's and all your classes. |
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| 04:29 | this class you get ac plus, they going to ignore your application at |
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| 04:34 | school? No. See, logically doesn't make sense what they are doing |
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| 04:39 | you and what they are telling you they don't want to evaluate you. |
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| 04:43 | want to make their lives easier by you not apply if you don't have |
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| 04:48 | grade right now. Are you as as somebody that has a B? |
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| 04:54 | ? Right. But are you as as if you have a B? |
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| 04:57 | you as competitive as someone that has A? No? So you have |
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| 05:01 | kind of take that into consideration in of what you're trying to accomplish. |
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| 05:05 | . You want bees but you don't bees because they're not, you're not |
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| 05:08 | to be allowed to apply. You be because you want to be |
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| 05:12 | right? So you have to start along those lines is how do I |
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| 05:15 | more competitive as an applicant? I to have the highest grades I can |
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| 05:20 | get. I'm not trying to sneak with this little weak sauce B |
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| 05:24 | right? You are the champions, Cougars, right? And so what |
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| 05:31 | do is you shoot for the don't shoot for the lowest, |
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| 05:35 | We already are underdogs in this right? I'm looking at the athletes |
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| 05:40 | which are the other schools that everyone about U T. That's I |
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| 05:45 | oops, it's like leave a bad in your mouth when you say it |
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| 05:49 | loud. Right? Or what's that school? You know, those |
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| 05:54 | they like to fight A and yeah, I know you got some |
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| 05:59 | in here. My wife's an I get to make fun of her |
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| 06:01 | day. And then we're not even like the third school. What's the |
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| 06:05 | school that everyone thinks about when they about a state school in the state |
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| 06:07 | Texas, Texas Tech. Really? little guys on the prairie with the |
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| 06:15 | gun guns, boom, boom, . No, we're bigger. We're |
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| 06:19 | . We're smarter. Let's go take . All right. And so I |
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| 06:23 | to encourage you to think I am of doing all of this stuff and |
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| 06:28 | not gonna give up. And if grade isn't where I wanted to |
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| 06:31 | there are some things I can do bring my grade up first is, |
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| 06:33 | come and see me the email that tired of seeing because you guys are |
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| 06:37 | used to. I'd like to talk you about my grade. Here's my |
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| 06:40 | about this. Like that's not how talk about your grade. You want |
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| 06:42 | talk about your grade. Come see . I will encourage you. I |
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| 06:45 | give you all the information you I will help you become a better |
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| 06:49 | . That is my job. That what I love doing because I want |
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| 06:52 | to all achieve your goals. I do. I want every one of |
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| 06:55 | to go to nursing school and when old and dying I can look up |
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| 06:58 | say, oh, yeah, you in my class, please don't kill |
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| 07:04 | . You're laughing about this because you already presume I'm old. |
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| 07:08 | I don't know. Right. But say for a moment, you're concerned |
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| 07:13 | , you're concerned about your grades and freaking out right about now, most |
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| 07:17 | people are truly freaking out, aren't up to the classroom. So I'm |
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| 07:20 | speaking to all of you, but of you are. And so there |
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| 07:23 | some rules about consideration for dropping of class, right? Rule number one |
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| 07:28 | you never make a decision out of . All right, you have to |
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| 07:32 | logical. Emotion will take us in that are not good, right? |
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| 07:38 | about, if you hear about, example, let's say for a moment |
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| 07:42 | hear that your boyfriend is cheating on ladies, right? And you go |
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| 07:47 | and you're like, you've been cheating me, I break up with you |
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| 07:50 | I hate you and I hate everything do and I'm gonna, and you |
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| 07:53 | out of course that really the rumor by somebody because they wanna start dating |
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| 07:58 | boyfriend and he's been faithful. who made the dumb mistake? You |
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| 08:03 | ? So the idea here is you act that emotion first, investigate, |
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| 08:07 | out and then start making decisions based some real facts that you've identified. |
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| 08:12 | , don't be emotional about your All right. Be logical about your |
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| 08:18 | . All right. Rule number two this is one that's gonna be really |
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| 08:22 | for all of y'all because you've been your entire lives that there are two |
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| 08:25 | in this world. There are A's there are FS, everything in between |
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| 08:29 | exist. Right. If you got B plus that's not good enough. |
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| 08:32 | might as well be an F All . If you have a grade of |
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| 08:37 | minus or better, do not drop class. All right. And I'll |
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| 08:42 | you what, how much did it you to take this class? Anyone |
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| 08:47 | about 1200 bucks. If you took a federal loan, you're paying 10% |
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| 08:51 | that federal loan annually from here on until you pay that off. That's |
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| 08:55 | and $20 a year, right? you got the on top of |
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| 08:59 | All right, if you have ac or better, you are counting this |
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| 09:05 | towards your graduation. So are you to throw away $1200 and not |
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| 09:12 | It's one step further away from graduation you drop the class. So if |
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| 09:16 | passing a class successfully with the C or better, you stay in the |
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| 09:20 | . If you didn't get the you want to go back and take |
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| 09:22 | again when you're a little bit more . Alright. Or once you figured |
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| 09:27 | how to study? All right. drop classes that you're passing. |
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| 09:31 | there is a caveat or an exception that rule. If you are a |
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| 09:35 | and you have a GPA, that's enough to support ad in a class |
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| 09:41 | you're still gonna graduate because that d not in your major. Do you |
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| 09:45 | the class? Yeah. My senior here is going nope, senioritis all |
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| 09:49 | way. As long as I get 2.0 to graduate, I'm in good |
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| 09:54 | . That's perfectly fine. There are exceptions to the rules, right? |
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| 09:59 | for the most part C minus or you stay in the class, come |
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| 10:03 | , you know, and, and it later. All right. Now |
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| 10:08 | we have to do now is figure the calculation. So in the first |
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| 10:13 | , I said you need to calculate grade. Second one is all |
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| 10:17 | If I want to drop this what is the lowest grade that I |
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| 10:20 | possibly get and still walk out of class? Satisfied? Now, remember |
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| 10:26 | term satisfied here is a, is tricky one, I'm saying C minus |
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| 10:30 | better, right? But let's say GP is really, really low and |
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| 10:34 | actually do need a B because if don't get a B, you're not |
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| 10:36 | to be able to graduate, then might be a caveat where it's not |
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| 10:39 | minus or better, it has to a higher grade or maybe it's a |
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| 10:43 | grade like ad because I'm graduating and don't, I don't have to worry |
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| 10:46 | my GP because my GP is high . Yada, yada yada. So |
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| 10:49 | just got to figure out what is lowest grade. If the answer is |
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| 10:53 | other than the C minus, you have a very good reason for why |
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| 10:55 | is right. And it's not because want to go to nursing school, |
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| 11:00 | ? Nursing school will be there in semester. How many times can you |
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| 11:03 | to nursing school and get in in single year? Do you guys know |
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| 11:07 | times? Yeah, they have an class every like in the fall in |
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| 11:12 | summer and then the spring. So you're not missing out if you it's |
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| 11:17 | like medical school where it's like, , I apply for next year and |
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| 11:21 | evaluated. Oh, I missed. I've got another full year to |
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| 11:25 | You got a lot of time to that. All right. So the |
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| 11:28 | question after you ask this, what my grade? What is the grade |
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| 11:31 | I need to get? Then you to ask, is it mathematically possible |
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| 11:34 | get that grade? Right. So you can do the formula that I |
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| 11:38 | showed you for my class, other are going to have different formulas. |
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| 11:41 | what you do is you just plug numbers and you try to figure out |
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| 11:44 | is the grade that I need to . Now you'll have the scale. |
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| 11:49 | , now for this class, when the scale gonna be available Friday next |
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| 11:54 | ? Ok. So you have your and you say, OK, |
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| 11:56 | I need ac minus just as an . OK. C range starts |
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| 12:00 | So I need this number. So do the calculations that OK, that's |
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| 12:03 | grade I need to get. All . Is it mathematically possible to get |
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| 12:08 | ? All right. Now you may do, I mean, you might |
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| 12:10 | all the math and you find out I get 100 on the next exam |
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| 12:13 | do all my homeworks, I can that grade. But if you've never |
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| 12:18 | 100 on a test, what is probability that you're gonna get 100 on |
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| 12:21 | last test? Pretty low? So have to also have that caveat on |
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| 12:24 | . Is it probable? All So there's a possible and a |
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| 12:29 | All right. And so what you do is you just wanna be realistic |
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| 12:33 | ? Remember, this is logic. , once you calculate everything out, |
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| 12:37 | say it's both possible and probable. a 70 is not a hard grade |
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| 12:42 | get. In fact, that's what shooting for as a kind of a |
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| 12:45 | grade. Ok? I need to a 70 on the next exam in |
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| 12:48 | to do that. So the next to ask is if you've been struggling |
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| 12:53 | and you haven't been getting those types grades. Are you willing to change |
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| 12:59 | you're approaching your academics in order to the grade that you're looking at? |
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| 13:04 | other words, if you keep doing same thing over and over again, |
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| 13:08 | you going to expect something different? , if you keep doing the same |
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| 13:12 | over and over again, you're going get the same performance, same grades |
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| 13:16 | and over again because that methodology you've yields you a specific type of |
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| 13:22 | And so if you want to make , are you willing to do |
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| 13:26 | And if so make change come and me, I can talk to you |
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| 13:30 | how to make the change. And is the hardest question to ask and |
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| 13:34 | for yourself because you can sit across desk from me and say, oh |
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| 13:39 | , I, I want to change I wanna do stuff, but |
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| 13:43 | it's up to you, right? have to make the choice and |
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| 13:46 | ok, instead of not studying, going to study just as an |
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| 13:51 | right? Or I'm gonna do this of that, you have to be |
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| 13:53 | person that's gonna execute it. And if you're not really willing to do |
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| 13:57 | change to get the grade that you , then that's OK, then go |
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| 14:02 | and drop. All right. I'm not trying to encourage you guys |
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| 14:05 | drop right now. So far in class, I'm really kind of |
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| 14:08 | This is, you know, you are actually holding on. Most students |
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| 14:12 | , like, after the first like I give up and then they're |
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| 14:15 | . I think I've had like, drops this entire semester so far, |
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| 14:19 | is great. And I think most you guys are all, well, |
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| 14:23 | most, uh, probably about 90 are capable of passing the class. |
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| 14:29 | . And this has happened. It's cool when I get all my students |
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| 14:32 | the class, it's, it's really . I prefer all a but, |
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| 14:35 | know, it's, huh? no, at all a all A |
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| 14:42 | I'm glad you're remembering. Remember I you that, that's it. Everyone |
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| 14:46 | an a in the class. I know if that's, it's, I |
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| 14:50 | it's out of reach at this but we could all pass and that |
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| 14:56 | and of itself is a huge accomplishment that should be your goals. I'm |
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| 15:01 | to just learn the information. I'm to learn the information when you learn |
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| 15:05 | information your grades naturally follow. So you're willing to make, if you're |
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| 15:10 | about your grade and you, you to do your calculations, figure out |
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| 15:13 | it's, you know, is it ? Should I stay in the class |
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| 15:16 | shouldn't I, you have some basic to follow and then make that |
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| 15:21 | Not today, but literally at the minute, that's, that's really why |
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| 15:26 | give you that date. I'm not to kick you out of the |
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| 15:30 | You should be sitting there going, want to analyze and I want to |
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| 15:32 | better at what I'm doing. And if you finally figure out that it's |
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| 15:35 | gonna be possible for me to reach goal, then it's ok. That's |
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| 15:38 | A W is A W is, ok. I'm gonna come back and |
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| 15:42 | gonna do it another time. All . So if you're afraid or you're |
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| 15:47 | out, come and see me. have office hours after this class |
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| 15:51 | and we can sit down and Our, our last exam is when |
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| 15:54 | you guys remember? It's the last in April, whatever it is. |
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| 16:00 | . Is that what you said? ? OK. That's how many weeks |
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| 16:04 | not weeks? It's three weeks, many days? So Thursday. So |
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| 16:08 | weeks, three weeks. So six using six classes, right? And |
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| 16:16 | six classes I think are filled with most fun stuff that we get to |
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| 16:19 | . Now, you guys will probably think so. But this is what |
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| 16:21 | me excited. This is what put in this spot right here today because |
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| 16:26 | I was sitting in the seat where are, this is where I started |
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| 16:30 | about endocrinology and I started learning about systems. Now, I'm a |
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| 16:34 | I'm naturally gonna be interested in reproductive , right? Because reproduction, |
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| 16:41 | Well, maybe not reproduction. It's like sex. All right. You |
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| 16:43 | I gotta learn about sex. All . But it was the endocrinology and |
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| 16:50 | concept of sex that kind of drove here. So having said all |
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| 16:56 | understand, I'm not lecturing you and my finger at you, shame on |
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| 16:59 | . I'm I'm trying to encourage you you're concerned about your grade, come |
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| 17:02 | see me and that's all I'm gonna about it today. Uh Like I |
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| 17:05 | , next, next week on as close to the drop date as |
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| 17:09 | can get. I'm gonna post all stuff and you can start making some |
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| 17:12 | there. All right, cool. right with that. Let us switch |
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| 17:19 | and start going and dealing with this . All right. So this unit |
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| 17:25 | with two things and two things on endocrine system and reproductive systems. Plural |
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| 17:33 | now. First two lectures are gonna endocrine today is gonna feel not at |
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| 17:40 | like anatomy. All right, what gonna do is we're just gonna talk |
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| 17:44 | physiological concepts to understand the concept behind . All right. And then once |
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| 17:52 | lay it out and try to make as simple as possible because everyone kind |
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| 17:56 | looks at endocrinology. Go oh It's hard. There's so many, so |
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| 17:58 | hormones and stuff. Yeah. Yeah. Yeah. Yeah. It's |
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| 18:01 | a table. It's all you gotta is just kind of say, |
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| 18:04 | here's these hormones, this is what do. This is where they're |
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| 18:07 | This is how they work and once kind of figure out the big |
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| 18:10 | everything you just drop in the table it's easy. Peasy. Right. |
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| 18:14 | have students who take the endocrinology class taking both A MP or the human |
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| 18:18 | class I teach and they're like, made it so simple. It was |
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| 18:22 | . Like, yeah. Yeah, know. Don't tell the endocrinology people |
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| 18:26 | secret because then they'll try to make class harder, right? So that's |
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| 18:30 | first class, second class is we're actually go through the specific hormones. |
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| 18:34 | right. Which again, like I , it shouldn't be too hard. |
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| 18:37 | then we get to jump into We'll do male reproduction first, then |
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| 18:40 | do female reproduction and then we'll deal the idea of actually reproducing. So |
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| 18:47 | will talk a little bit about sex how humans are reproducing themselves. This |
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| 18:53 | not a sex talk, right? other words, we're not going to |
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| 18:56 | through the phone, don't. We're not gonna have the, the |
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| 19:00 | , but we're going to talk about the purpose of these two systems are |
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| 19:04 | it, it is about reproduction and that's about it. And then we're |
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| 19:09 | or less done. I think the lecture is just kind of like and |
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| 19:12 | done type thing. OK. So straightforward. And my goal in those |
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| 19:16 | is to make these groups of people , you're not gonna sit in the |
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| 19:21 | . Joe Poor Julie has to put with me twice a day every Tuesday |
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| 19:29 | Thursday she takes this class and then to take my other class. So |
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| 19:33 | puts up with me. So good you. All right. So if |
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| 19:40 | have questions about how to do better the class, how to come see |
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| 19:44 | , come see me after class today any day this week, the |
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| 19:48 | the better, right? Don't wait the last Tuesday before the test because |
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| 19:54 | of the suggestions I have are changing behavior over time. All right. |
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| 20:03 | when we deal with the endocrine what we're talking about is we're talking |
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| 20:06 | how cells talk to other cells. you took ap one, you learned |
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| 20:11 | the nervous system, the nervous system about how neurons talk to other |
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| 20:16 | But it doesn't address the question of do other cells across the body? |
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| 20:20 | to cells to a far away cell away. And that's what the endocrine |
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| 20:23 | is really all about a hormone is signaling molecule that is released by a |
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| 20:29 | cell that's found in a specific Usually we say that it's found in |
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| 20:33 | gland, what we call an endocrine , but it's not always going to |
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| 20:36 | that way. And what it does it goes into the bloodstream and from |
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| 20:39 | bloodstream, it travels around and gets its target tissue. Now, what |
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| 20:42 | a target tissue, what distinguishes the cell from the non target cells. |
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| 20:48 | it's a real simple thing is that target cells have the right receptor for |
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| 20:52 | particular hormone or that particular signaling right? And so that's what this |
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| 20:58 | is trying to show you. It's to show you. Here's a group |
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| 21:00 | cells over here, here's a group cells over there there, I'm releasing |
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| 21:03 | hormone, it travels some distance in blood. But because we can't have |
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| 21:06 | big picture of it, they're just , look, it travels in the |
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| 21:09 | and arrived, we got a group cells over here that have receptors because |
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| 21:12 | your cells have receptors, they have and lots of receptors, but they |
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| 21:17 | have the right receptor, the right is found on this group. And |
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| 21:20 | when the hormone binds to that you're going to get the response from |
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| 21:25 | particular group of cells while the other of cells is not doing anything. |
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| 21:31 | so this is true throughout your entire and there are hundreds and hundreds of |
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| 21:37 | and we don't even talk about them . We only talk about a select |
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| 21:40 | over and over again. Now, response that you're gonna get is a |
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| 21:45 | bit different than what you see in nervous system. And the nervous |
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| 21:48 | When a neuron fires, you get immediate response and it's very quick and |
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| 21:52 | very fast and it ends very, quickly in the endocrine system, it |
|
| 21:58 | a while. So once this cell stimulated to release the signaling molecule, |
|
| 22:03 | takes a while for it to travel the body and ultimately find the cells |
|
| 22:07 | have the right receptor. So you a longer response time. It takes |
|
| 22:12 | time. Sometimes it might be measured milliseconds. Sometimes it's measured in |
|
| 22:17 | sometimes it's measured in minutes, sometimes measures in hours. A lot of |
|
| 22:22 | graduate career was dealing with endocrine signaling . And my time course is I'd |
|
| 22:28 | a hormone to a group of And I'd measure in terms of 30 |
|
| 22:33 | a minute, four minutes or actually minutes, five minutes, 15 |
|
| 22:39 | 30 minutes an hour, two four hours, eight hours, 12 |
|
| 22:45 | and then 24 hours, it was worst time courses ever because you'd have |
|
| 22:50 | go out in the middle of the , show up at the lab, |
|
| 22:54 | the cells, kill them, freeze , go back home and go to |
|
| 22:58 | , do that all the time. right. So, very often you'll |
|
| 23:05 | like, oh, well, at certain point, that's where the highest |
|
| 23:09 | is. But even though it takes to get the response, you're going |
|
| 23:13 | have a ramp up that results in expression or the activity in the cells |
|
| 23:19 | are responding will last longer. So a broader effect. It's, it |
|
| 23:25 | for a longer period of time. the neuron causes a cell to do |
|
| 23:28 | thing like a contraction, this would the cell to do whatever activity it's |
|
| 23:33 | to do. And it will extend time for some sort of period, |
|
| 23:37 | between 30 minutes to an hour or hours. So whatever. And then |
|
| 23:41 | other thing is, is because you're targeting a specific cell with a specific |
|
| 23:46 | that this is being broadcast throughout the . It's gonna act in different areas |
|
| 23:52 | different places, doing different things. so you have a more widespread |
|
| 23:58 | When we're talking about the sympathetic nervous . In a P one, we |
|
| 24:03 | about a widespread response because of these going through the body. This is |
|
| 24:07 | example of a hormone response because it's just the heart that's beating faster or |
|
| 24:13 | lungs, expanding and contracting quicker, your eyes are dilating, you |
|
| 24:18 | your metabolism goes up. All these things are occurring because all these systems |
|
| 24:22 | been activated by the signaling molecule that been circulating in the blood. |
|
| 24:30 | I know wordy slides like this are fun to look at. All |
|
| 24:33 | But I put this up here just get deal with the definition. So |
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| 24:36 | hormone is simply a chemical secreted by cell or a group of cells. |
|
| 24:42 | right. So it can be a cell. And what it does is |
|
| 24:45 | it goes into the blood for you're not taking it releasing it from |
|
| 24:48 | cell and it's acting on the cell to it. Even though that's a |
|
| 24:52 | of paracrine signaling, it's not endocrine requires going into the bloodstream. And |
|
| 24:58 | you're going to travel to some distant . Now, distant target is a |
|
| 25:02 | term. All right. So you the hypothalamus and the pituitary glands, |
|
| 25:05 | are just a couple of millimeters apart each other. But that's a |
|
| 25:10 | All right, there are two distinct of the brain. So that would |
|
| 25:14 | an example of hormone or you can something from the, and it acts |
|
| 25:17 | the adrenal glands. All right. a far distance. So these are |
|
| 25:22 | of distant targets. And so you're to exert in very, very low |
|
| 25:27 | , the effect from that particular Now, in saying that, and |
|
| 25:32 | just the definition that you'll find in much any textbook, the definition of |
|
| 25:37 | hormonal and non hormonal is, has changed and blurred over the last 20 |
|
| 25:42 | 30 years because we've discovered that there more than just the basic chemicals that |
|
| 25:48 | talk about that are in the You're already familiar with some of the |
|
| 25:52 | that are in your body. You heard of growth hormone. Yeah, |
|
| 25:56 | guys have heard of estrogen and Yeah, these are the easy ones |
|
| 26:01 | find, right? And it turns that like I said, there are |
|
| 26:05 | and hundreds of hormones, right? meet that, that, that unique |
|
| 26:10 | of transport in the blood. And we've changed what we thought was non |
|
| 26:18 | activity and we kind of blurred that . All right. So what we |
|
| 26:22 | is like, all right. So are some of the characteristics? |
|
| 26:25 | where are hormones secreted? Well, can be secreted by a gland or |
|
| 26:29 | tissue that is derived from an All right. So that would be |
|
| 26:33 | we would refer to as an endocrine . But as we learned, as |
|
| 26:38 | discovered more things, it's like, , well, there can be individual |
|
| 26:42 | cells located in various places throughout the that are not endocrine glands or endocrine |
|
| 26:47 | origin. All right, we for example, neurons, some neurons |
|
| 26:53 | as a gland. They are neuro that they release when we learned about |
|
| 27:00 | immune system and started understanding it a bit better. And keep in |
|
| 27:03 | we still don't know squat about the system even though we know a |
|
| 27:06 | It's still, we really don't know those cytokines that we pointed at those |
|
| 27:11 | just like hormones do. And so like, oh, well, these |
|
| 27:14 | the hormones of the immune system. , really what it is is maybe |
|
| 27:18 | we've done is we've created a word really doesn't have meaning anymore. And |
|
| 27:23 | what we have is a class of signaling that is more generic. So |
|
| 27:31 | where it comes from has kind of Secondly, in terms of secretion, |
|
| 27:38 | of the hormones are going to be into the bloodstream and generally speaking, |
|
| 27:42 | ones that we're going to talk That's true. We're, that's all |
|
| 27:45 | really concerned about. But there is class of hormones that are called ecto |
|
| 27:51 | . The word ecto means outside, are hormones, your body releases out |
|
| 27:57 | the environment and they serve as signaling to signal unique characteristics to other |
|
| 28:07 | Now, we're not so akin, know, or uh we don't use |
|
| 28:12 | quite as much. We still produce , but it's not as big as |
|
| 28:17 | a deal as say in other So for example, organisms that want |
|
| 28:22 | mate are releasing pheromones, for and those pheromones tell, you |
|
| 28:30 | organisms that are far away. I'm in heat or I am ready |
|
| 28:35 | mating or whatever and that draws the organisms together. That would be an |
|
| 28:40 | of an ecto hormone. Now, produce them as well. It's just |
|
| 28:44 | I said, we don't respond to quite as much. All right. |
|
| 28:49 | In terms of the targets locally or a distance. All right. |
|
| 28:54 | we're dealing with the question of traveling the blood, but the distance now |
|
| 28:58 | not so much like, oh, has to be very far, they |
|
| 29:01 | be very, uh fairly close And the last is it has to |
|
| 29:06 | with concentrations when we're talking about a , we're talking about incredibly low or |
|
| 29:12 | amounts of molecules. All right. you guys learned about molar at some |
|
| 29:16 | in your, in your career, ? So moles, so molar is |
|
| 29:20 | per liter. You guys remember right? So one mole would be |
|
| 29:24 | g per liter. A milli mole be a, you know, one |
|
| 29:31 | per liter. A microgram would be one or sorry, a microliter or |
|
| 29:37 | would be one. Basically, I'm to get 10 in the minus six |
|
| 29:43 | per liter. So what we're dealing is we're going down by factors of |
|
| 29:50 | . And when we get down to we're talking about um hormones, we're |
|
| 29:55 | 10 to the minus 9 to 10 the minus 12. So very, |
|
| 30:02 | , very small amounts of hormone cause changes, massive responses in the |
|
| 30:10 | You don't need a lot of All right. And we're gonna see |
|
| 30:13 | here in just a moment. So picture stuff. What do hormones or |
|
| 30:20 | do the endocrine system do? generally speaking, what we're doing is |
|
| 30:23 | trying to main homeostasis in the All right. So we're looking at |
|
| 30:27 | composition and volume. We've already talked those hormones, haven't we? A |
|
| 30:32 | aldosterone vas, supress these are hormones what are they doing? They're managing |
|
| 30:38 | salt balance in the body. All , we have controlling reproductive activities. |
|
| 30:46 | an easy one. Ok. we're talking about testosterone, estrogen and |
|
| 30:49 | other steroidss or sex steroids, that's easy. And then there's some peptide |
|
| 30:54 | that play a role in that as . Development growth and metabolism. All |
|
| 30:58 | , they all kind of merge together means, you know, creating an |
|
| 31:03 | . So that's functional growth means make organism bigger. And the metabolism is |
|
| 31:07 | process by which we do those things then lastly digestive processes which actually could |
|
| 31:14 | into the category of metabolism, So all of these hormones are basically |
|
| 31:20 | processes that keep you going on a basis and on a daily basis, |
|
| 31:26 | ? So when you're looking at the , just ask yourself what is it |
|
| 31:30 | ? And you're gonna start seeing, this regulates metabolism. This regulates |
|
| 31:34 | metabolism, metabolism, metabolism, sex , metabolism, growth, metabolism, |
|
| 31:39 | , metasol it's like that over and and over again. So are you |
|
| 31:42 | to see the big list of all tissues in your body that are responsible |
|
| 31:47 | ? Ho Yeah, I like this because what it basically says is |
|
| 31:56 | there are two types of endocrine All right, we have those which |
|
| 32:01 | an organ that has a single endocrine . So that would be for |
|
| 32:06 | the pineal gland, the hypothalamus, pituitary, you have the adrenal |
|
| 32:10 | which there it is right there. the adrenal gland which we'll get to |
|
| 32:14 | little bit later, just picture the , you know the bean shape of |
|
| 32:17 | kidney and then just take a dollop whipped cream and put it on the |
|
| 32:20 | of the kidney. That is your gland. Ok. These are structures |
|
| 32:26 | are solely designed for the purposes of function. So that's an endocrine |
|
| 32:34 | And then everything else that you see here are things that we've already looked |
|
| 32:38 | . And so for example, the produces hormones. What is the hormone |
|
| 32:42 | we learn is produced in the heart and P Rina peptide. All |
|
| 32:48 | That's a hormone. So it is endocrine gland. What a heart endocrine |
|
| 32:53 | . Yes. The stomach is an gland. The fat that makes up |
|
| 32:57 | , that's found in the gut. a, that's an endocrine gland, |
|
| 33:02 | ? You don't think about it like because we think of their more broader |
|
| 33:07 | activity. You know, the stomach responsible for digestion, yet it produces |
|
| 33:13 | , right? Which regulates the process digestion. And so it's just the |
|
| 33:18 | of cells, those g cells in or in the stomach that make the |
|
| 33:24 | an endocrine gland. Oh man. , that's confusing. Well, we |
|
| 33:28 | call it endocrine gland. We call endocrine organ, right? So there |
|
| 33:33 | lots and lots of tissues that are endocrine in nature, but have a |
|
| 33:39 | function. And I'll give you one , you know, we don't really |
|
| 33:43 | about, we, we throw them in the category of, of endocrine |
|
| 33:48 | we think in terms of the steroids they produce, right. Your |
|
| 33:52 | right. Males, testes, ovaries. And it's like, |
|
| 33:55 | All right. They produce all these steroids. So, they're endocrine. |
|
| 34:00 | . But their function is to produce gametes that are used to make new |
|
| 34:07 | . That's a real function. All . So, even though we categorize |
|
| 34:12 | for the most part as endocrine or think about it as endocrine. They're |
|
| 34:16 | a diff, they have a different altogether. So when we look at |
|
| 34:21 | tissues kind of go oh OK. , they have, they may have |
|
| 34:25 | endocrine function, but they may have function as well. Now, this |
|
| 34:30 | right here is just review just to sure that you guys understand that there |
|
| 34:34 | processes that are used to govern how molecules are regulated. All right, |
|
| 34:41 | most common way to regulate signaling molecules through a feedback pathway that's referred to |
|
| 34:48 | negative feedback. And a negative feedback when I have a system, what |
|
| 34:53 | is is I I create a signal causes the system to activate in a |
|
| 34:58 | direction. And once it goes in direction, it's that movement in that |
|
| 35:02 | serves as a negative signal to stop release of the chemical that's making me |
|
| 35:07 | that direction. Now, that's probably lengthy way to say it. But |
|
| 35:11 | easy way to visualize this is think an air conditioner. The room gets |
|
| 35:15 | , the coil inside the air conditioner that clicks or causes the system to |
|
| 35:21 | on. You blow cold air. right, the cold air causes the |
|
| 35:26 | to get cool. And so when room gets cool, that causes the |
|
| 35:30 | to get smaller again. And so turns off the air conditioner and that's |
|
| 35:34 | your air conditioner, more or less through a thermostat. All right. |
|
| 35:38 | that's a negative feedback. And I'm moving, I move in the |
|
| 35:41 | direction in which the signal that caused to move, um gets turn, |
|
| 35:49 | regulating through that mechanism. All So this is the most common |
|
| 35:53 | So if I get hot, I that cools me down. All |
|
| 35:58 | If I uh produce lots of then there's a mechanism that causes me |
|
| 36:04 | turn off the testosterone that I'm that would be negative feedback, positive |
|
| 36:11 | is much rarer. Um We're going see it at least twice, if |
|
| 36:18 | three times in the female reproductive That's where the most, where it's |
|
| 36:22 | commonly seen. And what this is this is what I would refer to |
|
| 36:26 | a snowball effect, right? The causes an effect, that effect causes |
|
| 36:33 | production of that hormone, which causes of the effect, which causes more |
|
| 36:37 | to be produced and you get a and bigger in effect. And so |
|
| 36:40 | order to stop the snowball, something outside the system has to come in |
|
| 36:44 | say stop and it halts the production the hormone so that the process |
|
| 36:50 | All right. So, you know I'm saying, snowball effect. If |
|
| 36:54 | took like a little pebble and dropped on the snow on a hill and |
|
| 36:56 | rolls down the hill gets bigger and and bigger. That's kind of what |
|
| 36:59 | feedback is. All right, the old bow is enhanced which causes the |
|
| 37:06 | to become, uh, enhanced as . So far. So good. |
|
| 37:13 | on the same page. Not too . OK, I promise, you |
|
| 37:16 | , this, the hardest stuff we've , we've already passed. That was |
|
| 37:20 | kidney. Everything else is just All right. Now, hormones have |
|
| 37:26 | on other hormones. We use these terms. You'll see them over and |
|
| 37:30 | again. Hormones can be permissive. can be synergistic hormones can be |
|
| 37:36 | And what these terms mean is just relationship that hormones have with each other |
|
| 37:40 | something is permissive that allows something else happen. All right. So the |
|
| 37:45 | here, the example is what we up here in this upper upper |
|
| 37:47 | It basically says, look in order this group of hormones right here, |
|
| 37:52 | F S A, they're responsible for development on their own. They can't |
|
| 37:57 | that, they can't cause reproductive But if I introduce another hormone, |
|
| 38:04 | hormone, for example, which has role in reproductive development, what it |
|
| 38:09 | is it allows these hormones to do thing when they're all produced together. |
|
| 38:15 | . That would be a permissive Right. I can't move or do |
|
| 38:20 | unless you are there with me, we both can go and I can |
|
| 38:24 | do the thing that I need to that's permissive. All right, |
|
| 38:31 | On the other hand is what I to as biological math. All |
|
| 38:36 | It's not biological math, but just with me for a second one. |
|
| 38:40 | causes an effect. All right. we're looking at the bottom chart here |
|
| 38:44 | we're looking, for example, blood glucose and you can see in |
|
| 38:47 | chart, we have Glucagon, we Epinephrine, we have cortisol and each |
|
| 38:50 | these things on their own can cause up regulation of blood glucose. So |
|
| 38:56 | example, you can look over here you can see cortisol causes a |
|
| 38:59 | very slow rise. So it's not lot but it causes it to go |
|
| 39:03 | . If you look at Glucagon by , it causes a quick rise, |
|
| 39:06 | it doesn't go high, very high all, but it still goes |
|
| 39:10 | And then here we have epinephrine which blood glucose to rise on its |
|
| 39:14 | But it doesn't really do a big . Each of them by themselves, |
|
| 39:18 | some sort of small effect. So like create a one, right? |
|
| 39:23 | effect is very, very little. if I take two of them and |
|
| 39:27 | them together, I get one and and instead of getting two, I |
|
| 39:31 | 11, see, 21 to Yeah. Yeah. Ok. That's |
|
| 39:40 | math. All right. That's a effect. The effect of two things |
|
| 39:45 | is greater than the sum of the of each of them individually. All |
|
| 39:51 | . And that's what you're seeing in chart. So, see, the |
|
| 39:54 | and the epinephrine together have a much effect than the effect of Glucagon plus |
|
| 40:00 | effect of epinephrine. Those two things not create the same large effect. |
|
| 40:05 | put all three of them together and now shooting blood glucose through the |
|
| 40:10 | All right, there's a much broader . So, synergistic effects are not |
|
| 40:15 | additive effect, they're a multiplicative The third thing is antagonism. All |
|
| 40:22 | , when you've been antagonized, you , what does that mean? Someone's |
|
| 40:27 | me, preventing me from doing You're antagonizing me, right? Antagonism |
|
| 40:32 | the same thing that occurs in the or in the or not. But |
|
| 40:36 | the endocrine system here, one hormone the activity of another hormone. It's |
|
| 40:42 | a break and a gas pedal, challenge each other. But the way |
|
| 40:46 | they do it is they're not competing the same binding site. What's happening |
|
| 40:50 | is that the activity of one hormone an effect that prevents the other hormone |
|
| 40:56 | doing its job. And in usually what it is, is it |
|
| 41:00 | regulates the presence of the target uh receptors. All right. So |
|
| 41:05 | example I have up here is I progesterone and estrogen which are known to |
|
| 41:11 | antagonistic towards one another. So, and progesterone are produced at different times |
|
| 41:16 | pregnancy and actually during this different times the menstrual cycle, right, estrogen |
|
| 41:23 | the production of of, of uterine . It promotes uh uh main or |
|
| 41:30 | kind of uh uterine contractions at the of pregnancy towards labor progesterone. In |
|
| 41:35 | name, it tells you what it . It's pro four gestation. So |
|
| 41:39 | promotes pregnancy, maintaining pregnancy, maintaining tissue. All right. So these |
|
| 41:46 | things are doing are diametrically opposed to another. One wants you to give |
|
| 41:51 | , one of them wants you to on to and maintain a pregnancy. |
|
| 41:55 | right. So, when progesterone is , it's basically sending a signal that |
|
| 42:00 | the presence of the estrogen receptor. even though there's estrogen around, it |
|
| 42:05 | nothing to bind to. So it do its job. It's antagonized |
|
| 42:12 | The converse is true when estrogen becomes and actually increases in volume, it |
|
| 42:18 | regulates the presence of the progesterone progesterone can no longer bind to its |
|
| 42:24 | . Now, you're going to allow to do what it wants to do |
|
| 42:28 | prevent progesterone, what it, what trying to do. So how we |
|
| 42:35 | hormones is by the presence of their ? That would be antagonism. All |
|
| 42:43 | . So far. So good. . So the picture on this slide |
|
| 42:48 | just kind of describes what I just right there. So I didn't look |
|
| 42:53 | this picture really carefully when I put on this slide. So it really |
|
| 42:56 | of goes with the previous one. one of the things I want to |
|
| 42:59 | about here is how we regulate these , hormones are, are simple signals |
|
| 43:08 | we don't need a lot of Right? And so one of the |
|
| 43:12 | that cells regulate their responsiveness to hormones regulating the presence of the number of |
|
| 43:18 | on their surface. You guys have heard about diabetes. Type two |
|
| 43:23 | right? Type two. Diabetes is result of what we call insulin |
|
| 43:29 | You've heard that term, right? does that mean? That means my |
|
| 43:32 | is producing too much insulin. The are going, wait, wait, |
|
| 43:35 | , wait, I don't want to to this insulin because this is |
|
| 43:39 | So what I'm gonna do is I'm to withdraw or stop producing the receptors |
|
| 43:45 | I need to respond. In other , the cells are self protecting and |
|
| 43:50 | your body is saying, wait a , you're not responding the way you |
|
| 43:54 | . So what am I gonna do produce more insulin? And then the |
|
| 43:59 | say no, no, no, , there's too much insulin. I'm |
|
| 44:01 | keep hiding receptors and you start, where diabetes comes in. It's this |
|
| 44:06 | of the cells refusing to respond by producing the receptors needed in order to |
|
| 44:12 | to the insulin. All right. , that's an extreme case. |
|
| 44:18 | the idea here is that the way cells regulate their responsiveness is through the |
|
| 44:26 | of the number of receptors on their . All right. So a cell |
|
| 44:31 | it's supposed to respond to something. they get too much of a |
|
| 44:34 | they reduce the number of receptors so they can equilibrate their response based on |
|
| 44:40 | presence of that particular hormone. In other words, if they keep |
|
| 44:45 | same number of receptors, what's their going to be like too big or |
|
| 44:49 | small, it's gonna be too right? If I have, if |
|
| 44:53 | have tons and tons of a particular sitting out there and I have all |
|
| 44:57 | receptors that I normally have, then going to each one of those receptors |
|
| 45:01 | going to respond and keep responding to presence of that hormone. So I |
|
| 45:06 | regulate the presence of my receptors. , let's say, for example, |
|
| 45:12 | opposite is true that a endocrine organ less hormone than normal. So what |
|
| 45:18 | the cell going to do to get same response that it normally gets? |
|
| 45:22 | going up regulate the number of All right. So the way that |
|
| 45:27 | balance out the number, our, responsiveness is through the number of |
|
| 45:32 | Too much hormone, lower my too little hormone up regulate my |
|
| 45:38 | And so this is a localized way regulating hormone responsiveness in the cells. |
|
| 45:49 | . And this is gonna be true the whole thing. But sometimes, |
|
| 45:52 | I said, you'll see disease states diabetes where, where it goes out |
|
| 45:56 | control and what you're doing is you're responding in a normal fashion, |
|
| 46:00 | it results in a poor result. right. So these are generic characteristics |
|
| 46:09 | the, the endocrine system. So you're thinking about the hormones and you're |
|
| 46:14 | , ok, well, how is being regulated? Just think along these |
|
| 46:17 | . And what I wanna do is wanna switch, I, I'm gonna |
|
| 46:20 | you guys have any questions so far is this pretty straightforward? Except for |
|
| 46:24 | the regulation part? Because that kind confuses people. What I want to |
|
| 46:29 | is I want to go and switch . How do we classify hormones? |
|
| 46:34 | do we know which hormones do And it boils down into one of |
|
| 46:38 | things, right? We can look the source of secretion, we can |
|
| 46:43 | at the mechanism of action. In words, what type of receptor is |
|
| 46:45 | thing binding to? Or we can a question which is more chemical in |
|
| 46:50 | is what is its solubility in Or the last thing is you can |
|
| 46:54 | say, ok, well, I want to know is this thing a |
|
| 46:56 | or a protein? Is it a ? In other words, is it |
|
| 47:00 | sort of derivative of cholesterol or the one which is even more complicated, |
|
| 47:04 | is, is it a mean Right? In other words, it's |
|
| 47:07 | sort of amino acid that I And the truth is, is any |
|
| 47:12 | of these four methods is, is acceptable way to classify a hormone. |
|
| 47:17 | if you want to make your life , really easy, if you want |
|
| 47:20 | make endocrinology, one of the most subjects you've ever studied. One of |
|
| 47:24 | stands out as being the easiest. one do you think that is? |
|
| 47:32 | one chemical classes? So the last down here? So, peptide steroids |
|
| 47:36 | means I would say yes, except there's one caveat in here is that |
|
| 47:42 | right here gets confusing but it's that's not a bad choice, but |
|
| 47:48 | a better choice what mechanism in OK. Yes. But again, |
|
| 47:54 | of these immune hormones, you're gonna some weird stuff going on. All |
|
| 47:58 | . But that's fair. See, , you're, you're, you're thinking |
|
| 48:00 | all right. So there's still one thing. What, which thing up |
|
| 48:05 | is binary, binary, meaning there's two types. Exactly. Yeah. |
|
| 48:15 | the source of secretion, which I is dependent upon the one that you |
|
| 48:20 | didn't mention. The one I didn't , which is soluble in water. |
|
| 48:24 | said it? All right. So get this start for the day. |
|
| 48:27 | . Solubility in water, you're either or you're not. And so if |
|
| 48:31 | understand what, what state a hormone in other words, is this a |
|
| 48:36 | that's soluble in water or if it's soluble in water, what you're going |
|
| 48:39 | see is all the characteristics that we're about fall into that category. So |
|
| 48:45 | is it secreted? What type of of action is it dependent upon its |
|
| 48:48 | in water? And then these three ? So we're gonna see that one |
|
| 48:53 | soluble in water. One is And then these two fall into one |
|
| 48:57 | those two categories because they, that's why I say they're complicated because |
|
| 49:01 | are soluble, some are not. if you focus on the solubility question |
|
| 49:05 | you understand what that means. And all of a sudden you, you |
|
| 49:09 | those definitions. It's like everything else into place. All right. So |
|
| 49:14 | doesn't matter what molecule you're looking All right. So we're gonna look |
|
| 49:19 | the chemical classes first just so that can kind of then look at the |
|
| 49:24 | question. All right. So when talk about steroid, you've all heard |
|
| 49:28 | , the word steroid and what it , usually people interchange steroid in a |
|
| 49:32 | , it's not correct to do so a steroid is a class of |
|
| 49:37 | the steroids are what you're most familiar in terms of estrogens and testosterones. |
|
| 49:42 | other name for testosterones are the All right. Uh You have the |
|
| 49:48 | . All right. And then you other things. These are the |
|
| 49:51 | the mineral corticoid, all the other stuff that are produced by the adrenal |
|
| 49:55 | . These are what are called derivatives cholesterol. So we start with the |
|
| 50:00 | molecule. And when you make all , all of these things, that's |
|
| 50:02 | class, the protein or the peptide are what are either polypeptides, meaning |
|
| 50:09 | they are very, very long chains amino acids or they're all go |
|
| 50:13 | which is just a fancy word for uh less than many. So it's |
|
| 50:18 | , ok, somewhere between five and amino acids or what you might |
|
| 50:22 | you might see glyco proteins. So have varying sizes but they're basically long |
|
| 50:28 | acid chains and notice I have protein there and it's like, well, |
|
| 50:31 | don't see a protein. Well, because we're going to modify the protein |
|
| 50:35 | change it. So that's why we really just say it's a protein. |
|
| 50:39 | third class, which is the weird is the biogenic means, right? |
|
| 50:43 | might also see the term a monoamine what they've done is you've taken |
|
| 50:49 | a amino acid and you've modified it one way or another. And so |
|
| 50:54 | , the two primary groups here are CTA Cola means which is a |
|
| 50:59 | very long fancy class or a long for a fancy class. These are |
|
| 51:03 | water soluble versions of the monoamine or means and then you have thyroid |
|
| 51:10 | which is also a biogenic, I , but it behaves like a steroid |
|
| 51:14 | is why I say this is not best way to do that because you |
|
| 51:18 | one that behaves one way and you another group of them that behaves another |
|
| 51:21 | . So it's instead of trying to out which one does, which, |
|
| 51:25 | don't we learn the solubility question and throw it in that category, |
|
| 51:31 | So when we talk about solubility, basically just asking one of two |
|
| 51:36 | Is it soluble in water or is soluble and fat? Those are your |
|
| 51:39 | choices, right? If you're soluble water, you're hydrophilic, you're water |
|
| 51:45 | . And so you have very, low lipid solubility, which means that |
|
| 51:50 | enjoy environments that are watering nature. think about parts of the body that |
|
| 51:54 | watering nature inside a cell, watery not watery, watery, the cell |
|
| 52:01 | , watery or not watery, not , the environment around the cell, |
|
| 52:06 | or not watery, watery, the that makes up the capillary wall, |
|
| 52:11 | or not watery, not watery. about the plasma inside the capillary? |
|
| 52:16 | ? So all of a sudden now see what we have is a binary |
|
| 52:19 | . We have areas that are watering that are not watery, those areas |
|
| 52:22 | are not watery are made up of phospho lipids, they are lipids in |
|
| 52:27 | . And so those are uh in where lipophilic molecules are gonna want to |
|
| 52:33 | up, right? Lipophilic molecules hate , they're excluded from water. It's |
|
| 52:38 | the, you know, the like I said, water doesn't like |
|
| 52:41 | . So it excludes it. All . So what they have is little |
|
| 52:45 | no water solubility. All right. it's this solubility, whether it's water |
|
| 52:50 | or lipid soluble, that is going influence how that molecule is being |
|
| 52:55 | So that synthesis, how it's being , how it's being transported through the |
|
| 53:00 | . Since we're talking about blood lipid has might need something a little bit |
|
| 53:05 | help, right? Because blood is , right? Um how it actually |
|
| 53:11 | with the target cell. In other , what type of receptor system are |
|
| 53:14 | dealing with? So if you understand molecule's solubility, then you already understand |
|
| 53:20 | these other characteristics about that molecule, is why I say we focus here |
|
| 53:29 | if we learn what a water solub does we understand all those characters? |
|
| 53:33 | learn what a lipid soluble, we all those characteristics. And then we |
|
| 53:36 | saying, OK, well, what a steroid? A steroid is |
|
| 53:40 | Ok. Then now I know everything how it's made, how it's |
|
| 53:43 | how it's traveling, how it And I'm done now, I just |
|
| 53:47 | to learn the names of the stupid . That's not hard, that's memorization |
|
| 53:54 | . So how a hormone is synthesized released is dependent upon different types of |
|
| 54:02 | . All right. So we have is called a hormonal stimulation. And |
|
| 54:05 | this is what we kind of think here, what we have is we |
|
| 54:07 | some hormone that is released from some , some other gland. And what |
|
| 54:12 | does is it goes and travels, the cell that makes that new |
|
| 54:15 | the one you're interested in binds to receptor and that's what activates the production |
|
| 54:20 | the hormone. All right. when you talk about this hormone is |
|
| 54:24 | hormonally, that's what you're referring Humor stimulated is where there's a change |
|
| 54:30 | some sort of characteristic in the bodily or of some sort of substance in |
|
| 54:35 | blood that the body is monitoring, . All right. So, for |
|
| 54:40 | , if your blood glucose drops then your body produces a hormone in |
|
| 54:47 | to that drop in blood glucose. your blood glucose rises, a different |
|
| 54:51 | is being produced, that would be example of humoral. It's a factor |
|
| 54:55 | the blood that we're measuring in order determine when that hormone is being |
|
| 55:00 | In the case of the form a regulating another one, the hypothalamus produces |
|
| 55:04 | whole bunch of different hormones. And it does is when the a the |
|
| 55:09 | of interest drops, that hormone from hypothalamus is released and acts on the |
|
| 55:15 | that makes the hormone you're interested The last one is the nervous system |
|
| 55:21 | this is where a neuron comes in directly stimulates the endocrine cell to produce |
|
| 55:26 | hormone of interest. So each of hormones is going to be one of |
|
| 55:31 | 31 of these three ways in terms how it's being stimulated. Now, |
|
| 55:37 | no time is a hormone ever gonna zero in your body. In terms |
|
| 55:42 | the actual volume, you always have , it's always present unless there is |
|
| 55:46 | malfunction in the system. All So there is a low point and |
|
| 55:52 | is a high point. So a in which that hormone exists and depending |
|
| 55:59 | which hormone you're looking at when that and low point is going to exist |
|
| 56:02 | gonna be unique for that hormone. , what we say is that there |
|
| 56:06 | a level of fluctuation and so there high points and low points over the |
|
| 56:11 | of the day or the course of week or the course of the month |
|
| 56:14 | even the course of a year. may see differences, but you're still |
|
| 56:19 | in the middle of that range. right. And what you're doing is |
|
| 56:23 | modifying or modulating the presence of that within that range. So, what |
|
| 56:29 | wanna do is I want to first with how do we synthesize hormones that |
|
| 56:35 | gonna be of the peptide group? right. So, hydrophilic and hydrophobic |
|
| 56:44 | hydrophilic and lipophilic, either way you to do it. So, hydrophilic |
|
| 56:49 | are your peptides, all right, proteins and they all start off as |
|
| 56:54 | massive proteins when they're being made. right, there's what we refer to |
|
| 56:58 | being a precursor, the protein that's made is not the actual hormone, |
|
| 57:03 | going to be modified. It's the from which we're going to get the |
|
| 57:06 | . We refer to this as a pro hormone, we're giving it two |
|
| 57:12 | . So it tells you that there's stages of modification, right? Prep |
|
| 57:16 | hormones. And so these are going be manufactured in the endoplasm reticulum of |
|
| 57:21 | cells that make that particular hormone, ? Because it's a peptide, it's |
|
| 57:26 | to follow all the rules of the of a peptide. So after the |
|
| 57:30 | reticulum, what structure do we go the Golgi? Thank you. And |
|
| 57:35 | from the Golgi, we're packaged and moved on. But the Golgi plays |
|
| 57:38 | important role in peptide production or protein . Modification takes place in the |
|
| 57:45 | sorting, takes place in the And so what's going to happen in |
|
| 57:49 | golgi is that pre pro hormone is to be modified, it's going to |
|
| 57:53 | cleaved and broken and made into a structure. So now what we're going |
|
| 57:58 | have is we're going to go from pre pro hormone down to a pro |
|
| 58:02 | , which is the almost active state then we're going to get down to |
|
| 58:06 | hormone, which would be the active . So here they're trying to show |
|
| 58:09 | like, look this large structure which some sort of signal that the golgi |
|
| 58:14 | going to use, it has the that we're actually interested in a DH |
|
| 58:20 | then it has these other parts to that aren't the hormone. And what |
|
| 58:24 | going to do is we're going to by processing it and getting it finally |
|
| 58:30 | to what we're actually interested in and what's taking place in the goal. |
|
| 58:35 | so once you've made your hormone, you can do now is you can |
|
| 58:40 | it up. All right, because are water soluble and peptides and that |
|
| 58:48 | water soluble, you can store in and hold them there until you need |
|
| 58:53 | . All right. So right now your body, all of you have |
|
| 58:58 | stimulating hormone, right? It's made your brain and your brain actually makes |
|
| 59:03 | in a pulsatile fashion. This is the hypothalamus and it's pulsing this |
|
| 59:08 | Boom, boom, boom. And just making it constantly, but it's |
|
| 59:13 | releasing it constantly. That's where the comes in. All right. It's |
|
| 59:19 | release it at higher points during the and at low points during the |
|
| 59:23 | it slows down and it's just going pulse, how much it's releasing, |
|
| 59:27 | how much you make is a All right. And that's what's going |
|
| 59:32 | here. We package it up, it into a secretary vessel stored away |
|
| 59:40 | we're signaled to release it. hydrophilic peptide hormones processing through the |
|
| 59:49 | store it up, wait for the to cause me to release that material |
|
| 59:57 | . On the other hand, are little bit more complicated, not complicated |
|
| 60:01 | different. We start off with a molecule if you ever wonder what cholesterol |
|
| 60:07 | like. That's what it looks And right here, what we're looking |
|
| 60:10 | , this is one of my favorite in all of, of, of |
|
| 60:14 | . This chart here shows you everything need in order to make all the |
|
| 60:18 | steroids in your body. All So if you've never seen this before |
|
| 60:22 | here, these are the progestins in yellow down here. Those are the |
|
| 60:26 | over here. Those are the glucocorticoids, mineral corticoid up there. |
|
| 60:32 | each of these little lines that you're represent the enzyme, you need to |
|
| 60:37 | the change to go from one molecule the next. All right. So |
|
| 60:44 | gonna tell you a little story here I'm always gonna tell stories. |
|
| 60:50 | Couple of years ago, this rabid in the UK said men need to |
|
| 60:57 | what it's like to be a pregnant . So what we should do, |
|
| 61:02 | wrote this as an op ed. we should do is we should inject |
|
| 61:06 | with progesterone because then they'll know what like to be pregnant and they'll behave |
|
| 61:12 | response to the hormones. Now, a lot of stupid in that |
|
| 61:16 | right? The first stupid is you to have the right receptors to respond |
|
| 61:20 | the hormone, which we've already talked , but I'm gonna show you the |
|
| 61:23 | stupid, here's all your steroids, ? And I pointed out where everything |
|
| 61:30 | progesterones or the progestins are over There's the estrogens, there's the |
|
| 61:36 | the androgens over there. If you a bunch of men progesterone, they |
|
| 61:42 | all the enzymes they need to make , right? So what's gonna happen |
|
| 61:47 | you give them a bunch of they're gonna make a bunch of |
|
| 61:52 | They're basically gonna go. Ok, you for the progesterone. There's proge |
|
| 61:55 | uh the progesterone that she was referring is this one right here. So |
|
| 61:59 | , OK, we're just gonna go on down. We'll just go ahead |
|
| 62:01 | make the uh steroid that men So what we're gonna do is we're |
|
| 62:06 | gonna punch, punch, uh pump a bunch of men with a whole |
|
| 62:09 | of testosterone. Now, would that them what it's like to be |
|
| 62:13 | No, but it might make us , really irritable, start punching each |
|
| 62:17 | a little bit more. All So why I show this to you |
|
| 62:23 | not so that you memorize the And if you look at these, |
|
| 62:26 | mean, does this look a lot than that one? If you, |
|
| 62:29 | you start kind of looking at these , you're going to like there's not |
|
| 62:31 | lot of difference. This right This is testosterone. This right here |
|
| 62:36 | 17 beta estrodiol. That is what refer to as estrogen. If you |
|
| 62:41 | at this versus that, they even what the differences are. But you'd |
|
| 62:45 | to kind of stare at it for second to kind of be able to |
|
| 62:48 | these molecules are not that different. just like one small chemical change in |
|
| 62:53 | case, right? But testosterone and do, do they cause massive differences |
|
| 63:01 | terms of development and stuff? Now having said all that, how |
|
| 63:07 | we make this stuff? Well, on the organ you're looking at, |
|
| 63:12 | gonna have the specific enzymes needed and to make the steroid that that particular |
|
| 63:18 | makes. All right, we're going talk about the adrenal gland a little |
|
| 63:21 | later, the adrenal gland has within three different layers. One layer makes |
|
| 63:24 | corticoid. One makes cortic corticosteroids, other one or glucocorticoids either way you |
|
| 63:29 | to call it. And the last makes the sex steroids, your gonads |
|
| 63:34 | sex steroids. All right. So are different areas even within the adrenal |
|
| 63:40 | that are specific to what they make they have the specific enzymes necessary to |
|
| 63:46 | from here to there. Ovaries go this and make that because they have |
|
| 63:53 | enzyme. The aromatase enzyme males do have aromatase in their gonads. So |
|
| 64:00 | make testosterone and then they have the reductase that allows us to make DH |
|
| 64:06 | which is even more potent. The steroid, right? Ladies, do |
|
| 64:14 | have test or androgens in your Of course, if you didn't, |
|
| 64:19 | couldn't make this. But because of presence of the right enzyme, it |
|
| 64:23 | you to make the estrogen you that governs a whole assortment of things |
|
| 64:31 | your body. So, lipophilic hormones the form of steroids, we have |
|
| 64:37 | have the cell with the right And because you're starting off with the |
|
| 64:43 | and you're ending up with different shapes that fat, there's no way you |
|
| 64:48 | store that inside a vesicle. First , the fat hates water and the |
|
| 64:52 | of a vesicle is watery. So like, I'm not gonna hang out |
|
| 64:55 | , I'm gonna go hang out in wall of the vesicle and it's |
|
| 64:58 | well, there's nothing keeping me I'm gonna go hang out into the |
|
| 65:02 | of the cell. Well, there's keeping me here. So I'm gonna |
|
| 65:05 | out into the blood and it's oh, I don't like it |
|
| 65:07 | but something's gonna come along and bind up and carry me away and protect |
|
| 65:13 | . So we make steroid and don't it. We make steroid and send |
|
| 65:19 | . So we make it based on , not based on just this constant |
|
| 65:25 | . All right. Now, its is going to be dependent upon its |
|
| 65:33 | concentrations. There's a lot of way do this. Now, hormones, |
|
| 65:36 | talked about being in these very, low concentrations, these nano de PICO |
|
| 65:41 | . And so you have to tightly how much hormone is available because you |
|
| 65:45 | massive effects when you do this. ? And because of the way that |
|
| 65:50 | have these negative feedback loops, too of a good thing can actually suppress |
|
| 65:54 | whole system over the long term. we want to, we want to |
|
| 65:59 | very careful how much we're releasing and much is available. Now, what's |
|
| 66:05 | in your body exists in two All right, not active and |
|
| 66:10 | it's bound versus unbound. All remember I just kind of described with |
|
| 66:14 | a steroid, something comes along, it up and carries it away. |
|
| 66:18 | would be a bound molecule. A molecule can't do something, right. |
|
| 66:23 | other words, it has a carrier protecting it from being destroyed and protecting |
|
| 66:29 | from the environment around it. It's it through the body, but it |
|
| 66:34 | do the activity. It was designed do only the biologically active. The |
|
| 66:40 | is capable of interacting. And so level of regulation is really in that |
|
| 66:46 | between bound versus unbound. OK. , this is where it gets |
|
| 66:52 | All right, there is a perfect for every hormone being bound versus |
|
| 66:57 | If you took chemistry at some they talked about uh you know, |
|
| 67:01 | balancing equations right where you have an that reaches an equilibrium. So in |
|
| 67:08 | bodies, there is an equilibrium between and unbound hormone, but it's not |
|
| 67:12 | 1 to 1, I mean, hormones, it might be 20 to |
|
| 67:16 | bound versus unbound or whatever. But that ratio is for that particular |
|
| 67:20 | when that balance becomes unequal, then you're going to do is you're going |
|
| 67:24 | shift in one direction or the So if a hormone which is free |
|
| 67:29 | and binds to receptor, right, no longer in that ratio. And |
|
| 67:34 | now you have too much bound and have not enough unbound and so molecules |
|
| 67:39 | unbound and become available. All let me put this in a way |
|
| 67:45 | you can understand it if that didn't sense because I'm seeing, I'm seeing |
|
| 67:49 | brows like this and that's ok. right, you go to a party |
|
| 67:54 | a bunch of couples and a bunch singlets. All right. So when |
|
| 68:00 | singlets leave, you want to keep a perfect ratio, that's what I'm |
|
| 68:04 | to bound. You know, couples be bound, singlets would be |
|
| 68:08 | All right, if you want to a perfect ratio of couples versus singles |
|
| 68:14 | time singlets bind up as a someone's going to have to break |
|
| 68:19 | So you get the right number of . Every time someone leaves a |
|
| 68:23 | you're going to have to re establish ratio. So if you have singlets |
|
| 68:27 | the party, couples have to break so that you can keep the ratio |
|
| 68:30 | same and the only ones that are to do anything, you know, |
|
| 68:35 | interact with. I don't know what I don't know if they interact |
|
| 68:41 | that. A party. This example south really, really quickly. Um |
|
| 68:46 | the idea is, you know, I go and act with the interact |
|
| 68:49 | the receptor, so if I'm at party and I'm a single and let's |
|
| 68:51 | I go into the kitchen now that has become messed up. And so |
|
| 68:56 | trying to maintain that. And so this thing right here that we're trying |
|
| 69:01 | govern is, and that's, that's by some chemical laws. All |
|
| 69:07 | So first off, half lives, lives, just tell you the amount |
|
| 69:11 | time that, that hormone can exist the body in circulation is basically how |
|
| 69:15 | I reduce it by half? when you're talking about hormones being |
|
| 69:20 | they have relatively short half lives. right. So they're basically sticking around |
|
| 69:26 | seconds or minutes. And part of is because they're freely available to bind |
|
| 69:31 | to receptors and there's enzymes hunting them because reasons when you're talking about |
|
| 69:38 | they're already bound up and they're hidden . So the only thing that you |
|
| 69:41 | interact with are the ones that are . And so that means you have |
|
| 69:46 | in circulation, they're protected for longer of time, which is why they |
|
| 69:51 | an increased half life. But once become free, they become susceptible to |
|
| 69:57 | destruction mechanisms. Now, if concentration . Where are we doing our |
|
| 70:07 | Well, the rate of destruction stays . All right, the rate at |
|
| 70:14 | the enzymes, uh, identify and those hormones stays constant. So we're |
|
| 70:21 | going to up regulate those. In other words, on the backside |
|
| 70:25 | destruction, we're not regulating there. already talked about making it, |
|
| 70:30 | it is basically going to be, already under a general regulation. |
|
| 70:34 | if I'm a peptide, I'm being in a constant manner. If |
|
| 70:38 | if I'm a steroid, I'm being controlled through a need base basis. |
|
| 70:45 | I've already got those two ends But if I need to make |
|
| 70:49 | I'm making it in terms of being versus unbound. All right. So |
|
| 70:55 | transport mechanism of binding up hormones is level of regulation. So, the |
|
| 71:02 | binding protein I have, the more sequestering or slowing down the rate of |
|
| 71:09 | interaction, the less binding protein I , the more available hormone is going |
|
| 71:15 | be out there. All right. what this slide is basically trying to |
|
| 71:20 | you. All right. So just kind of recap so that we're kind |
|
| 71:27 | caught up synthesis we've looked at for pretty straightforward just as how you make |
|
| 71:35 | , lipophilic steroids have a unique Using those particular enzymes they're released, |
|
| 71:41 | is regulated, released, one just released as it's being made. |
|
| 71:46 | primarily lipophilic hormones have binding proteins, increases their half life hydrophilic, they |
|
| 71:55 | some binding proteins but not the same . They have relatively short half |
|
| 72:00 | And the way that I regulate is degree of binding during transport. So |
|
| 72:07 | it's the question is, all So what are my targets? How |
|
| 72:11 | I get there? All right. , lipid soluble hormones because they can |
|
| 72:16 | freely through the plasma membrane. Their are located inside the cells. They |
|
| 72:21 | have them on the surface of the . So here I have a steroid |
|
| 72:27 | comes along, it's released, It exists in that bound versus unbound |
|
| 72:32 | . So an unbound hormone can go a cell and it can float |
|
| 72:36 | If there's a receptor there, it bind up to its receptor when it |
|
| 72:39 | up to its receptor. What will is is that that hormone will then |
|
| 72:44 | that receptor will move and translocated to nucleus. And that receptor hormone complex |
|
| 72:51 | now a transcription factor to turn on activity of some sort of gene or |
|
| 72:57 | off the activity of some sort of . So what it's doing is it's |
|
| 73:02 | which genes are being activated or inactivated the cell. That's lipophilic. In |
|
| 73:11 | , what I'm doing is I'm making hormone or making new proteins or I'm |
|
| 73:17 | the production of proteins by working through . I don't know why this is |
|
| 73:27 | of place, but I've already kind talked about that. That should have |
|
| 73:30 | the slide before. So transport transport , as I said, binding that |
|
| 73:41 | hydrophilic. On the other hand, like being in water environments, they |
|
| 73:45 | pass through the pla membrane. So receptors are located on the surface of |
|
| 73:50 | cells. All right. So, receptors are inside the cells. You |
|
| 73:57 | up to the receptor, you go the nucleus, you act with the |
|
| 74:00 | factor, hydrophilic my receptors on the of the cell. I take my |
|
| 74:05 | state, I bind to that And what I'm going to do is |
|
| 74:09 | changing the shape of that receptor which associated with some sort of molecule which |
|
| 74:14 | going to initiate a signaling transduction So what we're looking at here in |
|
| 74:20 | picture is an example of a signal cascade. Here we see the receptor |
|
| 74:26 | is the affiliate molecule that's going to the second messenger. So the hormone |
|
| 74:32 | in binding would be the first This is our receptor. What we're |
|
| 74:36 | is through this coupled molecule, we're to make a second messenger. So |
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| 74:43 | we have a series of enzymes. our second messenger right there. The |
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| 74:47 | messenger is changing the the activity of materials already inside the cell. In |
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| 74:54 | , what we have here is we a system of dominoes already lined |
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| 74:57 | And all we're doing is we're pressing domino another way to think about |
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| 75:01 | If you think about this room, I want to turn the lights on |
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| 75:03 | this room. What do I need do? There's a switch on the |
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| 75:08 | some place I think it's over I'm not 100% certain might be back |
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| 75:12 | . Right. There's a switch. there's already wires, there's lamps, |
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| 75:16 | wires, there's a switch. If want to change the state of this |
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| 75:20 | , I just push the button on switch or flip the switch. That |
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| 75:24 | be an example of hydrophilic. Everything's in place. All I got to |
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| 75:28 | is make the change, right, the system or inactivate it. When |
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| 75:32 | dealing with lipophilic, I remember I about transcription. I'm building the lights |
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| 75:38 | I'm putting the wiring in and I'm the switches on. That's the difference |
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| 75:44 | I'm making the stuff versus the stuff already there. Now, there's different |
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| 75:51 | of signaling and I don't know how I might be able to get through |
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| 75:54 | all we'll see. All right. the most common type of signaling through |
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| 75:58 | , through this type of receptor system , is using a G protein. |
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| 76:03 | , this isn't the only way. don't just sit in your mind and |
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| 76:06 | , OK, all hydrophilic use G . All right. They don't. |
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| 76:11 | we're looking at here is the most type. It was the first one |
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| 76:14 | , it was actually discovered in the . And then it's, this type |
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| 76:18 | receptor is repeated about, there's about different receptors in your body that are |
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| 76:24 | type. And so what we have we have a receptor and we have |
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| 76:29 | molecule right here, which is called G protein. A G protein is |
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| 76:32 | G T P ace. All Ace is an enzyme. And what |
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| 76:36 | means is that it takes G T and it breaks it and releases the |
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| 76:41 | and it uses the energy to activate else. In this particular case, |
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| 76:45 | this G protein is doing is it's an enzyme. That's not the only |
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| 76:49 | that it does. But that's generally you're doing is you're taking energy and |
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| 76:53 | activating some sort of molecule. So this happens is when the receptor is |
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| 76:59 | , you change the shape of the . So molecule binds the hormone binds |
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| 77:04 | receptor, it changes its shape, change in shape, changes the shape |
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| 77:08 | its, of the associated G And then that G protein, when |
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| 77:13 | changes shape, it basically invites in GTP and breaks it and releases the |
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| 77:20 | . So this type of receptor when associated with the G protein has a |
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| 77:24 | difficult hard name, it's called a protein coupled receptor. Why? Because |
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| 77:31 | coupled with the cheap protein. And I said, most common type, |
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| 77:38 | , the most common mechanism that a protein couple receptor uses in order for |
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| 77:42 | is through what is called the cyclic MP signaling cascade. All right. |
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| 77:47 | is cyclic A MP. Well, is a, uh A T P |
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| 77:50 | here. So, right, there's demo and there's 123 phosphate. So |
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| 77:54 | tri phosphate A T P. And you're doing is you're using an enzyme |
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| 78:00 | AY cycles. So it tells you an enzyme of the ace at the |
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| 78:04 | . And what it's doing is it's off two of those phosphates and then |
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| 78:07 | taking that last little bond and it's it around so that you end with |
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| 78:11 | cyclic molecule. In other words, , I'm, I'm attaching and creating |
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| 78:16 | circle at the end. And what molecule is is an activator of an |
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| 78:24 | downstream. All right. Now, effector is simply a molecule that has |
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| 78:28 | sort of effect. It's not describing the effect is. It's just saying |
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| 78:31 | is the target and then the most target for cyclic A MP is an |
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| 78:38 | called protein kinase A. All So, a MP, protein K |
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| 78:45 | pathways are the single most common type pathway that exists in G protein couple |
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| 78:53 | . All right, this P K is going to phosphor. That's what |
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| 78:58 | kinase does. It adds energy to molecules to allow them to work. |
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| 79:03 | triggers some sort of response. there's another type and I'm just showing |
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| 79:08 | here so that once you learn that really simple, it's basically you got |
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| 79:14 | , you have an enzyme, you a second messenger that is basically the |
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| 79:20 | I activate the receptor that's going to , usually some sort of enzyme that |
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| 79:25 | some sort of second messenger. And that second messenger activates some sort of |
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| 79:30 | . So if I go back and at you at this one, you |
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| 79:33 | see, here's my receptor, here my enzyme. There's my second |
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| 79:37 | There's my effector. All right. , the second most common type is |
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| 79:43 | calcium and it does the same Now, it's hard to see in |
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| 79:47 | , but here is my receptor. my G protein, it activates an |
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| 79:56 | which does something which creates second So there's a second messenger, there's |
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| 80:01 | second messenger and those second messengers are or are activating other molecules which would |
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| 80:09 | factors, they cause some sort of . All right. Now, in |
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| 80:16 | particular case, the second most common is the enzyme that we're activating is |
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| 80:22 | phospholipase C. Right now, I that you're sitting going, I'm not |
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| 80:27 | biologist and I could care less, , blah, blah. This right |
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| 80:30 | is one of the most important systems you'll ever see. You have, |
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| 80:34 | know, aspirin, aspirin affects all right, a little bit |
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| 80:38 | but it affects this phospholipase c phospholipase enzyme fossil lipids. It's telling you |
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| 80:45 | breaks a phospho lipid that's found in plasma membrane. And what it does |
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| 80:49 | it cleaves it in two, the phosphor lipid that it's breaking is called |
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| 80:53 | P two. Well, that's its PIP two is phospho ol diphosphate. |
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| 81:00 | two. OK. And what it it cleans in two molecules. First |
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| 81:05 | is D A G second molecule IP . That's a lot of alphabet |
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| 81:09 | isn't it? All right. D G Diao IP three IO trios. |
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| 81:16 | what you end up with is these second messengers and the two second messenger |
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| 81:19 | going to activate different types of As you can see here, D |
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| 81:23 | G is activating a protein K which sounds a lot like the first |
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| 81:28 | protein K C. If you have A and you have AC, what |
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| 81:30 | you think? Is there a B there someplace? Yes, there |
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| 81:34 | And there's also D and some other as well that you don't need to |
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| 81:37 | about. All right, but it stuff IP three activates a channel and |
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| 81:45 | releases calcium. You're like, this a calcium system. What is |
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| 81:49 | Well, this is what we're this serves as another signaling molecule. |
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| 81:52 | each of these things are doing their thing. But what you end up |
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| 81:55 | is calcium being released. And when is released it goes and bins another |
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| 82:00 | of effector called calmodulin, see where name comes from calcium cal mod modulation |
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| 82:09 | cal moulin. All right. Big . So what lots of stuff. |
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| 82:16 | , this picture right here, which very scary and you have to |
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| 82:22 | OK, you don't have to All right, go and look in |
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| 82:25 | for a little bit. And you kind of see here. So each |
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| 82:27 | these are G protein coupled receptors. you look closely, you'll see different |
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| 82:32 | of G proteins that are affiliated with of them. And if you look |
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| 82:35 | right there, there's cyclic A P it's showing you all the different types |
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| 82:39 | pathways that are being activated. And are why these systems are so important |
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| 82:45 | depending on which cell you have, have different types of effectors downstream. |
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| 82:50 | even though you have the same mechanism and over and over again, if |
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| 82:53 | learn the mechanism, once I've seen , once I've seen it 1000 |
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| 82:56 | I don't have to worry about the until I have to worry about the |
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| 83:04 | . So this is different pathways using same mechanism. And I'm sorry, |
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| 83:10 | 9 45. I get excited. we come back, we'll deal with |
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| 83:14 | cascade effect. I should just stop announcement at the beginning. I should |
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| 83:20 | start talking. So when we come , we'll do the enzymes, the |
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| 83:27 | , excuse me. Hormones. |
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