The nervous system is composed of neurons and glial cells. Neurons communicate via electrical and chemical signals to control all body functions. The nervous system is divided into the central nervous system (brain and spinal cord) and peripheral nervous system (nerves). The peripheral system connects the central system to the rest of the body. Within the central system, sensory neurons carry stimuli from receptors to the brain and spinal cord, motor neurons carry signals from the central system to effectors like muscles and glands, and interneurons connect sensory and motor neurons.
Lecture notes and diagrams to help high school anatomy and physiology students learn the general functions of the nervous system and types of glial support nerve cells, types of neurons and anatomy of typical neurons.
Lecture notes and diagrams to help high school anatomy and physiology students learn the general functions of the nervous system and types of glial support nerve cells, types of neurons and anatomy of typical neurons.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. LEARNING OBJECTIVES
• Appreciate human body as an organized
unit.
• Recognize appropriate normal assessment
parameters for the nervous system of a
healthy individual and its common
physiologic disorders.
• Describe the developmental changes that
take place in the nervous system across the
life span.
2
3. THE NERVOUS SYSTEM
The nervous system is the master controlling and
communicating system of the body. Every
thought, action, and emotion reflects its activity.
Its signaling device, or means of communicating
with body cells, is electrical impulses, which are
rapid and specific and cause almost immediate
responses.
3
4. THE NERVOUS SYSTEM (NS)
The NS is formed of a big no. of cells, which are of 2 types:
1. Nerve cells = Neurons
2. Supporting cells = Glial cells
1. NEURONS
It is the basic structural unit of the NS.
It generates electrical impulses → transmitted from one part
of the body to another.
In most neurons: electrical impulses → release of chemical
messengers (= neurotransmitters) to communicate with
each other.
Neurons are integrators: their output = the sum of the
inputs they receive from thousands of other neurons that
end on them.
4
5. STRUCTURE OF NEURON
• Neurons occur in a wide variety of shapes and sizes, but they
share common features. They all possess 4 parts:
1. Cell Body = Soma: It contains:
- a nucleus
- ribosomes → ptn. synthesis
- mitochondria & other organelles
→ provide E & sustain metabolic
activity of cells.
2. Dendrites:
- Usually 5-7 processes (may be
many more)
- Usually highly branched (up to
400,000) → ↑ surface area.
- Together with cell body, dendrites
receive most input.
- Transmit impulses toward cell
body only.
5
6. STRUCTURE OF NEURON (CONT.)
3. Axon = Nerve Fiber:
- Usually single & long (few μm to 1m).
- Transmits impulses away from soma toward target cell.
- Axon hillock or initial segment (= beginning of axon + part of soma
where axon joins it) is the trigger zone where electric signals are
generated in most neurons. Signals are then propagated along axon.
- Axon may have branches = collaterals.
- Near its end the axon undergoes branching. The greater the no. of
branches, the greater the sphere of influence of a neuron.
4. Axon Terminal = Terminal Button:
- Each branch of the axon ends in an axon terminal.
- Responsible for the release of neurotransmitters (NT) from axon.
NT diffuse out of the axon terminal to next neuron or to a target cell.
6
7. MYELIN SHEATH
• Axons of most (but not all) neurons are coated by a protective layer = myelin
sheath “myelinated neurons”.
• Myelin sheath is formed by the following cells:
1. In peripheral NS (PNS): by Schwann cells
2. In central NS (CNS): by oligodendrocytes.
Schwann Cells
- They are glia-like cells.
- During embryonic development, these cells attach to growing axons
& wrap around them → concentric layers of plasma membrane.
- Myelin sheath of an axon is formed of many Schwann cells that align
themselves along length of axon.
- Nucleus is located in outermost layer. Each segment is separated
from the next by a small unmyelinated segment called node of
Ranvier.
- Plasma membrane of Schwann cells is 80% lipid → myelin sheath is
mostly lipid → appears glistening white to the naked eye.
7
8. MYELIN SHEATH (CONT.)
Schwann Cells (cont.)
Function of myelin sheath:
1. Myelin sheath helps to insulate axons & prevents cross-stimulation
of adjacent axons.
2. Myelin sheath allows nerve impulses to travel with great speed
down the axons, “jumping” from one node of Ranvier to the next.
Some nerve fibers are “unmyelinated”. Their axons are covered by a
Schwann cell, but there are no multiple wrappings of membrane which
produces myelin. These axons conduct impulses at a much lower
rate.
8
10. MYELIN SHEATH (CONT.)
Oligodendroglia = Olidodendrocytes
- They are a type of glial cells.
- They cover axons in central nervous system (CNS).
- Unlike Schwann cells, they may branch to form myelin on up to 40
axons.
10
11. A. HISTOLOGICAL ORGANIZATION OF NS (CONT.)
2. GLIAL CELLS = Supporting Cells
- Act as supporting cells (glia = glue): They surround neurons &
support them physically & metabolically.
- They constitute 90% of cells in CNS.
- There are 3 types:
A. Astrocytes = Astroglia:
Have small cell bodies & extensively branching processes.
Functions:
1. Help regulate composition of extracellular fluid (ECF) in CNS.
2. Some of their processes form “end-feet”, which are close to
cerebral blood capillaries → form a barrier around capillaries (blood-
brain barrier) → prevents toxins & other substances from entering
brain.
3. Sustain neurons metabolically (provide glucose, remove ammonia).
11
12. A. HISTOLOGICAL ORGANIZATION OF NS
(CONT.)
2. GLIAL CELLS – Supporting Cells (cont.)
B. Microglia:
- Scavenger cells (=phagocytic cells) of CNS.
- Activated by injury or inflammatory processes.
- On activation, they migrate to area of injury to become macrophages
& clean cellular debris.
C. Oligodendrocyes = Oligodendroglia:
Myelin-forming cells in the CNS (see before).
12
15. B. ANATOMICAL ORGANIZATION OF NS (CONT.)
Central Nervous System (CNS):
- Brain & spinal cord
- Housed in bony structures: skull & vertebral column
Peripheral Nervous System (PNS):
- Transmits signals to & from CNS.
- Consists of nerves that extend between
brain & spinal cord skeletal, smooth & cardiac muscles
and glands
N.B. Nerves are bundles of nerve fibers.
- The PNS consists of:
• 12 pairs of cranial nerves: originate in brain,
pass thro’ openings in skull
• 31 pairs of spinal nerves: originate in spinal cord,
pass thro’ openings in vert. column
- Individual fibers in PNS may be processes of:
• Sensory neurons or
• Motor neurons
15
16. B. ANATOMICAL ORGANIZATION OF NS (CONT.)
Sensory (Afferent) Pathways:
- Transmit nerve impulses from the periphery to the CNS.
- Transmit information about:
the external environment (e.g., light, sound, touch, temperature or
pressure) or
the internal state of the body (e.g., distension of viscera).
Motor (Efferent) Pathways:
- Transmit impulses from CNS to effectors (muscles or glands) that
perform the order.
• Voluntary (Somatic) NS:
- It consists of motor neurons that supply skeletal muscles.
- It therefore controls voluntary functions of body.
• Autonomic NS:
- It innervates smooth muscles, cardiac muscle and glands.
- It therefore controls involuntary functions of the body, e.g., heart
rate, breathing, digestion (i.e., involuntary smooth muscles).
- Autonomic nerves are further subdivided into sympathetic &
parasympathetic divisions, which counterbalance each other.
16
17. C. FUNCTIONAL ORGANIZATION OF NS
Functionally, neurons are divided into 3 main types:
I. Afferent (sensory) neurons:
- Transmit information from sensory receptors at the periphery to the
CNS.
N.B.: Receptors are specialized structures that respond to various
physical & chemical changes in their environment, causing electrical
signals to be generated in neurons.
- Have an unusual shape:
No dendrites (do not receive input from other neurons)
Have a single process (considered to be an axon), which divides shortly after
leaving the cell body:
one branch, the peripheral process, ends at the receptors
the other branch, the central process, enters the CNS to form junctions
with other neurons.
- Cell body & long peripheral process of axon are in PNS, only short
central process of axon enters CNS.
17
18. C. FUNCTIONAL ORGANIZATION (CONT.)
II. Efferent (motor) neurons:
- Transmit information from CNS to effectors (e.g., ms., glands,
viscera).
- Dendrites, cell body & a small part of axon lie within CNS, while
most of the axon lies in the PNS.
III. Interneurons:
- Account for 99% of all neurons.
- Lie completely within the CNS.
- Transmit impulses between sensory & motor neurons, acting as
neuronal bridges.
- The no. of interneurons between certain afferent & efferent
neurons varies according to complexity of the action.
- Interneurons can act as signal changers, e.g., an excitatory input
can be changed into an inhibitory output or no output at all.
18