Chapter 8
Maintenance and Motivation
2
Outline
The brain’s reward circuitry
Hunger regulation
Thirst regulation
Motivating the brain to work
Grooming
Barbering (Extreme Grooming)
Reward circuitry
Time budgets help us understand what people spend their time doing/find rewarding
How might you experimentally determine the reward center of the brain?
4
Reward circuitry
(a) Rats press a bar to receive electrical stimulation to the mesolimbic dopaminergic pathway. (b) If rats increase bar press responses to obtain stimulation to a specific brain area; this indicates that the stimulation is rewarding.
5
Reward circuitry
We can also measure behavioral responses to particular stimuli
Similarities observed between rodents and humans suggest that facial responses to sweet and bitter tastes have been conserved across mammalian species.
6
Reward circuitry
Critical regions
mesolimbic dopaminergic pathway
septal nuclei
snucleus accumbens
Reward circuitry
Various brain areas and neurochemicals guide us to desired outcomes based on how much we enjoy the activity (liking), wish to engage in the activity (wanting), or have come to associate specific stimuli with subsequent desired activities (learning).
8
Reward circuitry
Liking vs. wanting vs. learning
Various brain areas and neurochemicals guide us to desired outcomes based on how much we enjoy the activity (liking), wish to engage in the activity (wanting), or have come to associate specific stimuli with subsequent desired activities (learning).
9
Reward circuitry
The environment can shape how our brain processes stimuli
How could we apply this research?
In this study, the rat’s habitat influenced the proportion of the nucleus accumbens shell assigned to positive and negative emotional responses.
10
Hunger Regulation
We eat to live, so the brain is good at motivating us to eat
How it accomplishes this feat is based in part on our environment
Brain size and stomach size relate to habitat/food availability
Hunger Regulation
Orangutans, who eat only raw foods, require a large stomach for storage. (b) Eating cooked foods enables humans to have smaller stomachs, since we obtain necessary levels of nutrients in smaller volumes of food
12
Hunger Regulation: Neurobiology
Hyperphagia
Lesions to VMH
Lesions to LH
Sensory-specific satiety
Key players: insulin, leptin, ghrelin
Hunger Regulation: Neurobiology
Mice expressing a recessive gene associated with leptin deficiency have more body fat than mice that do not express the recessive gene.
14
Hunger Regulation: Neurobiology
How can we determine which brain regions are involved in regulating hunger?
As indicated by the presence of darkly stained Fos-positive cells, there is less activation in the arcuate nucleus of (a) rats that are fed to satiety and administered saline than in that of (b) rats that are food deprived with a saline infusion. (c) However, if the hungry animals receive an in ...
The document discusses biological explanations for eating behavior, focusing on the role of neural mechanisms and homeostasis. It describes how the hypothalamus, specifically the lateral hypothalamus (hunger center) and ventromedial hypothalamus (satiety center), regulate eating through feedback loops involving glucose levels and hormones like ghrelin and CCK. Evidence from studies on rats and humans supports the dual-center theory, though some findings have limitations and physiological drives can be overridden by other factors.
This document summarizes a study that investigated the effects of food matrix on circulating levels of the appetite-regulating hormone acylated ghrelin. The study involved two randomized crossover trials that compared isoenergetic meals with different food matrices. Trial A compared almond extracts with different protein coatings, while Trial B compared raw almonds and almond oil. Blood samples were taken before and after the meals to measure acylated ghrelin and lipid levels. The results found no significant difference in post-prandial acylated ghrelin levels between the food matrices tested. However, triglyceride levels were significantly different after almond products. The study concluded that food matrix did not significantly impact acylated
What is gut microbiota? What is the influence of diet on the proper functioning of our gut microbiota? How does the gut-brain axis (GBA) influence the emotional and cognitive centers of the brain? Tune into this webinar to find out more about this timely topic.
Learning Objectives:
List the neurological and physiological connections that enable the bidirectional communication between the gut and the brain
Identify lifestyle, dietary, and microbial influences on the flow and function of signaling molecules along the gut-microbiota-brain axis
Implement dietary regimens that target the gut and gastrointestinal microbiota to improve or maintain optimal physical and mental health
RDNs earn 1.0 CEU
The document discusses dietary balances and the regulation of food intake and energy storage. It explains that the hypothalamus contains both hunger and satiety centers that control feeding behavior. The lateral hypothalamus stimulates eating while the ventromedial nucleus induces satiety. Short-term intake is regulated by factors like stomach fullness and hormones like CCK, while long-term intake is influenced by glucose, lipid, and adipose tissue signals. Pathologies involving food like obesity, inanition, and starvation are also overviewed.
Aggression: AQA 'A' Psychology A2 textbook by Mike Cardwell and Cara Flanagan, this powerpoint examines social psychology, biological explanations and evolution, more specifically: SLT, deindividuation, institutional aggression, hormones, etc.
This document discusses theories of hunger and eating behaviors. It covers brain processes involved in hunger, theories like glucostatic and lipostatic set points, and positive incentive perspectives. Conditions like obesity and anorexia nervosa are examined in terms of causes, definitions, and treatments. Leptin's role in regulating body fat is described.
우리 뇌는 식욕을 어떻게 조절할까? [2016 대한청소년정신의학회 추계학술대회]Hyung Jin Choi
This document summarizes research on how the brain regulates appetite and food intake. It discusses both homeostatic and hedonic mechanisms. Homeostatic mechanisms involve hormones and specific hypothalamic circuits that sense hunger and satiety. Mutations impacting the leptin-melanocortin pathway can cause obesity. Hedonic mechanisms in reward centers drive overeating for pleasure rather than nutrition. Stress and highly palatable foods can override homeostatic controls. Interactions between these systems determine the body weight set point. Clinical applications aim to target these brain regions and pathways to treat obesity.
To learn more and watch the webinar, visit:
https://insidescientific.com/webinar/brain-circuits-driving-appetite-obesity-2020
In many western countries, nearly a quarter of us meet the criteria for clinical obesity and more than half of us are overweight. This is a medical concern because obesity is a serious risk factor for many major chronic illnesses, such as heart disease, type 2 diabetes and cancer, and as a result, obesity is associated with reduced lifespan by almost a decade. The rapid escalation in the prevalence of obesity and the paucity of obesity medications underscores the necessity of an understanding of the basic neurobiology underlying body weight.
During this webinar, Professor Heisler will discuss brain circuits that are the main known controllers of body weight, such as those activated by the adipocyte hormone leptin. She will review how our genes impact our waistline and will discuss crucial genes such as those in the melanocortin system. Professor Heisler will discuss how obesity medications capitalize on this basic neurobiology to promote satiety, reduce hunger and decrease body weight.
Key discussion topics include:
– Gut to brain communication
– Key brain chemicals mediating satiety
– Key brain chemicals controlling hunger
The document discusses biological explanations for eating behavior, focusing on the role of neural mechanisms and homeostasis. It describes how the hypothalamus, specifically the lateral hypothalamus (hunger center) and ventromedial hypothalamus (satiety center), regulate eating through feedback loops involving glucose levels and hormones like ghrelin and CCK. Evidence from studies on rats and humans supports the dual-center theory, though some findings have limitations and physiological drives can be overridden by other factors.
This document summarizes a study that investigated the effects of food matrix on circulating levels of the appetite-regulating hormone acylated ghrelin. The study involved two randomized crossover trials that compared isoenergetic meals with different food matrices. Trial A compared almond extracts with different protein coatings, while Trial B compared raw almonds and almond oil. Blood samples were taken before and after the meals to measure acylated ghrelin and lipid levels. The results found no significant difference in post-prandial acylated ghrelin levels between the food matrices tested. However, triglyceride levels were significantly different after almond products. The study concluded that food matrix did not significantly impact acylated
What is gut microbiota? What is the influence of diet on the proper functioning of our gut microbiota? How does the gut-brain axis (GBA) influence the emotional and cognitive centers of the brain? Tune into this webinar to find out more about this timely topic.
Learning Objectives:
List the neurological and physiological connections that enable the bidirectional communication between the gut and the brain
Identify lifestyle, dietary, and microbial influences on the flow and function of signaling molecules along the gut-microbiota-brain axis
Implement dietary regimens that target the gut and gastrointestinal microbiota to improve or maintain optimal physical and mental health
RDNs earn 1.0 CEU
The document discusses dietary balances and the regulation of food intake and energy storage. It explains that the hypothalamus contains both hunger and satiety centers that control feeding behavior. The lateral hypothalamus stimulates eating while the ventromedial nucleus induces satiety. Short-term intake is regulated by factors like stomach fullness and hormones like CCK, while long-term intake is influenced by glucose, lipid, and adipose tissue signals. Pathologies involving food like obesity, inanition, and starvation are also overviewed.
Aggression: AQA 'A' Psychology A2 textbook by Mike Cardwell and Cara Flanagan, this powerpoint examines social psychology, biological explanations and evolution, more specifically: SLT, deindividuation, institutional aggression, hormones, etc.
This document discusses theories of hunger and eating behaviors. It covers brain processes involved in hunger, theories like glucostatic and lipostatic set points, and positive incentive perspectives. Conditions like obesity and anorexia nervosa are examined in terms of causes, definitions, and treatments. Leptin's role in regulating body fat is described.
우리 뇌는 식욕을 어떻게 조절할까? [2016 대한청소년정신의학회 추계학술대회]Hyung Jin Choi
This document summarizes research on how the brain regulates appetite and food intake. It discusses both homeostatic and hedonic mechanisms. Homeostatic mechanisms involve hormones and specific hypothalamic circuits that sense hunger and satiety. Mutations impacting the leptin-melanocortin pathway can cause obesity. Hedonic mechanisms in reward centers drive overeating for pleasure rather than nutrition. Stress and highly palatable foods can override homeostatic controls. Interactions between these systems determine the body weight set point. Clinical applications aim to target these brain regions and pathways to treat obesity.
To learn more and watch the webinar, visit:
https://insidescientific.com/webinar/brain-circuits-driving-appetite-obesity-2020
In many western countries, nearly a quarter of us meet the criteria for clinical obesity and more than half of us are overweight. This is a medical concern because obesity is a serious risk factor for many major chronic illnesses, such as heart disease, type 2 diabetes and cancer, and as a result, obesity is associated with reduced lifespan by almost a decade. The rapid escalation in the prevalence of obesity and the paucity of obesity medications underscores the necessity of an understanding of the basic neurobiology underlying body weight.
During this webinar, Professor Heisler will discuss brain circuits that are the main known controllers of body weight, such as those activated by the adipocyte hormone leptin. She will review how our genes impact our waistline and will discuss crucial genes such as those in the melanocortin system. Professor Heisler will discuss how obesity medications capitalize on this basic neurobiology to promote satiety, reduce hunger and decrease body weight.
Key discussion topics include:
– Gut to brain communication
– Key brain chemicals mediating satiety
– Key brain chemicals controlling hunger
This document provides an overview of guidelines for designing a healthy diet, including key principles for diet planning and evaluating nutritional status. It discusses balancing food intake, incorporating variety, choosing nutrient-dense foods, controlling energy intake, and eating foods in moderation. Recommendations for nutritional intake come from scientific research on levels of nutritional status and deficiencies. Dietary guidelines include the USDA's MyPlate, which emphasizes fruits, vegetables, whole grains, proteins and dairy while limiting empty calories. Food labels provide information to help follow nutritional recommendations.
우리 몸은 체중, 체온, 혈압, 혈당, 전해질, 체액양 등을 일정하게 유지하는 항상성 조절 기능이 있다. 특히 특정 체중 조절점 (body weight set point)으로 체중을 일정하게 유지하는 기능은 비만의 병인에도 중요한 역할을 하고, 비만 치료에 있어서 문제가 되는 요요현상에서도 중요한 역할을 한다. 체중 조절점은 어떤 생물학적 기전으로 이루어지며, 잘 변하지 않는 체중 조절점이 어떤 기전으로 가변적이 될 수 있는지 알아보고자 한다. 또한, 이런 기전을 실제 비만클리닉에서 어떻게 적용할 수 있을지 살펴보고자 한다.
Motivation can come from physiological drives like hunger or psychological needs for love, sex, and achievement. The hypothalamus area of the brain regulates physiological drives while incentives and arousal can come from external or internal factors. Motivation is also influenced by an individual's personality, culture, and environment.
The document discusses the neural mechanisms involved in controlling eating behavior and satiation. It describes the dual feeding system in the hypothalamus, with the lateral hypothalamus (LH) acting as the "on" switch that triggers hunger and feeding behaviors, and the ventromedial hypothalamus (VMH) acting as the "off" switch that induces satiety and inhibits further eating. Glucose levels, ghrelin, neuropeptide Y (NPY), and leptin are identified as important biological factors that influence these hypothalamic centers and control feelings of hunger and fullness.
This presentation discusses the neural mechanisms that control food and water intake in the human body. It begins with distinguishing between hunger and appetite, with hunger being the physiological drive to eat and appetite being the psychological drive. The hypothalamus plays a key role in regulating eating behavior through centers that initiate eating in the lateral hypothalamus and inhibit eating in the ventromedial hypothalamus. Peripheral signals like ghrelin, CCK, and leptin also influence these centers. Similarly, osmoreceptors detect water levels and stimulate thirst centers in the hypothalamus to maintain water balance. Damage to certain areas can impact intake, like lesions in the ventromedial hypothalamus causing overeating.
The document discusses several factors related to obesity and weight loss. It notes that obesity is linked to increased healthcare costs and diseases. One proposed weight loss technique is to slow down eating by chewing food thoroughly and putting down utensils between bites. This allows the brain to register fullness before overeating. Several brain areas and mechanisms involved in mastication and eating behavior are discussed, including how histamine neurons may reduce food intake volume by modulating chewing speed. Studies suggest chewing more through high-fiber diets could help reduce obesity and cognitive decline.
This document discusses neuronal control of energy metabolism. It begins by outlining the motivations and interactions between homeostatic and hedonic mechanisms in regulating metabolism. Section 2 discusses how homeostatic and hedonic systems interact in the brain and body to control feeding behavior and energy balance. Section 3 describes how translational research integrates animal and human studies to further understand brain-body connections in metabolism. The document concludes by discussing various clinical applications for treating metabolic disorders.
This document discusses irritable bowel syndrome (IBS) and the role of diet. It begins by defining IBS and outlining the Rome III criteria used for diagnosis. It describes symptoms like diarrhea, constipation, abdominal pain that are relieved by defecation. It discusses triggers for IBS like certain foods, caffeine, food dyes, MSG that can cause diarrhea. The document presents a case study of a patient who found significant relief of IBS symptoms by eliminating trigger foods. It also summarizes that traditional drug therapies only treat symptoms, not underlying causes, and that food intolerance can be an important factor in IBS for some patients.
Eating behaviour and eating disorder introduction Psychiatry Seminarjithukichu
This document provides an overview of the physiology of appetite and eating disorders. It discusses topics such as the definition of a meal as the unit of analysis for eating behavior, controls on meal initiation and size, physiological modulators of eating, and the behavioral neuroscience of psychiatric eating disorders. Specifically, it examines factors that control meal initiation like ghrelin levels and neural mechanisms, factors that control meal size like flavor and reward pathways, and signals that induce satiation like gastric distention and gut peptides. It also analyzes eating behaviors in bulimia nervosa patients and discusses psychological and sociocultural factors associated with eating disorders.
This document discusses obesity and energy balance regulation in the body. It covers topics such as the definition of BMI, types of adipose tissue, health risks of obesity, and trends in obesity worldwide. It then discusses factors contributing to the current obesogenic environment like increased food availability and decreased physical activity. The remainder of the document details the biological mechanisms of energy homeostasis, including hormones like leptin that regulate appetite and metabolism, as well as brain centers involved in energy balance. Potential future therapies for obesity that target these biological pathways are also mentioned.
The document discusses theories of hunger, eating behaviors, and body weight regulation. It describes several factors that influence eating behaviors, including physiological hunger and satiety signals, learned food preferences, social and environmental cues. The dominant theories of a body weight "set point" are challenged, as factors like eating disorders, diet trends, and modern food environments contradict evolutionary models. New perspectives emphasize positive incentives for eating driven by food pleasure rather than just energy needs.
MODULE 1
Introduction to nutrition in emergencies
PART 2: TECHNICAL NOTES
The technical notes are the second of four parts contained in this module. They provide an introduction to nutrition in emergencies. The technical notes are intended for people involved in nutrition programme planning and implementation. They provide technical details, highlight challenging areas and provide clear guidance on accepted current practices. Words in italics are defined in the glossary.
These technical notes are based on the other HTP modules as well as the following references and related Sphere standards in the box below:
• Lancet Nutrition Series, 2008. http://www.thelancet.com/series/maternal-and-child-undernutrition
• Integrated Phase Classification system, www.ipcinfo.org
• SMART guidelines, www.smartmethodology.org
• Young, H., A. Borrel, Hollard, D. & Salama, P. (2004). Public nutrition in complex emergencies. The Lancet, 364: 1899-909. http://www.who.int/hac/techguidance/training/predeployment/Public%20health%20nutrition%20in%20complex%20emergencies.pdf
• Young & Jaspars (2006). The Meaning and Measurement of Malnutrition in Acute Emergencies. Network Paper Number 56. London: ODI. http://www.ipcinfo.org/attachments/Meaning_and_measurement_of_acute_malnutrition_in_emergencies.pdf
• Sphere Handbook, 2011. http://www.sphereproject.org/component/option,com_docman/task,cat_view/gid,70/Itemid,203
• IASC Global Nutrition Cluster, http://oneresponse.info/globalclusters/nutrition/Pages/default.aspx
• Emergency Nutrition Network publication, Field Exchange. www.ennonline.net/fex
• United Nations Office for the Coordination of Humanitarian Affairs, http://www.unocha.org
• Nutrition Information in Crisis Situations, NICS, http://www.unscn.org/en/publications/nics/
• Famine Early Warning System Network (FEWS NET) , http://www.fews.net/Pages/default.aspx
Sphere standards
Food security and nutrition assessment standard 1: Food Security
Where people are at increased risk of food insecurity, assessments are conducted using accepted methods to understand the type, degree and extent of food insecurity, to identify those most affected and to define the most appropriate response.
Food security and nutrition assessment standard 2: Nutrition
Where people are at increased risk of undernutrition, assessments are conducted using internationally accepted methods to understand the type, degree and extent of undernutrition and identify those most affected, those most at risk and the appropriate response.
Infant and young child feeding standard 1: Policy guidance and coordination
Safe and appropriate infant and young child feeding for the population is protected through implementation of key policy guidance and strong coordination.
Infant and young child feeding standard 2: Basic and skilled support
Mothers and caregivers of infants and young children have access to timely and appropriate feeding support that minimises risks and optimises nutrition, healt
This document provides information on an 8-week online nurse educator course covering advanced pathophysiology and pharmacology. It includes discussion questions for each week focusing on analyzing case studies, comparing conditions, researching treatments, and discussing implications of genetic screening and alternative therapies. Students are asked to address pathophysiology, pharmacology, implications for practice, and strategies for patient education. Weekly assignments involve creating an herbal product information pamphlet and analyzing a case study on an acid-base imbalance.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, develop patient education materials, and create presentations. The goal is for nurse educators to gain knowledge on pathophysiology, pharmacology, and patient education strategies for various health conditions.
This document provides information on an 8-week online course titled "Advanced Pathophysiology and Pharmacology for Nurse Educators". It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, and endocrine disorders. Students are asked to respond to case studies, compare and contrast conditions, research treatments, and design patient education materials. The course aims to enhance nurses' understanding of disease processes and pharmacology to improve patient teaching.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, interview patients, and develop educational materials for patients and staff. The goal is for nurse educators to gain deeper understanding of disease processes and pharmacology to effectively teach others.
This document provides an overview of an 8-week online nursing course on advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, respiratory diseases, cardiovascular conditions, genitourinary infections, neurological disorders, and endocrine disorders. Students are asked to analyze case studies, compare conditions, research treatments, and consider implications for patient education. The course aims to enhance understanding of disease processes and pharmacology to inform nursing practice.
my professor ask me this question what should be answer(your resea.docxJinElias52
my professor ask me this question what should be answer(
your research does a very good job of explaining the topic and the changes in FASB. How did you plan to incorporate your reading from the Daniels, Radebaugh, and Sullivan text?
Daniels, J., Radebaugh, L., and Sullivan, D. (2015). International Business: Environments and Operations 15e. Upper Saddle River, NJ: Pearson Education, Inc. ISBN: 13:978-0-13-345723-0.
i want only answer this question
.
My assignment is to create a 12-page argumentativepersuasive rese.docxJinElias52
My assignment is to create a 12-page argumentative/persuasive research paper given one of the following option:
Argue for or against a business decision, organizational plan, business philosophy, policy decision, or concept related to the class. On Corporate Social Responsibility
.
Myths in Neolithic Cultures Around the Globe Please respond to th.docxJinElias52
Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early cultures
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Myths in Neolithic Cultures Around the GlobePlease respond to .docxJinElias52
"Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Mycobacterium tuberculosisYou must review the contents of your n.docxJinElias52
Mycobacterium tuberculosis
You must review the contents of your news article and discuss what type of microorganism it is, if the organism is in nature or is used in industry or causes disease. If it causes disease you must discuss transmission, increasing incidence, factors contributing to the spread of the organism, lab culturing, etc.
300-400 words
.
More Related Content
Similar to Chapter 8Maintenance and Motivation2Outlin
This document provides an overview of guidelines for designing a healthy diet, including key principles for diet planning and evaluating nutritional status. It discusses balancing food intake, incorporating variety, choosing nutrient-dense foods, controlling energy intake, and eating foods in moderation. Recommendations for nutritional intake come from scientific research on levels of nutritional status and deficiencies. Dietary guidelines include the USDA's MyPlate, which emphasizes fruits, vegetables, whole grains, proteins and dairy while limiting empty calories. Food labels provide information to help follow nutritional recommendations.
우리 몸은 체중, 체온, 혈압, 혈당, 전해질, 체액양 등을 일정하게 유지하는 항상성 조절 기능이 있다. 특히 특정 체중 조절점 (body weight set point)으로 체중을 일정하게 유지하는 기능은 비만의 병인에도 중요한 역할을 하고, 비만 치료에 있어서 문제가 되는 요요현상에서도 중요한 역할을 한다. 체중 조절점은 어떤 생물학적 기전으로 이루어지며, 잘 변하지 않는 체중 조절점이 어떤 기전으로 가변적이 될 수 있는지 알아보고자 한다. 또한, 이런 기전을 실제 비만클리닉에서 어떻게 적용할 수 있을지 살펴보고자 한다.
Motivation can come from physiological drives like hunger or psychological needs for love, sex, and achievement. The hypothalamus area of the brain regulates physiological drives while incentives and arousal can come from external or internal factors. Motivation is also influenced by an individual's personality, culture, and environment.
The document discusses the neural mechanisms involved in controlling eating behavior and satiation. It describes the dual feeding system in the hypothalamus, with the lateral hypothalamus (LH) acting as the "on" switch that triggers hunger and feeding behaviors, and the ventromedial hypothalamus (VMH) acting as the "off" switch that induces satiety and inhibits further eating. Glucose levels, ghrelin, neuropeptide Y (NPY), and leptin are identified as important biological factors that influence these hypothalamic centers and control feelings of hunger and fullness.
This presentation discusses the neural mechanisms that control food and water intake in the human body. It begins with distinguishing between hunger and appetite, with hunger being the physiological drive to eat and appetite being the psychological drive. The hypothalamus plays a key role in regulating eating behavior through centers that initiate eating in the lateral hypothalamus and inhibit eating in the ventromedial hypothalamus. Peripheral signals like ghrelin, CCK, and leptin also influence these centers. Similarly, osmoreceptors detect water levels and stimulate thirst centers in the hypothalamus to maintain water balance. Damage to certain areas can impact intake, like lesions in the ventromedial hypothalamus causing overeating.
The document discusses several factors related to obesity and weight loss. It notes that obesity is linked to increased healthcare costs and diseases. One proposed weight loss technique is to slow down eating by chewing food thoroughly and putting down utensils between bites. This allows the brain to register fullness before overeating. Several brain areas and mechanisms involved in mastication and eating behavior are discussed, including how histamine neurons may reduce food intake volume by modulating chewing speed. Studies suggest chewing more through high-fiber diets could help reduce obesity and cognitive decline.
This document discusses neuronal control of energy metabolism. It begins by outlining the motivations and interactions between homeostatic and hedonic mechanisms in regulating metabolism. Section 2 discusses how homeostatic and hedonic systems interact in the brain and body to control feeding behavior and energy balance. Section 3 describes how translational research integrates animal and human studies to further understand brain-body connections in metabolism. The document concludes by discussing various clinical applications for treating metabolic disorders.
This document discusses irritable bowel syndrome (IBS) and the role of diet. It begins by defining IBS and outlining the Rome III criteria used for diagnosis. It describes symptoms like diarrhea, constipation, abdominal pain that are relieved by defecation. It discusses triggers for IBS like certain foods, caffeine, food dyes, MSG that can cause diarrhea. The document presents a case study of a patient who found significant relief of IBS symptoms by eliminating trigger foods. It also summarizes that traditional drug therapies only treat symptoms, not underlying causes, and that food intolerance can be an important factor in IBS for some patients.
Eating behaviour and eating disorder introduction Psychiatry Seminarjithukichu
This document provides an overview of the physiology of appetite and eating disorders. It discusses topics such as the definition of a meal as the unit of analysis for eating behavior, controls on meal initiation and size, physiological modulators of eating, and the behavioral neuroscience of psychiatric eating disorders. Specifically, it examines factors that control meal initiation like ghrelin levels and neural mechanisms, factors that control meal size like flavor and reward pathways, and signals that induce satiation like gastric distention and gut peptides. It also analyzes eating behaviors in bulimia nervosa patients and discusses psychological and sociocultural factors associated with eating disorders.
This document discusses obesity and energy balance regulation in the body. It covers topics such as the definition of BMI, types of adipose tissue, health risks of obesity, and trends in obesity worldwide. It then discusses factors contributing to the current obesogenic environment like increased food availability and decreased physical activity. The remainder of the document details the biological mechanisms of energy homeostasis, including hormones like leptin that regulate appetite and metabolism, as well as brain centers involved in energy balance. Potential future therapies for obesity that target these biological pathways are also mentioned.
The document discusses theories of hunger, eating behaviors, and body weight regulation. It describes several factors that influence eating behaviors, including physiological hunger and satiety signals, learned food preferences, social and environmental cues. The dominant theories of a body weight "set point" are challenged, as factors like eating disorders, diet trends, and modern food environments contradict evolutionary models. New perspectives emphasize positive incentives for eating driven by food pleasure rather than just energy needs.
MODULE 1
Introduction to nutrition in emergencies
PART 2: TECHNICAL NOTES
The technical notes are the second of four parts contained in this module. They provide an introduction to nutrition in emergencies. The technical notes are intended for people involved in nutrition programme planning and implementation. They provide technical details, highlight challenging areas and provide clear guidance on accepted current practices. Words in italics are defined in the glossary.
These technical notes are based on the other HTP modules as well as the following references and related Sphere standards in the box below:
• Lancet Nutrition Series, 2008. http://www.thelancet.com/series/maternal-and-child-undernutrition
• Integrated Phase Classification system, www.ipcinfo.org
• SMART guidelines, www.smartmethodology.org
• Young, H., A. Borrel, Hollard, D. & Salama, P. (2004). Public nutrition in complex emergencies. The Lancet, 364: 1899-909. http://www.who.int/hac/techguidance/training/predeployment/Public%20health%20nutrition%20in%20complex%20emergencies.pdf
• Young & Jaspars (2006). The Meaning and Measurement of Malnutrition in Acute Emergencies. Network Paper Number 56. London: ODI. http://www.ipcinfo.org/attachments/Meaning_and_measurement_of_acute_malnutrition_in_emergencies.pdf
• Sphere Handbook, 2011. http://www.sphereproject.org/component/option,com_docman/task,cat_view/gid,70/Itemid,203
• IASC Global Nutrition Cluster, http://oneresponse.info/globalclusters/nutrition/Pages/default.aspx
• Emergency Nutrition Network publication, Field Exchange. www.ennonline.net/fex
• United Nations Office for the Coordination of Humanitarian Affairs, http://www.unocha.org
• Nutrition Information in Crisis Situations, NICS, http://www.unscn.org/en/publications/nics/
• Famine Early Warning System Network (FEWS NET) , http://www.fews.net/Pages/default.aspx
Sphere standards
Food security and nutrition assessment standard 1: Food Security
Where people are at increased risk of food insecurity, assessments are conducted using accepted methods to understand the type, degree and extent of food insecurity, to identify those most affected and to define the most appropriate response.
Food security and nutrition assessment standard 2: Nutrition
Where people are at increased risk of undernutrition, assessments are conducted using internationally accepted methods to understand the type, degree and extent of undernutrition and identify those most affected, those most at risk and the appropriate response.
Infant and young child feeding standard 1: Policy guidance and coordination
Safe and appropriate infant and young child feeding for the population is protected through implementation of key policy guidance and strong coordination.
Infant and young child feeding standard 2: Basic and skilled support
Mothers and caregivers of infants and young children have access to timely and appropriate feeding support that minimises risks and optimises nutrition, healt
This document provides information on an 8-week online nurse educator course covering advanced pathophysiology and pharmacology. It includes discussion questions for each week focusing on analyzing case studies, comparing conditions, researching treatments, and discussing implications of genetic screening and alternative therapies. Students are asked to address pathophysiology, pharmacology, implications for practice, and strategies for patient education. Weekly assignments involve creating an herbal product information pamphlet and analyzing a case study on an acid-base imbalance.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, develop patient education materials, and create presentations. The goal is for nurse educators to gain knowledge on pathophysiology, pharmacology, and patient education strategies for various health conditions.
This document provides information on an 8-week online course titled "Advanced Pathophysiology and Pharmacology for Nurse Educators". It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, and endocrine disorders. Students are asked to respond to case studies, compare and contrast conditions, research treatments, and design patient education materials. The course aims to enhance nurses' understanding of disease processes and pharmacology to improve patient teaching.
This document provides an overview of the NUR 641E Complete Class course, which covers advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each of the 8 weeks in the course as well as details on the weekly assignments. The questions and assignments address topics such as genetic disorders, immunizations, electrolyte imbalances, cardiovascular conditions, and endocrine disorders. Students are asked to analyze case studies, research diseases and treatments, interview patients, and develop educational materials for patients and staff. The goal is for nurse educators to gain deeper understanding of disease processes and pharmacology to effectively teach others.
This document provides an overview of an 8-week online nursing course on advanced pathophysiology and pharmacology for nurse educators. It includes discussion questions for each week covering topics like genetic disorders, immunizations, electrolyte imbalances, respiratory diseases, cardiovascular conditions, genitourinary infections, neurological disorders, and endocrine disorders. Students are asked to analyze case studies, compare conditions, research treatments, and consider implications for patient education. The course aims to enhance understanding of disease processes and pharmacology to inform nursing practice.
Similar to Chapter 8Maintenance and Motivation2Outlin (17)
my professor ask me this question what should be answer(your resea.docxJinElias52
my professor ask me this question what should be answer(
your research does a very good job of explaining the topic and the changes in FASB. How did you plan to incorporate your reading from the Daniels, Radebaugh, and Sullivan text?
Daniels, J., Radebaugh, L., and Sullivan, D. (2015). International Business: Environments and Operations 15e. Upper Saddle River, NJ: Pearson Education, Inc. ISBN: 13:978-0-13-345723-0.
i want only answer this question
.
My assignment is to create a 12-page argumentativepersuasive rese.docxJinElias52
My assignment is to create a 12-page argumentative/persuasive research paper given one of the following option:
Argue for or against a business decision, organizational plan, business philosophy, policy decision, or concept related to the class. On Corporate Social Responsibility
.
Myths in Neolithic Cultures Around the Globe Please respond to th.docxJinElias52
Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early cultures
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Myths in Neolithic Cultures Around the GlobePlease respond to .docxJinElias52
"Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your response
:
Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.html
and
http://www.pantheon.org/areas/mythology/
.
.
Mycobacterium tuberculosisYou must review the contents of your n.docxJinElias52
Mycobacterium tuberculosis
You must review the contents of your news article and discuss what type of microorganism it is, if the organism is in nature or is used in industry or causes disease. If it causes disease you must discuss transmission, increasing incidence, factors contributing to the spread of the organism, lab culturing, etc.
300-400 words
.
My TopicI would like to do my case application on Helen Keller’s.docxJinElias52
My Topic:
"I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
For additional details, please refer to the Milestone Two Rubric document and the Final Project Document in the Assignment Guidelines and Rubrics section of the course.
.
My topic is the terms a Congress person serves and debate on adding .docxJinElias52
My topic is the terms a Congress person serves and debate on adding limitations to how long a person can be in Congress.
The Pros and Cons of the unlimited terms in congress
Do members of congress to support position people of the state they represent therefore should be able to change and if it will benefit.
How to Add limitations on the term served by congress
Follow the directions below for the completion of the Annotated Bibliography assignment for Unit II.
Purpose: The purpose of the annotated bibliography is to summarize the sources that you have gathered to support your research proposal project. These summaries help you to think about the complex arguments presented in your sources. Description: In this assignment, you will create an annotated bibliography consisting of seven sources. Each entry will consist of a reference list citation, a summary of the source’s information, and a one-sentence assessment. Each annotation should be between 150 to 200 words. If an entry is shorter than 150 words, it is likely you have not fully developed your summary, and this lack of development can severely impact your grade for this assignment.
.
My topic is anywhere, anytime information work, which means tele-wor.docxJinElias52
My topic is anywhere, anytime information work, which means tele-work, and we choose ( AT&T toggle)
I've done all the questions but i need more detail , deep answers .
1- write an introduction about ( anywhere, anytime information work) in details and conclusion about the company and application
2-write a brief explanation about the company it self ( AT&T)
3- plagiarism not accepted
4- use simple words
5- make it 12 or 11 pages
.
My topic for module-2 reaction paper was on news, data, and other me.docxJinElias52
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: Are citizens informed about terrorism and is it overwhelming?
.
My Topic for the paper I would like to do my case application on He.docxJinElias52
My Topic for the paper: I would like to do my case application on Helen Keller’s fight with learning disability. I chose Helen Keller because she is one of the most important personality and the first person without hearing or sight to earn a BA. Her story is narrated in the movie “The Miracle Worker.”
.
n a 2 page paper, written in APA format using proper spellinggramma.docxJinElias52
n a 2 page paper, written in APA format using proper spelling/grammar, address the following:
Briefly explain Piaget's and Erikson's theories of development. Who had a better theory of human development: Erikson or Piaget? Please offer detail to explain your choice.
What tips would you give to someone who has just suffered a major loss, now that you know the stages of grief?
.
My research proposal is on fall prevention WRTG 394 s.docxJinElias52
My research proposal is on fall prevention
WRTG 394 students,
Your next writing assignment will be a
memo to your instructor for the final report.
Steps to Take in Completing this Assignment:
•
Identify the decision-maker or group of decision-makers to whom you will write your final report
• Describe the specific problem you are attempting to address.
• Prepare some primary research for your report.
• Write a memo to your instructor using the template provided below.
The Role of this Assignment for your Research Report:
This assignment is designed to help you put together the final paper in WRTG 394.
Remember, your final paper in WRTG 394 will be a report in which you do the following:
•
define a problem in your workplace or community persuasively and accurately
•
propose a solution or solutions to the problem or issue
Previous assignments in the class pointed out some sample topics for the report:
• a report to your manager at work suggesting that more teleworking options be given to employees at your workplace
• a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication.
• a report to your manager at work suggesting that your office become paperless
• a report to the board of directors at your townhouse community to argue that the playground area in your community should be renovated
• a report to the manager of your unit at work noting that recycling facilities in the workplace should be improved
For writing assignment #2, you completed a background and synthesis of the literature on your topic.
For this writing assignment, you are going to identify the specific needs in your workplace or community that will be identified for your final report.
Examples of Primary Research for Specific Topics:
•
If you write a report to your manager at work suggesting that more teleworking options be given to employees at your workplace, you cannot simply prepare a report on teleworking. You must show that teleworking will
solve a specific problem or problems in your organization
.
•
If you write a a report to your supervisor at work suggesting that email be used less frequently for communication and that another application be used to improve communication, you cannot simply prepare a report on the benefits of social media in the workplace. You must
show that your specific office has problems in communicating by email and indicate the benefits of using alternative communication systems for your workplace environment
.
•
If you write a report to your manager at work suggesting that your office become paperless, you cannot simply prepare a report on the benefits of a paperless office. You must
show that your specific office can go paperless and indicate the benefits of your specific office going paperless
.
•
If you write a report to the board of directo.
My portion of the group assignment Must be done by Wednesday even.docxJinElias52
My portion of the group assignment:
Must be done by Wednesday evening
•
EFE Matrix; -
•
SWOT (TOWS) analysis; -
•
IFE Matrix; -
•
A list of alternative strategies, giving advantages and disadvantages for each; -
Walt Disney Company, p. 441, Case 8 (photos of pages upladed)
.
my project is about construcation houses for poor poeple in Denver .docxJinElias52
The project is about constructing affordable housing for low-income people in Denver. It is a 30-page document. The goal is to produce a 10-page project notebook by assigning different knowledge areas to team members and combining their work to demonstrate synergy between the areas.
my name is abdullah aljedanii am from saudi arabia i graduate fr.docxJinElias52
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My hypothesis Being disconnected from social media (texting, Facebo.docxJinElias52
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It is my belief partly based on observation (I teach HS students) that we have created a society where even the slightest communication is cause for a teenager’s engagement with his/her electronic device. Being constantly connected to others, or at least knowing that is an option appears to give them some peace of mind and perhaps helps them feel less alone. This worries me because I fear they will be unable to engage in experiences on their own without that constant connection to others. This behavior doesn’t allow for self-reflection, meditation, or other important moments designed to focus the attention inward. In other words, a fear of being alone. On the other hand, teenagers can reach out to others as never before, which is great in many cases.
I would choose the Experimental Research method for the following experiment, being careful to adhere to its two components: 1) that there is a random assignment of participants. I would stress that this should be a double-blind experiment so I do not influence its outcome; and 2) a manipulation of an independent variable.
My experiment: After taking a base level of stress indicators (heart rate, blood pressure, brain waves, perspiration levels, etc) I would randomly assign two separate groups of HS students to spend 2 days camping in the wilderness. I would set up several exciting events to take place such as river rafting, hunting, building a shelter for the night, etc. One group would have their cell phones with them (assuming there is a cell phone connection in this remote area), the second group would not. The first group could contact whomever they chose during the events and during a down time say, at night. The second group would not have cell phones to be able to do this. I would somehow monitor both group’s stress levels while out in the wilderness.
Summary: Because I would want to avoid the Correlation/Causation Fallacy, I would need to not know which students were which in this experiment. And I foresee some challenges that might not be avoidable and might skew this idea. There could be variables such as a student who is naturally highly stressed in the wilderness and his anxiety could spike giving my experiment the expected result but for the wrong reason. Not to mention the difficulty of setting up this experiment in the first place.
Personal note: Thinking about this idea has caused me to think in a more scientific way about the results of all experiments I learn about. The Correlation/Causation issue is one I fall victim to a lot. I like to think that I am an objective observer, but so far in this course, I am not so sure of that anymore. At the same time that I hate to have my thinking challenged in this way, I also feel excited that I am thinking on a deeper level than I ever have.
How would you select the groups at random? Would you use a number system? Perha.
My group is the Los Angeles Rams. We are looking to be sponsors with.docxJinElias52
My group is the Los Angeles Rams. We are looking to be sponsors with Dunkin' Donuts.Attached is an example of the Portland Timbers and a sponsorship with Chevrolet. On the bottom of the excel document you can see there are 4 different tabs. The tabs I need done are Research and Activity.
Thank you.
.
My Captain does not answer, his lips are pale and still;My father .docxJinElias52
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
Examine the imagery in the stanza in bold. What is the significance of the two different images?
The speaker does not feel the joy everyone else is experiencing.
The speaker does not feel the misery everyone else is experiencing.
The speaker does not want anyone to know how unhappy he truly is.
The speaker does not want anyone to know how happy he truly is.
.
My character is Phoenix Jackson from the story A Worn PathMLA Form.docxJinElias52
My character is Phoenix Jackson from the story A Worn Path
MLA Format. 1200 words
Must have
Identify the type of character it is dealing with (A single character could be two or thres types.
Describe the character
Discuss the conflict in the story particularly in regards to the character's place in it.
Due tomorrow by 3pm
.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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1. Chapter 8
Maintenance and Motivation
2
Outline
The brain’s reward circuitry
Hunger regulation
Thirst regulation
Motivating the brain to work
Grooming
Barbering (Extreme Grooming)
Reward circuitry
Time budgets help us understand what people spend their time
doing/find rewarding
How might you experimentally determine the reward center of
the brain?
4
2. Reward circuitry
(a) Rats press a bar to receive electrical stimulation to the
mesolimbic dopaminergic pathway. (b) If rats increase bar press
responses to obtain stimulation to a specific brain area; this
indicates that the stimulation is rewarding.
5
Reward circuitry
We can also measure behavioral responses to particular stimuli
Similarities observed between rodents and humans suggest that
facial responses to sweet and bitter tastes have been conserved
across mammalian species.
6
Reward circuitry
Critical regions
mesolimbic dopaminergic pathway
septal nuclei
snucleus accumbens
Reward circuitry
3. Various brain areas and neurochemicals guide us to desired
outcomes based on how much we enjoy the activity (liking),
wish to engage in the activity (wanting), or have come to
associate specific stimuli with subsequent desired activities
(learning).
8
Reward circuitry
Liking vs. wanting vs. learning
Various brain areas and neurochemicals guide us to desired
outcomes based on how much we enjoy the activity (liking),
wish to engage in the activity (wanting), or have come to
associate specific stimuli with subsequent desired activities
(learning).
9
Reward circuitry
The environment can shape how our brain processes stimuli
How could we apply this research?
In this study, the rat’s habitat influenced the proportion of the
nucleus accumbens shell assigned to positive and negative
emotional responses.
10
4. Hunger Regulation
We eat to live, so the brain is good at motivating us to eat
How it accomplishes this feat is based in part on our
environment
Brain size and stomach size relate to habitat/food availability
Hunger Regulation
Orangutans, who eat only raw foods, require a large stomach for
storage. (b) Eating cooked foods enables humans to have
smaller stomachs, since we obtain necessary levels of nutrients
in smaller volumes of food
12
Hunger Regulation: Neurobiology
Hyperphagia
Lesions to VMH
Lesions to LH
Sensory-specific satiety
Key players: insulin, leptin, ghrelin
Hunger Regulation: Neurobiology
5. Mice expressing a recessive gene associated with leptin
deficiency have more body fat than mice that do not express the
recessive gene.
14
Hunger Regulation: Neurobiology
How can we determine which brain regions are involved in
regulating hunger?
As indicated by the presence of darkly stained Fos-positive
cells, there is less activation in the arcuate nucleus of (a) rats
that are fed to satiety and administered saline than in that of (b)
rats that are food deprived with a saline infusion. (c) However,
if the hungry animals receive an insulin infusion, less Fos
activity is observed.
15
Hunger Regulation: Neurobiology
Leptin and ghrelin interact with the arcuate nucleus to affect
hunger and energy regulation.
16
Hunger Regulation: Neurobiology
Can we be addicted to particular kinds of food?
6. Why is ‘junk food’ so good?
Is it adaptive to like junk food?
Hunger Regulation: Neurobiology
Sugar “withdrawal” in rats
Rats that had experienced greater access to sugar consumed
much more sugar after a period of sugar deprivation than did
control rats.
18
Hunger Regulation: Neurobiology
Extended access to food (buffet style) can raise reward
thresholds
Hunger Regulation: Neurobiology
Having people around also influences eating
Can you think of why?
Are there possible confounds?
(a) Eating with friends may be enjoyable, (b) but it leads us to
consume more calories.
7. 20
Hunger regulation: Eating disorders
Anorexia nervosa
Bulimia nervosa
Hunger regulation: Eating disorders
Anorexia nervosa
Bulimia nervosa
Still a lot of research to be done
22
Hunger regulation: Eating disorders
Serotonergic receptors and anorexia. Research suggests that the
proportion of 5-hydroxyindoleacetic acid 1A and 2A receptors
in (a) healthy patients is distorted in (b) patients diagnosed with
anorexia
23
Hunger regulation: Eating disorders
8. The insula plays a role in determining whether food is perceived
as positive or negative.
24
Hunger regulation
Some nutrients that we need for healthy brain function are
acquired by our diet
A lot of speculation about the benefits of supplementing these
nutrients
More research still to be done
Hunger regulation
Impact of high-fat maternal diet on offspring
Three groups of rats
HFD: High-fat pups raised by high-fat diet mothers
HFD-BD: High-fat pups raised by balanced-diet mothers
BD: Balanced-diet pups raised by balanced-diet mothers
Any predictions?
26
Hunger regulation
9. (a) The pups of rats placed on a high-fat diet during pregnancy
developed more orexin-producing neurons than did o spring
from mothers kept on a balanced diet during pregnanc y, even if
these offspring consumed a balanced diet after birth. (b) As
indicated by the arrows, more orexin cells were double stained
for bromodeoxyuridine in the brain tissue of offspring from the
mothers with the high-fat diet than from offspring of mothers
with the balanced diet.
27
Thirst regulation
Osmoregulatory thirst
Hypovolemic thirst
28
Thirst regulation: Osmoregulartory
Osmoreceptors
Anterior third ventricle
When a hypertonic solution was infused into the hypothalamic
area of goats, they started drinking water from the bucket.
very sensitive osmoreceptors have been identified in two areas
of the anterior third ventricle
10. 29
Thirst regulation: Osmoregulartory
Human PET
Anterior and posterior cingulate activity
Insula also involved
When human subjects were thirsty, more activity along the
cingulate cortex was observed than after the subjects relieved
their thirst by drinking water.
30
Thirst regulation: Hypovolemic
Baroreceptors
Role of vasopressin
Angiotensin II
Motivation to work
Many projects require sustained work
Nonhumans have this problem too
32
11. Motivation to work: Anatomy
brain areas implicated in directing and sustaining work efforts
33
Motivation to work
Ratio strain
Why does caffeine help us work?
34
Motivation to work
Role of dopamine
Rats are more likely to exert more effort for highly desirable
food when their dopaminergic system is intact and functioning
normally.
35
Motivation to work: Plasticity
We learn the relationship between effort and outcome
Learned helplessness
12. Learned persistence
36
Grooming as a motivator
Many mammals spend lots of time grooming
Rats as much as 50% of their day
Grooming as a motivator: Neurobiology
Striatum lesions reduces grooming in rats
Parkinson’s patients and patients with depression also show
reduced grooming
Grooming in rat models of depression is restored via
antidepressants
38
Barbering
Extreme grooming, usually of a cage mate
No clear adaptive value (unseen in the wild)
13. Theories
Establish dominance
Cope with stress
Compensatory action response (increase stimulation in an
otherwise boring environment)
Barbering
40
Barbering
Relationship to humans?
Barbering patterns in mice resemble the bald patches resulting
from hair picking in humans diagnosed with a condition known
as trichotillomania
41
|
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
14. Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6635: Psychopathology and Diagnostic Reasoning
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
Past Psychiatric History:
· General Statement:
· Caregivers (if applicable):
· Hospitalizations:
· Medication trials:
· Psychotherapy or Previous Psychiatric Diagnosis:
Substance Current Use and History:
16. TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Comprehensive Psychiatric Evaluation
Template AND the Rubric as your guide. It is also helpful to
review the rubric in detail in order not to lose points
unnecessarily because you missed something required. Below
highlights by category are taken directly from the grading rubric
for the assignment in Weeks 4–10. After reviewing the full
details of the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
· Read rating descriptions to see the grading standards!
In the Objective section, provide:
· Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
· Read rating descriptions to see the grading standards!
In the Assessment section, provide:
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least priority. Compare the DSM-5
diagnostic criteria for each differential diagnosis and explain
what DSM-5 criteria rules out the differential diagnosis to find
an accurate diagnosis. Explain the critical-thinking process that
17. led you to the primary diagnosis you selected. Include pertinent
positives and pertinent negatives for the specific patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (demonstrate
critical thinking beyond confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
(The comprehensive evaluation is typically the initial new
patient evaluation. You will practice writing this type of note in
this course. You will be ruling out other mental illnesses so
often you will write up what symptoms are present and what
symptoms are not present from illnesses to demonstrate you
have indeed assessed for all illnesses which could be impacting
your patient. For example, anxiety symptoms, depressive
symptoms, bipolar symptoms, psychosis symptoms, substance
use, etc.)
EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medication and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for psychiatric
evaluation for anxiety. He is currently prescribed sertraline
which he finds ineffective. His PCP referred him for evaluation
and treatment.
Or
P.H., a 16-year-old Hispanic female, presents for psychiatric
18. evaluation for concentration difficulty. She is not currently
prescribed psychotropic medications. She is referred by her
therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your evaluation. Then, include a
PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms
onset, duration, frequency, severity, and impact. Your
description here will guide your differential diagnoses. You are
seeking symptoms that may align with many DSM-5 diagnoses,
narrowing to what aligns with diagnostic criteria for mental
health and substance use disorders.
Past Psychiatric History: This section documents the patient’s
past treatments. Use the mnemonic Go Cha MP.
General Statement: Typically, this is a statement of the patients
first treatment experience. For example: The patient entered
treatment at the age of 10 with counseling for depression during
her parents’ divorce. OR The patient entered treatment for detox
at age 26 after abusing alcohol since age 13.
Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where
was last hospitalization? How many detox? How many
residential treatments? When and where was last
detox/residential treatment? Any history of suicidal or
homicidal behaviors? Any history of self-harm behaviors?
Medication trials: What are the previous psychotropic
medications the patient has tried and what was their reaction?
Effective, Not Effective, Adverse Reaction? Some examples:
Haloperidol (dystonic reaction), risperidone
(hyperprolactinemia), olanzapine (effective, insurance wouldn’t
pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section
can be completed one of two ways depending on what you want
to capture to support the evaluation. First, does the patient
19. know what type? Did they find psychotherapy helpful or not?
Why? Second, what are the previous diagnosis for the client
noted from previous treatments and other providers. Thirdly,
you could document both.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains
any family history of psychiatric illness, substance use
illnesses, and family suicides. You may choose to use a
genogram to depict this information. Be sure to include a
reader’s key to your genogram or write up in narrative form.
Social History: This section may be lengthy if completing an
evaluation for psychotherapy or shorter if completing an
evaluation for psychopharmacology. However, at a minimum,
please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within
siblings)
Who the patient currently lives with in a home? Are they single,
married, divorced, widowed? How many children?
Educational Level
Hobbies:
Work History: currently working/profession, disabled,
unemployed, retired?
Legal history: past hx, any current issues?
Trauma history: Any childhood or adult history of trauma?
Violence Hx:Concern or issues about safety (personal, home,
community, sexual (current & historical)
Medical History: This section contains any illnesses, surgeries,
include any hx of seizures, head injuries.
20. Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
21. LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Physical exam (If applicable and if you have opportunity to
perform—document if exam is completed by PCP): From head
to toe, include what you see, hear, and feel when doing your
physical exam. You only need to examine the systems that are
pertinent to the CC, HPI, and History. Do not use “WNL” or
“normal.” You must describe what you see. Always document in
head-to-toe format i.e., General: Head: EENT: etc.
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or
flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
23. 2
Outline
The Rhythms of Sleep and Wakefulness
The Neurobiology of Sleep
Why Sleep and Dream?
Sleep Patterns: Typical and Atypical Variations
Altered States of Consciousness: Beyond Sleep
Rhythms of sleep/wake
Circadian Rhythms
Stages of Sleep
Extreme Sleep: Hibernation
4
Rhythms of sleep/wake
Circadian vs. ultradian
Why can’t we just rely on external environment for temporal
cues?
How often do we mess up our sleep schedule?
24. Rhythms of sleep/wake
Why do so many species yawn?
Yawning across species. Scientists continue to debate the
evolutionary advantage of yawning and why it occurs in many
species, including (a) apes, (b) lions, (c) dogs, and
(d) humans.
6
Rhythms of sleep/wake: Melatonin
Figure 9.2
Neural circuits involved in circadian rhythms and peak
melatonin response. Melatonin appears to be a chemical trigger
signaling increased blood flow in distal areas of the body,
promoting heat loss and the onset of sleep.
7
Rhythms of sleep/wake: Sleep
Sleep occurs in stages
Characteristic EEG signals during each stage
25. 8
Rhythms of sleep/wake: Sleep
Stages of sleep. Over the course of a night, sleeping individuals
cycle through several distinct stages: Stages 1 and 2, slow wave
sleep, and REM sleep, during which dreams occur. A
polysomnograph records the different brain wave patterns that
characterize these stages.
9
Rhythms of sleep/wake: Sleep
A full night’s rest. Slow wave sleep decreases and REM sleep
increases as the night progresses.
10
Rhythms of sleep/wake: Hibernation
Why would an animal hibernate?
Are there any obvious downsides to sleeping through the
winter?
Hibernation. Many animals, such as the (a) chipmunk, enter an
26. extended state of unconsciousness (b) in response to harsh
winter weather.
11
Neurobiology of sleep
Early Neuroanatomical Explorations
Sleep as lack of sensory input?
Tests via lesion method on nonhumans
Neuroanatomical / Neurochemical Circuits
Acetylcholine
SWS: GABA, galanin, adenosine
REM: PGO spikes
12
Neurobiology of sleep: ARAS
The ascending reticular activating system (ARAS). The ARAS
conveys sensory information to other parts of the brain and is
essential for maintaining wakefulness.
13
Neurobiology of sleep: Acetylcholine
27. The neurochemistry of wakefulness. tegmental nuclei (LDT)
contributes to the maintenance of wakefulness. Acetylcholine
from the pedunculopontine tegmental nuclei (PPT) and
laterodorsal
14
Neurobiology of sleep
Total sleep could be dangerous for some animals
Why not just never sleep?
Dolphin sleep. EEG records of dolphins reveal that only one
hemisphere sleeps at a time.
15
Neurobiology of sleep: SWS
Hypothalamic projections from the ventrolateral preoptic area
(VLPO) to the tuberomammillary nucleus (TMN) function to
diminish wakefulness during slow wave sleep.
16
Neurobiology of sleep
Which animal is experiencing REM sleep?
Why is loss of muscle tone advantageous during REM sleep?
28. Cat naps. The sleeping posture of animals reveals information
about the stage of sleep they are currently in. (a) The ability of
the cat to hold its head up indicates that it is in non-REM sleep.
(b) This cat has apparently lost muscle tone and entered REM
sleep.
17
Neurobiology of sleep: REM
Why dream?
Activation-synthesis model
18
Neurobiology of sleep: REM
Pontine nuclei and REM characteristics. Lesions of pontine
nuclei diminish specific aspects of REM sleep.
19
Why sleep and dream?
Homeostatic theory of sleep regulation
Adaptive theory of sleep
Cultural differences in sleep patterns
29. 20
Why Sleep?
How would you test the role of sleep?
What ethical concerns should we be aware of?
Why Sleep?
Rats kept awake long enough got sick, stopped eating, died
Rodent model of sleep deprivation. Electroencephalograms
recorded from the experimental animals activate the movement
of the platform when the animal sleeps so that the disk
movement and threat of falling in the water wake the animal up.
The yoked animal also has its sleep patterns disrupted by the
platform movement, but, unlike the experimental animal, it can
engage in occasional sleep.
22
Why Sleep? Adaptive theory
Sleep patterns should reflect environmental demands
Different animals show very different sleep patterns
Environment change (e.g., captivity) can change sleep habits
30. Maybe we’ve been too hard on sloths
Why Sleep?
Variation exists in human sleep schedules
Number of sleep periods
Not all members of community sleep at same time
Not everyone sleeps same duration
24
Why Sleep?
Sleep may also play a role in learning and memory
Memory consolidation
Sleep replay
Synaptic homeostasis hypothesis
Theta rhythms and offline processing
Why Sleep? Sleep Replay
Sleep and learning. (a) When a rat sleeps after navigating
through a maze, the same neural patterns that the rat displayed
while in the maze are reactivated. (b) In humans, presentation
of stimuli during a learning task and subsequently when a
subject is in slow wave sleep can reactivate neural patterns
31. similar to those active during learning, facilitating
consolidation of the information.
26
Why Sleep? Theta rhythms
θ rhythms during REM and waking behaviors. Similar θ rhythms
observed during both REM and survival-related behaviors in
various mammals suggest that REM brain activity may facilitate
these behaviors expressed during waking hours.
27
Why Sleep? Immune function
Vaccine effectiveness in the sleep deprived?
Sleep efficiency vs. sleep amount
Neurons responsive to immune chemicals are located in
sleep/wake regions
brainstem, hippocampus, hypothalamus
Immune chemicals increase during SWS
28
Sleep Patterns: Typical vs. Atypical
How do we define what “normal” sleep is?
Take the average, take the mode?
32. What if most people are not getting “enough” sleep?
Sleep durations in the United Kingdom and the United States.
Sleep durations are evenly distributed in (a) the United
Kingdom and (b) the United States, with an average nightly
sleep of approximately seven hours in both groups.
29
Sleep Disorders
Insomnia
GABA implicated
Narcolepsy
Hypocretin/orexin system implicated
Sleep apnea
Obstructed airways, associated with obesity
30
Sleep disorders: Insomnia
No single treatment for Insomnia
Cognitive-Behavioral Therapy for Insomnia
31
33. Sleep disorders: Narcolepsy
The hypocretin system. Hypocretin/orexin cells are located in
the hypothalamus. They project to areas throughout the brain,
influencing wakefulness and other functions related to energy
expenditure and emotional processes.
32
Sleep disorders: Sleep apnea
Sleep apnea and brain volume. Postmortem analyses of
individuals with obstructive sleep apnea revealed smaller
cortical areas (shown in red) compared with healthy control
brains.
33
Altered states of consciousness
Neural networks and conscious awareness
Disorders of consciousness
Hard to study consciousness, hard to define disorders
Death and the end of consciousness
34
34. Conscious Awareness Network
Dissociation in brain regions for internal/external attention
Internal and external awareness. Specific brain areas are
activated during internal and external conscious awareness.
These functional magnetic resonance imaging scans show more
activation in the cingulate cortex and parahippocampal cortex
(blue) in strong internal awareness and more activation in the
dorsolateral prefrontal cortex and inferior parietal lobe (red)
during strong external awareness.
35
Disordered Consciousness
Conditions to keep straight
Locked-in syndrome
Vegetative state
Minimally conscious
Coma
Brain death
36
Disordered Consciousness
Minimally conscious patients show brain activity in response to
questions
Minimal behavioral response
35. Brain responsiveness of minimally conscious patient. When
asked to imagine hitting a ball on a tennis court (A/B) and
navigating through a city or their home (C/D), a minimally
conscious patient and a healthy individual showed similar brain
response patterns.
37
Brain death vs. vegetative state
Brain death. There is virtually no observable resting brain
activity in positron emission tomography scans of individuals
diagnosed with brainstem, or brain, death.
38
|
Chapter 13
36. Mental Illness
2
Outline
The challenge of classifying and treating mental illness
Schizophrenia
Depression
Anxiety disorders and other related disorders
Classifying and treating mental illness
Where do mental illnesses come from?
The stars, the humors, the brain?
How do disruptions in neurons propagate to severe
cognitive/behavioral dysfunction?
4
Classifying and treating mental illness
Once we agree that the brain is the source of the illness, how do
you fix it?
Electroconvulsive therapy (ECT)
Drugs?
Surgery?
37. Classifying and treating mental illness
Nobel Prize
winning treatment
Although the lobotomy treatment strategy led to the Nobel
Prize, it is now known that the procedure lacked empirical
support and, unfortunately, resulted in severe impairment in the
patients who received the “treatment.” Shown here are a set of
Watts–Freeman lobotomy instruments.
6
Classifying and treating mental illness
At 12 years of age, Howard Dully was lobotomized by Dr.
Walter Freeman at the request of his stepmother, who was
concerned about his behavioral problems, including not cleaning
his room or wanting to bathe.
7
Classifying and treating mental illness
Even today we can’t agree on how to classify mental illness
Current efforts: ICD-10, DSM-5
Problems
38. Changing disorder criteria
Elusive bio/behavioral markers
Similar biological bases present different symptoms
8
Schizophrenia
1% prevalence
Does this seem high or low?
Positive Symptoms
Negative Symptoms
Positive symptoms: delusions, hallucinations
Negative symptoms: diminished emotions/thought processes
9
Schizophrenia
Potential Causes
Neurochemical
Dopamine
Acetylcholine
Glutamate
39. Positive symptoms: delusions, hallucinations
Negative symptoms: diminished emotions/thought processes
10
Schizophrenia
Potential Causes
Neurochemical
Dopamine
Acetylcholine
Glutamate
Positive symptoms: delusions, hallucinations
Negative symptoms: diminished emotions/thought processes
11
Schizophrenia
How does chlorpromazine work?
Neuroleptic drugs such as chlorpromazine block dopamine D2
receptors.
12
Schizophrenia
anti-NMDA receptor autoimmune encephalitis
Role of glutamate in schizophrenia-like symptoms
40. (a) Susannah Cahalan exhibited characteristic symptoms of
schizophrenia after developing anti-NMDA receptor
autoimmune encephalitis. (b) When cerebrospinal fluid from
patients with this disorder is applied to rat brains, antibodies for
NMDA receptors occupy the hippocampus (shown in blue).
13
Schizophrenia: Anatomy
Smaller
Temporal lobes
Frontal lobes
Thalamus
More loss of gray matter during adolescence
Larger
Ventricles
In identical twins disconcordant for schizophrenia, the twin
with schizophrenia has larger ventricles.
14
Schizophrenia: Anatomy
In identical twins disconcordant for schizophrenia, the twin
with schizophrenia has larger ventricles.
15
41. Schizophrenia: Anatomy
When compared with healthy controls, individuals diagnosed
with schizophrenia have altered receptors in the chandelier cells
of the cortex. ese chandelier cells are thought to communicate
with the cortical pyramidal cells.
16
Schizophrenia: Anatomy
In the hippocampus, pyramidal cells are characterized as being
disorganized in comparison to the more organized alignment
observed in healthy controls, a structural effect that likely
affects neuronal processing in this brain structure.
17
Schizophrenia: Genetics
Because the highest concordance rate of schizophrenia is
observed in identical twins and the lowest concordance rate in
two individuals who are not related, a genetic component is
acknowledged and is being investigated by researchers.
18
42. Schizophrenia: Environment
When individuals lived in the more urban settings at any year
during the first 15 years of their lives, this variable was
associated with a higher risk of schizophrenia. Additional
analyses indicated that individuals living in urban settings for
the entire first 15 years had the highest rates of schizophrenia.
19
Schizophrenia: Environment
Should we move out of cities?
What is it about cities that might cause/trigger schizophrenia?
When individuals lived in the more urban settings at any year
during the first 15 years of their lives, this variable was
associated with a higher risk of schizophrenia. Additional
analyses indicated that individuals living in urban settings for
the entire first 15 years had the highest rates of schizophrenia.
20
Schizophrenia: Treatment
Pharmacological treatment
Cognitive remediation
Compensatory therapy
43. Schizophrenia: Treatment
Pharmacological treatment
22
Schizophrenia: Treatment
Cognitive remediation & Compensatory therapy
Early reports suggest effectiveness without the side effects
Schizophrenia: Treatment
Following 10 and 15 weeks of cognitive training, this patient
experienced increased activation in the le inferior frontal gyrus
(slice 1) and le lateral orbital gyrus
(slice 2). Activation in these levels was closer to that of the
healthy subject than observed prior to training.
24
Schizophrenia: Treatment
How can we study schizophrenia treatments in nonhumans?
Develop a model for a specific symptom/neurochemical deficit
Treat the deficit
44. Schizophrenia: Treatment
(a) Although the lesioned areas were similar in both trained and
untrained groups, confirmed by (b) similar lesion size scores,
(c) the trained animals performed similar to the non-lesioned
controls in the cognitive task, with fewer entrances into a shock
zone than the non-trained animals over the course of two days
of trials.
26
Depression
17% lifetime prevalence
Neurochemical basis
Monoamine hypothesis
Dopamine hypothesis
Molecular hypothesis
Cortisol
BDNF
Depression: Monoamine hypothesis
45. Imipramine blocks the reuptake of the monoamines, thereby
keeping them in the synapse longer.
28
Depression: BDNF
Comparing dendritic branches in medial prefrontal cortex in
mice with low BDNF
In an investigation of the role of varying levels of BDNF on
brain areas implicated in depression, mice with significantly
reduced BDNF levels exhibited increased atrophy of the
dendritic branches in the medial prefrontal cortex.
29
Depression: Anatomy
Symptoms suggest anatomical targets
Lank of motivation for pleasurable activities
Nucleus accumbens
Effort-based reward theory
Lack of concentration/cognitive difficulty
PFC
Chronic stress
Hippocampal volume/function
30
46. Depression: Network Hypothesis
Rather than a single “chemical imbalance” depression may
result from a disorder of connectivity
Activity-dependent neuroplasticity
How do you measure network activity in humans?
This theoretical model proposes that depression results from
compromised neural networks, and the symptoms subside when
the networks are recovered through effective treatments.
31
Depression: Treatment
ECT / rTMS
Pharmacotherapy
Cognitive and behavioral therapies
Emerging treatments
32
Depression: Treatment
ECT
still used for patients that do not respond to other approaches
Some short-term effectiveness
Side effects include memory loss
rTMS
47. Magnetic stimulation
Less intense, fewer side effects
Data is still coming in
Depression: Treatment
Treatment with rTMS involves positioning a very powerful
electromagnet on the scalp that ultimately depolarizes
underlying neurons.
34
Depression: Treatment
Pharmacotherapy
MAOIs
Tricyclics
SSRIs
Need better double-blind studies
Prevalence of side effects may un-blind control vs. experimental
group
Depression: Treatment
Cognitive
Focus on eliminating the destructive beliefs of the patient
Longer lasting effects
48. Combined drug/cognitive approaches are common
Behavioral
Focus on how the patient interacts with the external
environment.
Patients learn contingency between behavior and positive
outcomes (effort-based reward model)
36
Depression: Treatment
Efficacy rates of various depression therapies. At two time
points, 8 weeks and 16 weeks, there is little difference between
antidepressant and cognitive therapies.
37
Depression: Treatment
Deep brain stimulation
Common Targets: subcallosal cingulate gyrus, lateral habenula
Edi Guyton, after suffering from long-term depression, had
electrodes implanted into the subcallosal cingulate to treat the
depression symptoms
38
49. Depression: Treatment
Neural plasticity may underlie all treatment effects
Several common treatment strategies impact neural plasticity
that restores the neural networks for competent rather than
impaired function
39
Bipolar Disorder
Lows of depression
Manic periods where those with this disorder often engage in
dangerous/risky behaviors.
Treatment most often lithium
Likely affects serotonin
70-80% effective
40
Anxiety Disorders
Anxiety is a feature of life, but out of control anxiety can cause
severe disruptions
State vs. trait anxiety
50. Anxiety Disorders: Causes
Often triggered by a stressful event
Amygdala and GABA system have been implicated
Chronic stress may damage stress response system
Measureable genetic component
Don’t forget about individual differences
42
Anxiety Disorders: Causes
Genetic predispositions, environmental factors, and anxiety
disorders. Exposure to the same life stressors can result in
different anxiety response outcomes in individuals with varying
genetic predispositions and environmental histories.
43
Anxiety Disorders: Causes
Environmental contexts, such as leaving a car in the parking lot,
can prompt sufficient uncertainty and anxiety to trigger
obsessions characteristic of OCD. For example, as fear and
worry are experienced, this may ultimately lead to a response
51. resulting in reduced anxiety (e.g., going back to the parking lot
to make sure the car is locked).
44
Anxiety Disorders: Treatments
SSRIs
not fast acting
Surgery
bilateral lesions to the lower medial OFC and the anterior
cingulate bundle area
Behavioral approaches, e.g., exposure therapy for phobias
Anxiety Disorders: Treatments
A two-hour exposure therapy session resulted in persistent
decreases in self-reported phobia symptoms, self-reported fear
beliefs, the ability to approach a live tarantula, and the fear
associated with that fear.
46
Anxiety Disorders: Treatments
How do we get (un)learning to generalize to new contexts?
Are there any phobias for which exposure therapy might be
impractical?
What about exposure in a virtual environment/video game
context?
52. Anxiety Disorders: Treatments
After multiple context exposure (MCE) therapy in which
participants are exposed to spiders in various colored room
contexts or the single context exposure therapy, (b) the
participants in the MCE group were able to move a live spider
in a box closer to them in the behavioral approach test.
48
Anxiety Disorders
Anxieties can have adaptive value
Difficult to change behavior, when alternatives exist
e.g., Avoiding shaking hands
How do we decide when a compulsive behavior should be
modified?
To avoid germ transmission and calm his anxiety, the comedian
Howie Mandel greets others by tapping fists rather than shaking
hands.
49
53. |
Chapter 12
Learning, Memory, and Decision Making
2
Outline
Neurobiological foundations of learning and memory
Modifying memories
Attention as a gateway to learning and memory
Decision making
Neurobiological foundations of learning and memory
Behavioral Approaches
Cellular Mechanisms
Structural Neuroplasticity
Integrating Clinical and Laboratory Research
54. (a) Pavlov used dogs to assess saliva production in response to
varying stimuli; (b) his classic work pairing conditioned and
unconditioned stimuli laid the groundwork for empirical
investigations for learning.
4
Neurobiological foundations of learning and memory
Behavioral Approaches
Pavlov: Classical conditioning
Watson: Trial and error learning
Skinner: Operant conditioning
(a) Pavlov used dogs to assess saliva production in response to
varying stimuli; (b) his classic work pairing conditioned and
unconditioned stimuli laid the groundwork for empirical
investigations for learning.
5
Neurobiological foundations of learning and memory
Classical conditioning
US:UR
NS+US:UR
CS:CR
(a) Pavlov used dogs to assess saliva production in response to
varying stimuli; (b) his classic work pairing conditioned and
55. unconditioned stimuli laid the groundwork for empirical
investigations for learning.
6
Neurobiological foundations of learning and memory
Law of Effect
How did Thorndike measure learning?
Problem solving and puzzle boxes. Thorndike observed cats’
responses in puzzle boxes as they searched for ways to escape
and approach the food. Once a response was observed to lead to
the positive consequence of obtaining the desired food, that
same response was repeated in future exposures to the puzzle
box.
7
Neurobiological foundations of learning and memory
Operant Conditioning vs. Classical conditioning
8
Neurobiological foundations of learning and memory
Skinner box
56. Skinner developed operant chambers in which rats pressed
levers to receive food pellets. The rats adjusted their responses
to changing reinforcement schedules signaled with cues such as
lights or sounds.
9
Role of contingency in behavior
Is there a danger in only measuring lever presses?
Neurobiological foundations of learning and memory
10
Cellular mechanisms
Hebbian learning: neurons the fire together, wire together
What happens chemically to allow a neuron to change its
response to a stimulus?
Neurobiological foundations of learning and memory
Sensitization and Habituation
Neurobiological foundations of learning and memory
Eric Kandel used the aplysia as a model animal to investigate
57. cellular responses in forms of associative learning such as
sensitization and habituation.
12
Some cells help us learn specific kinds of information
Place cells
Grid cells
Direction cells
Rats need to navigate from early on in development
Neurobiological foundations of learning and memory
13
Neurobiological foundations of learning and memor y
Place cells and grid cells in the hippocampus and surrounding
areas are important for the rat’s movement of body and head
around its environment.
14
Long-term potentiation as a candidate for memory
Neurobiological foundations of learning and memor y
Microelectrodes are used to record postsynaptic potentials of
the hippocampal neurons.
58. Postsynaptic glutamate receptors have been identified as key
components of the LTP process.
15
What happens structurally during learning?
Restructuring of dendrites
Growing new neurons
Problems with always growing new neurons?
Slow
Space limitations
Energy cost
Neurobiological foundations of learning and memory
16
Neurobiological foundations of learning and memory
Learning-induced spine restructuring. During behavioral
learning, the structures of the dendritic spines are modified in
ways that are thought to facilitate neural networks supporting
the newly acquired learned behavioral responses.
17
Neurobiological foundations of learning and memory
59. New cells have increased rates of survival early in the learning
process; however, once the task is mastered, the death rate of
newborn neurons increases.
18
We can learn about brain function by studying patients with
brain damage
Neurobiological foundations of learning and memory
HM
Bilateral MTL lesions
Anterograde amnesia
Procedural vs. declarative memory
Neurobiological foundations of learning and memory
20
Neurobiological foundations of learning and memory
(a) Brain imaging has confirmed bilateral hippocampal damage
in H.M., which impaired his declarative memory while leaving
60. his procedural memory less impaired. (b) The ventral surface of
H.M.’s brain. (c) Following H.M.’s death, the neuroanatomist
Jacopo Annese conducted the necessary histological analysis of
the brain tissue; equipment was created to freeze and slice the
whole brain into pieces that could then be studied under a
microscope.
21
Neurobiological foundations of learning and memory
Memory engram
Theory of equipotentiality
22
Neurobiological foundations of learning and memory
Neural networks and memories. Although research suggests that
memories are not represented or coded in a single cell, it is
unclear whether memories are stored in networks characterized
as sparse or more distributed across the brain.
23
To study memory in animals, we need procedures with well
defined parameters
Different tasks allow study of different kinds of memory
61. Neurobiological foundations of learning and memory
Delayed nonmatching-to-sample task. (a) When monkeys are
assessed in this task that requires them to hold the information
in memory before making the correct response, (b) those with
lesions of the hippocampus and amygdala exhibit learning
deficits.
24
Delayed (non)match to sample
Morris water maze
Radial arm maze
Eye-blink condition
Rodent obstacle courses
Neurobiological foundations of learning and memory
Delayed nonmatching-to-sample task. (a) When monkeys are
assessed in this task that requires them to hold the information
in memory before making the correct response, (b) those with
lesions of the hippocampus and amygdala exhibit learning
deficits.
25
Neurobiological foundations of learning and memory
62. Delayed nonmatching-to-sample task. (a) When monkeys are
assessed in this task that requires them to hold the information
in memory before making the correct response, (b) those with
lesions of the hippocampus and amygdala exhibit learning
deficits.
26
Neurobiological foundations of learning and memory
When spatial ability is assessed in the Morris water maze, (b)
animals with hippocampal damage perform poorly during
training and testing.
27
Neurobiological foundations of learning and memory
Spatial memory is assessed in the radial arm maze in which
animals are required to remember arms or alleys of the maze to
avoid revisiting previously visited arms—a response recorded as
an error.
28
Neurobiological foundations of learning and memory
63. The interpositus nucleus of the cerebellum is integrally
involved in the rabbit conditioned eye-blink response.
Following conditioning, both the conditioned stimulus (CS,
tone) and the unconditioned stimulus (US, air puff) trigger the
eye-blink response (either as an unconditioned response (UR) or
as a conditioned response [CR]).
29
Neurobiological foundations of learning and memory
Obstacle course training and neuroplasticity.
(a) When rats were exposed to physical training (AC) in
challenging obstacle courses, (b) increased synapses were
observed in the Purkinje cells when compared with those of
nontrained animals.
30
In humans, fMRI and PET can be used to find regions active
while subjects perform different memory tasks
Drawbacks to fMRI vs. single cell recording?
Neurobiological foundations of learning and memory
When participants were asked to (a) retrieve and organize
pictures representing scenes from a movie in the order presented
in the movie as opposed to inferring how the order of the
pictures should appear, (b) more hippocampal activation was
observed.
64. 31
Systematizing memory
Structural organization
Functional organization
Process-based organization
Neurobiological foundations of learning and memory
32
Cortical–hippocampal memory system
Neurobiological foundations of learning and memory
Cortical–hippocampal memory system. In both rodents and
primates, the hippocampus receives and sends information to
the parahippocampal and neocortical association areas. The
parahippocampal region can be considered a hub or convergence
area for this memory input—distributing it to the appropriate
hippocampal and neocortical areas.
33
Processing-based memory system
Fast vs. slow encoding
Single-item vs. associative encoding
Flexible vs. rigid representation
65. Neurobiological foundations of learning and memory
34
Neurobiological foundations of learning and memory
This model distinguishes among three different types of memory
systems: fast and flexible associations, slow and rigid
associations, and fast processing of single-input units. Each
proposed system is associated with specific brain areas.
35
Neurobiological foundations of learning and memory
Hippocampus implicated in complex memory across species
Similar to mammals, avian memory processing likely involves
the avian version of the hippocampus
36
Modifying Memories
How reliable is memory under normal conditions?
What about stressful situations?
Key ideas
66. Reconsolidation
Post-retrieval lability
Confabulation
Modifying Memories
(a) In this paradigm, rats are exposed to cats prior to being
tested in a memory task. (b) Rats previously exposed to cats
made more errors in the radial-arm maze than nonexposed rats.
38
Modifying Memories
Knowing that stress impairs memory, how can we help people
who experience stress (all of us, at one point or another)?
What about severe acute stress, or chronic stress?
Modifying Memories
PTSD
Imaging data reveal that PTSD is characterized by
hyperactivation of the amygdala, insula, and cingulate cortex
and diminished activity in the ventromedial prefrontal cortex.
67. Both hyper- and hypoactivation have been observed in the
hippocampus
40
Modifying Memories
Effect of stress can be cumulative
When rats were exposed to two hours of immobilization stress,
(a) they exhibited more densely populated spines on neurons in
the amygdala after 10 days as well as (b) persistent avoidance
of the open arm in an elevated plus maze. these data reflect
strong memories of the immobilization stress, with the effects
building over time.
41
Modifying Memories
Are some people more susceptible to stress-impaired memory?
How would you test this idea?
42
Modifying Memories
68. Posttraumatic stress disorder (PTSD) effects on conditional
discrimination. (a) After establishing light signals that predict
or do not predict a threatening stimulus (air blast), (b)
participants were exposed to a novel aversive noise stimulus
alone and in the presence of the light cues that were associated
with the air blast. (c) Participants in the high-symptom PTSD
category were less likely to inhibit threat expectation in the
presence of the safety signals than the control and low PTSD
participants.
43
Attention as the gatekeeper
In order to remember, we must first attend
Inattentional blindness
44
Attention as the gatekeeper
Inattentional blindness. When study participants were asked to
observe a video and focus on the number of times the ball was
passed among the players, they failed to see the gorilla that
walked across the room.
45
Attention as the gatekeeper
69. Parts of attending
Alerting
Orienting
Executive attention
46
Attention as the gatekeeper
Attentional modes in the brain. During the three aspects of
attentional modes including alerting, orienting, and executive
function, specific brain areas are engaged to facilitate these
responses.
47
Attention as the gatekeeper
Attentional modes in the brain. During the three aspects of
attentional modes including alerting, orienting, and executive
function, specific brain areas are engaged to facilitate these
responses.
48
Attention as the gatekeeper
70. Attentional modes in the brain. During the three aspects of
attentional modes including alerting, orienting, and executive
function, specific brain areas are engaged to facilitate these
responses.
49
Attention as the gatekeeper
Because attention necessarily affects memory, what can we do
about attention disorders
How do we decide when to give brain-altering drugs to
children?
50
Decision making
Decisions require integrating current sensory information and
memory
How many kinds of memory are required to verbally understand
and correctly answer a simple arithmetic question?
To study decision making, we start with simple tasks
Decision making
71. (a) When monkeys are exposed to a random dot decision-making
task, as they make the decision to respond in a certain way, the
(b) lateral intraparietal (LIP) area and (c) the dorsolateral
prefrontal cortex (DLPFC) are activated.
52
Decision making
Appreciating uncertainty is a necessary part of (rational)
decision making
Even a decision at a traffic light could be fraught with
uncertainty
Decision making
In everyday tasks such as driving, various categories of
uncertainty are encountered including sensory, state, rule, and
prediction uncertainty.
54
Decision making
We can not always learn a single stimulus-response rule
In everyday environments, the rules change from time to time
72. Decision making
Orbitofrontal cortex and flexible behavior
When rats were trained in an odor discrimination task in which
one odor predicted a desired sweet fluid and another odor
predicted an aversive bitter fluid, animals with lesions were
slow to inhibit the previous response– outcome association and
adapt by changing their responses to avoid the bitter fluid.
56
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