The document discusses neuroplasticity, which refers to the brain's ability to change and adapt throughout life due to experiences and environmental stimuli. It provides several key points:
1) Neuroplasticity allows for new neuronal connections to form and supports learning new skills, improved cognition and memory, and recovery from injury.
2) Neurons in the peripheral nervous system can regenerate axons due to support from Schwann cells, but regeneration is limited in the central nervous system due to glial scarring.
3) Long-term potentiation in the hippocampus involves strengthening synapses through calcium influx when presynaptic and postsynaptic neurons fire simultaneously, supporting long-term learning.
What is Neuroplasticity? What are neurons? Understand the Framework, Principles and types of Neuroplasticity. Learn about the mechanisms and processes of neuroplasticity. Understand the applications of neuroplasticity.
Regeneration of Brain with new understanding gives us good ground to be optimistic in matters of research and also day to day clinics. This presentation at the most introduces you to the potential stride of the field.
Neuroplasticity greatly affects the eye and vision care of those with binocular vision dysfunction and disability. This presentation informs us how to use the prinicples of neuroplasticity in our care of patients.
What is Neuroplasticity? What are neurons? Understand the Framework, Principles and types of Neuroplasticity. Learn about the mechanisms and processes of neuroplasticity. Understand the applications of neuroplasticity.
Regeneration of Brain with new understanding gives us good ground to be optimistic in matters of research and also day to day clinics. This presentation at the most introduces you to the potential stride of the field.
Neuroplasticity greatly affects the eye and vision care of those with binocular vision dysfunction and disability. This presentation informs us how to use the prinicples of neuroplasticity in our care of patients.
It provides a brief information about Neuroplasticity to enthusiast willing to know "How we gain daily skills?" and "Changing ability of our brain according to our daily habit."
For more details on study, you can follow the references...
Plasticity of the brain - VCE U4 PsychologyAndrew Scott
This file covers Developmental Plasticity including Synaptogenesis, Pruning, Migration and Myelination & Adaptive Plasticity including Rerouting & Sprouting. This file accompanies a Youtube clip made on this topic see my channel - Psyccounting
The ability of the neurons to change their function, chemical profile ( amount and types of neurotransmitters produced) or structure is referred to as neuroplasticity.
The plastic changes in neuron can occur
Physiologically according to activity and skill.
Pathologically due to injury or disease of CNS.
“The ability of neurons to change their function, chemical profile or structure is referred to as neuroplasticity.”
Neuroplasticity includes :
- Habituation
- Learning & memory
- Cellular recovery after injury
The Collaborative Mind: Neuroplasticity and Cybernetic Social CognitionMicah Allen
“With the advent of multi-level findings demonstrating neuroplasticity in the adult brain, neuroscience is currently undergoing a decisive paradigm change. Although Ramón y Cajal, the father of the neuron doctrine, first speculated that synaptic neuroplasticity might be the fundamental mechanism of learning, neurogenesis has remained a controversial hypothesis. Recent multi-method research has overturned this dogma, finding dramatic plasticity at cellular, cognitive, developmental, and axonal levels. I review these findings, arguing that neuroplasticity challenges traditional understandings of the mind and cognition while presenting an upcoming fMRI project investigating social-media, cognitive augmentation, and neuroplasticity.”
It provides a brief information about Neuroplasticity to enthusiast willing to know "How we gain daily skills?" and "Changing ability of our brain according to our daily habit."
For more details on study, you can follow the references...
Plasticity of the brain - VCE U4 PsychologyAndrew Scott
This file covers Developmental Plasticity including Synaptogenesis, Pruning, Migration and Myelination & Adaptive Plasticity including Rerouting & Sprouting. This file accompanies a Youtube clip made on this topic see my channel - Psyccounting
The ability of the neurons to change their function, chemical profile ( amount and types of neurotransmitters produced) or structure is referred to as neuroplasticity.
The plastic changes in neuron can occur
Physiologically according to activity and skill.
Pathologically due to injury or disease of CNS.
“The ability of neurons to change their function, chemical profile or structure is referred to as neuroplasticity.”
Neuroplasticity includes :
- Habituation
- Learning & memory
- Cellular recovery after injury
The Collaborative Mind: Neuroplasticity and Cybernetic Social CognitionMicah Allen
“With the advent of multi-level findings demonstrating neuroplasticity in the adult brain, neuroscience is currently undergoing a decisive paradigm change. Although Ramón y Cajal, the father of the neuron doctrine, first speculated that synaptic neuroplasticity might be the fundamental mechanism of learning, neurogenesis has remained a controversial hypothesis. Recent multi-method research has overturned this dogma, finding dramatic plasticity at cellular, cognitive, developmental, and axonal levels. I review these findings, arguing that neuroplasticity challenges traditional understandings of the mind and cognition while presenting an upcoming fMRI project investigating social-media, cognitive augmentation, and neuroplasticity.”
This power point presentation was made for a second year lecture class of neuroanatomy. It was based on answers of different questions regarding neuroanatomy. The class was taken by Dr. Zobayer Mahmud Khan, Lecturer, Department of Anatomy, Sir Salimullah Medical College, Dhaka.
This is the power point for professors associated with neurophysiology lectures. It can be used for medical, dental, nursing, paramedicals and many more associated with medicine.
Courtesy Dr. Julie Gralow1LO 1 Define neuroscience a.docxvanesaburnand
Courtesy Dr. Julie Gralow
1
LO 1 Define neuroscience and explain its contributions to our understanding of behavior.
LO 2 Label the parts of a neuron and describe an action potential.
LO 3 Illustrate how neurons communicate with each other.
LO 4 Summarize various neurotransmitters and the roles they play in human behavior.
LO 5 Recognize the connections between the central and peripheral nervous systems.
Courtesy Dr. Julie Gralow
LO 6 Evaluate pseudopsychology and its relationship to critical thinking.
LO 7 Describe how psychologists use the scientific method.
LO 8 Summarize the importance of a random sample.
LO 9 Recognize the forms of descriptive research.
LO 10 Explain how the experimental method relates to cause and effect.
LO 11 Demonstrate an understanding of research ethics.
Courtesy Dr. Julie Gralow
LO 12 Compare and contrast tools scientists use to study the brain.
LO 13 Identify the lobes of the cortex and explain their functions.
LO 14 Recognize the association areas and identify their functions.
LO 15 Distinguish the structures and functions of the limbic system.
LO 16 Distinguish the structures and functions of the brainstem and cerebellum.
Courtesy Dr. Julie Gralow
Biology and Behavior:
Studying the Last Frontier
Neuroscience
Involves study of the brain and nervous system
Biological psychology
Focuses on how the brain and other biological systems influence human behavior
Contributions
Examination of extent of experience-induced neural plasticity
Courtesy Dr. Julie Gralow
5
Biology and Behavior:
Studying the Last Frontier
Brandon Burns poses for a photo at the Marine Corps Recruit Depot in Parris Island, South Carolina in the fall of 2003. The following year, he was shot in the head by an enemy sniper in the Battle of Fallujah.
Doctors concluded that some parts of his brain were no longer viable. “They removed part of my skull and dug out the injured part of my brain,” and now, Brandon says, “one third of my brain is gone.”
What were the consequences of his injury?
Brandon Burns in the military
Courtesy Dr. Julie Gralow
Neuroscience
Contributions
Biological psychology
6
Courtesy Dr. Julie Gralow
The neuron, the basic building block of the nervous system, has three main components: (1) the cell body, which contains vital cellular structures; (2) bushy dendrites that receive messages from neighboring neurons; and (3) a long, thin axon that sends messages to other neurons through its branchlike terminal buds.
James Cavallini/Photo Researchers, Inc.
7
Can you identify the structure of a typical neuron?
Courtesy Dr. Julie Gralow
Cell body: Region of the neuron that a nucleus containing DNA, protein-producing mechanisms, and other structures that nourish the celi
Dendrites: Tiny, branchlike fibers extending from the cell body that receive messages from other neurons and send information in the direction of the cell body
Axon: Skinny tubelike structure of a neuron that extends from the cell body, and wh.
The nervous system includes the brain, spinal cord, and a complex network of nerves. This system sends messages back and forth between the brain and the body.
The brain is what controls all the body's functions. The spinal cord runs from the brain down through the back. It contains threadlike nerves that branch out to every organ and body part. This network of nerves relays messages back and forth from the brain to different parts of the body.What Are the Parts of the Nervous System?
The nervous system is made up of the central nervous system and the peripheral nervous system:
The central nervous system includes the brain and spinal cord.
The peripheral nervous system includes the nerves that run throughout the whole body.How Does the Nervous System Work?
The nervous system uses tiny cells called neurons (NEW-ronz) to send messages back and forth from the brain, through the spinal cord, to the nerves throughout the body.
Billions of neurons work together to create a communication network. Different neurons have different jobs. For example, sensory neurons send information from the eyes, ears, nose, tongue, and skin to the brain. Motor neurons carry messages away from the brain to the rest of the body to allow muscles to move. These connections make up the way we think, learn, move, and feel. They control how our bodies work — regulating breathing, digestion, and the beating of our hearts.
Nervous System -Autonomic Nervous System-Neurons -Ganglia - Nerves Copy.Home
The nervous system is the body's communication network, coordinating and regulating all bodily functions. Comprising the central nervous system (CNS) and peripheral nervous system (PNS), it consists of neurons, specialized cells transmitting electrical and chemical signals. The CNS, consisting of the brain and spinal cord, interprets and processes information. The PNS extends from the CNS, transmitting signals between the brain, spinal cord, and the rest of the body. Sensory neurons detect stimuli, while motor neurons control muscle movement. This intricate system enables sensory perception, voluntary and involuntary actions, and regulates bodily processes, ensuring homeostasis and facilitating responses to the environment.
Nervous System -Autonomic Nervous System-Neurons -Ganglia - Nerves Copy.Home
The nervous system is the body's communication network, coordinating and regulating all bodily functions. Comprising the central nervous system (CNS) and peripheral nervous system (PNS), it consists of neurons, specialized cells transmitting electrical and chemical signals. The CNS, consisting of the brain and spinal cord, interprets and processes information. The PNS extends from the CNS, transmitting signals between the brain, spinal cord, and the rest of the body. Sensory neurons detect stimuli, while motor neurons control muscle movement. This intricate system enables sensory perception, voluntary and involuntary actions, and regulates bodily processes, ensuring homeostasis and facilitating responses to the environment.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. COLLEGE NAME : BHU ( VASANT
KANYA MAHAVIDYALAYA )
TOPIC : NEUROPLASTICITY
2. Introduction
Plasticity refers to modification in nervous
system that occur in response to either internal or
external environmental circumstances of demand.
Primary Assumption: All the organisms are
fundamentally adaptive and confer on the ability
to survive under change condition
3. Introduction
Neuroplasticity is the ability of the brain to
change, for better or for worse, throughout the
individual’s life span.
It involves forming neuronal connections in
response to information derived from experiences
in the environment, sensory stimulation, and
normal development (Doidge, 2007; Merzenich,
2001; Nudo, 2008).
4. Introduction
Neuroplasticity refers to the moldable structure
of the brain and nerves that results from changes
in neural pathways and synapses.
These changes stem from changes in behavior,
environment, neural processes as well as
changes from bodily injury.
The brain does change throughout life.
5. Introduction
Neuronal plasticity is an important property of the
brain and refers to morphological, biological and
physiological changes occurring both in adult and
developing nervous system.
6. Introduction
Neroplasiticity generally refers to use dependent
neuronal network modification, which includes
short term modulations of functions and long
term structural changes.
Recent progress in understanding of neuroplasticity
also confirms that pattern of neuro-connectivity
are not rigid.
Brain is a network that is continuously remodeled
itself (Merzenich and Kaas, 1982)
7. Introduction
Cortical motor and sensory neurons are not
fixed to the functions they subserve
On the contrary, they quickly adapt to the
changing demand.
8. Positive Outcomes of Neuroplasticity
New skills
Better cognition
More efficient communication between
sensory and motor pathways
Improved function of the aging brain
Slowing down pathological processes
Promoting recovery of sensory losses
Improved motor control
Improved memory
(Mahncke, Bronstone & Merzenich, 2006; Mahucke & Merzenich,
2006; Nudo 2007; Stein & Hoffman, 2003).
8
9. If the cell body is damaged,
the neuron is lost;
there is no cell division in
adult brain to replace the
lost neuron.
10. If the cell body is lost, the axon will
be also degenerated;
but cell body is intact there is a
chance that the axon
will regenerate.
The postsynaptic,
(and the presynaptic), neurons are
also affected and may degenerate
11. RESPONSE OF THE NEURON TO INJURY
(summary)
A. All neurons - Despite different morphologies
- React similarly
A. Principles
-If cell body damaged, the neuron dies, and
is not replaced by cell division in mature
brain.
-If the axon is damaged or severed at a distance
from the soma, there is a good chance of
regeneration, primarily in the PNS.
-CNS neurons have the limited capacity to
regenerate.
12. Types of glial cells
1. Myelin-forming:
a. Oligodendrocytes b. Schwann cells 2. Astrocytes
(CNS) (PNS)
13.
14.
15. Myelin forming cells: (myelin important for conduction).
Oligodendroglia in CNS
Schwann cells in PNS.
Oligodendrocytes (CNS) are inhibitory to axon
regrowth in adult CNS regeneration;
Schwann cells (PNS) are supportive, as a growth
surface and releaser of growth factors.
Astroglia -
development: supports axon growth
mature: important for ion flux, synaptic function, blood
brain barrier
16. REACTIONS TO INJURY WITHIN THE
NEURON:
Immediately -
Synaptic transmission off
Cut ends pull apart and seal up, and swell, due
to axonal transport in both directions
26. Changes in the distal stump during
degeneration and regeneration (PNS)
1
2
3
4
27. Neurons in the PNS can regenerate their axons.
HOW? (summary)
a. After degeneration of distal axon and myelin,
macrophages clean up debris.
b. Macrophages release mitogens that induce Schwann
cells to divide
c. The myelin-forming Schwann cells repopulate the
nerve sheaths;
d. Schwann cells make laminin
e. Macrophages make interleukin, which induces
Schwann cells to make Nerve Growth Factor.
f. Axons sprout, and some sprouts enter new Schwann
cell tubes
g. Axonal growth cones successfully grow
28. Regenerative sprouting in CNS is
not functional and does not occur
Neural regeneration occurs most frequently in PNS
because Schwann cells produce nerve growth factor,
which help recovery.
Astrocytes and microglia form glial scars, which
physically block axonal regeneration
Oligodendrocytes produce Nogo (neurite outgrowth
inhibitor), which inhibits axonal regeneration
29. CNS Recovery:
Synaptic Hypereffectiveness
Occurs when only some branches of presynaptic
axons are damaged
Remaining axons receive all neurotransmitters that
would normally be distributed among all branches
Larger amount of
neurotransmitters
released to post- synaptic
receptors
30. CNS Recovery: Unmasking of Silent
Synapses
In normal CNS, many neurons are not used
due to competition of neural pathways
Unused neurons become active
32. Shift from short term to long term learning is
reflected in a move along the continuum of
neural modifiability.
33. Neurophysiologic Concepts of
Motor Learning
Short-term learning occurs by altering existing
synapses
↑or ↓release of neurotransmitter affecting the excitatory
postsynaptic potential (EPSP)
34. Neurophysiologic Concepts of
Motor Learning
Long-term learning occurs by the reduction or
formation of new synapses or structural changes
on neurons, e.g.
Habituation: decrease in synapses (C)
Sensitization: increase in synapses (D)
44. Declarative Forms of Learning:
Long-Term Potentiation
LTP requires
simultaneous firing of
both presynaptic and
postsynaptic cells
Postsynaptic neuron must
depolarize when the
Glutamate binds to the
NMDA receptor in order
to open the ion channel
45. LTP conversion of silent synapses to
active synapses
Lundy-Ekman Fig. 4-1
New dendritic spines formed
AMPA
receptors
inserted into
membrane
Change
in pre-
synaptic
cell to
produce
new
synapse