A Study Of Neurological And Behavioral Disorders

Whether aging impair learning related long-term plasticity at LESN-L7MN synapses? (Aim 1). Though several studies have brought insights into the aging associated behavioral, cellular and electrophysiological changes, none of these studies have examined learning related long-term synaptic plasticity at LE SN-L7MN synapses connections of GWR during aging. First, using the semi-intact preparation [6,34], we will measure basal electrophysiological

Neurocognitive disorders are classified by significant cognitive decline from prior functioning, affecting memory, speech, communication, behavior, and the ability to complete regulatory tasks. In some cases of neurocognitive dysfunction the condition does not progress, and although rare, some people may even experience improvement. Types of neurocognitive disorders include delirium, mild neurocognitive disorder, major neurocognitive disorder, anxiety, mood, and psychotic disorders, and Alzheimer’s disease. Just as there are many origins of neurodevelopmental disorders, there are also a wide array of causes of neurocognitive disorders including brain disorders,

ADHD is a brain disorder which is seen in both children and adults and is manifested by difficulties in attention, and hyper-active impulsive tendencies. Previously, DSM-IV used a 18-item list to determine presence of symptoms with the presence of 6 or more, having persisted at least 6 months being the criteria for diagnosis (DSM-IV, 1994). DSM-V has retained this 18-item list, but has lowered the threshold for requirement in those over the age of 17 from 6 to 5 (DSM-V, 2013). The new changes are also reflected in an increase of age-of-onset criteria from 7 years to 12 years (DSM-V, 2013). In addition, for DSM-V, requirements of symptom effects on daily life has been relaxed, making it easier for patients to meet a full-diagnostic criteria

Cognitive function depends on proper wiring and functional connections within neuronal circuits. Despite advances in understanding human aging and aging-associated cognitive decline, molecular and cellular mechanisms underlying aging associated impairments in learning and memory are still poorly understood. In particular, very little is known about whether physiological and molecular changes in identified neurons that are important for learning lead to aging associated decline in long-term memory storage. We approach this problem by delineating the aging associated changes in two well characterized neurons, presynaptic LE sensory neurons (LESNs) and postsynaptic L7 motor neuron (L7MN) of Aplysia whose normal functioning is critical for the learning of gill withdrawal reflex (GWR). Along with us, others have used Aplysia as a model to understand aging associated changes in neuronal physiology, response to neurotransmitters, gene expression and behavioral learning. In a study that examined electrophysiological and gene expression changes in identified neuron R15 of Aplysia, we recently described specific changes in burst firing and action potentials, expression of several genes in R15 during aging and specific changes in the expression of key regulators of transcription and translation in four identified neurons (L7, L11, R2, R15) of Aplysia. The long-term goal of this project is to identify synaptic

The term ‘neurocognitive disorder’ was recently established by the DSM-V and is divided into major neurocognitive disorders and mild neurocognitive disorders. The DSM-V has grouped the terms ‘delirium, dementia, and amnestic and other cognitive disorders’ that were previously used in the DSM-IV-TR into one term known as ‘neurocognitive disorders’ (Mcanulty, 2013). Major neurocognitive disorder consisted of the term dementia in the DSM-IV-TR while minor neurocognitive disorder was a diagnosis not previously included in the DSM. Major neurocognitive disorders will affect an individual's everyday life significantly, while a mild neurocognitive disorder may not. Neurocognitive disorders primarily affect an individual’s cognitive abilities acquired

Every classroom just like every student is different. It is the teacher’s job to assess and figure out everything about each and every one of his or her students in order to make the classroom appeal to all children. Teachers need to be able to decipher the strengths and weaknesses of their class and know the best teaching strategies to apply to all the students. As a future educator, it is very important to be well-educated with different gifts and disorders that you may encounter with a potential student, so you will be ready for any learner who may come your way. Every teachers should know about all the various learning disabilities, just in case they ever come across one in his or her own classroom in the future.

The fifth edition released by the American Psychiatric Association concerning the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was announced in May of 2013. This version differs because DSM-5 combines two disorders that have been previously identified in DSM-4, which are alcohol abuse and alcohol dependence, into one type of disorder. DSM-5 labels this as alcohol use disorder, or AUD, which is then further subdivided into three classifications: mild, moderate, and severe (Alcohol Use Disorder, 2015, p. 1). In this paper, I will discuss the psychological disorder of my uncle’s neighbor who is suffering from alcohol use disorder. For

This week we learned about psychological disorders, what could be the cause of them, and how we try to treat each one of the disorders. In truth, it is a hard task to discern which of the known disorders that were covered in the chapters assigned for us to read this week would be more difficult for me to live with. Depression could cause me to feel like everything I did would not really amount to anything, deal with insomnia, and unable to find pleasure in my daily life. Posttraumatic stress disorder (PTSD) can result from a terrifying or shocking event; this could result in me having to experience the ordeal over and over again at any given time, losing sleep, and closing off the relationships I have with my friends and relatives.

The authors of this study wanted to investigate how caloric restrictions and exercise affected the synaptic alterations. They knew that caloric restriction and exercise help in the aid of extending a person's lifespan and at the same time mitigating age-related changes. In their study, the authors hypothesized that by changing or altering the synapses itself through form of diet or exercise, they can prohibit or control age-related changes entirely. In order to do so, they examined the structure of synapses, particularly skeletal neuromuscular junctions (NMJs). To test their hypothesis, they ran experiments and studies on various ages of mice, to determine the various concentrations of Acetylcholine receptors (AChR’s) that were labeled with

Thank you for posting this very important question. In every physical therapy examination that I perform, I always take into consideration the mental health of my patients. Though, I don’t adopt a standardized screening tool; I use the face-to-face interview to assess the mood and behavior of my patients. I am very observant of their body language and non-verbal communication. As a physical therapist, we constantly assess our patient’s mental and physical abilities to determine if there are any underlying psychomotor disorders that might interfere with their rehabilitation. However, observation alone is not sufficient. A robust depression-screening tool must be utilized, to objectively screen patients and refer to an appropriate mental health

Dyscalculia is something that not many are aware. It is not common for us to hear a student has been diagnosed with dyscalculia. Dyscalculia is a learning disability that occurs when a child struggles with math. Some may think the student has found math hard, they just don’t get it, or they just don’t pay attention. However, perhaps the student is suffering for dyscalculia and doesn’t know how to deal with it. It doesn’t affect everyone the same way, one student can have issues counting, while another reading, or another one can’t complete problems involving adding or subtracting. The result of having dyscalculia, the students in result become discouraged, not interested, confused, and embarrassed.

Nervous Conditions written by Zimbabwean author Tsitsi Dangarembga is a rather complex novel that communicates a plethora of implicit and explicit messages about complexities surrounding sex, class and gender. It is a story told from the perspective of Tambudzai(Tambu), an impoverished teen whom, as a result of the passing of her brother Nhamo, gets the opportunity to receive an education under the roof of her Uncle Babamukuru. While living with her uncle Babamukuri, the headmaster of the mission, Tambu develops a close-knit relationship with her cousin Nyasha. Moreover, through Nyasha’s quintessential character, Dangarembga creates a metaphor that reveals her view of the condition of colonization: colonization creates an atmosphere that

It is clear to neurobiologists that aging results in a decrease in brain size as well as a decrease in the efficiency of brain functions. It has been a widely held belief that aging causes neurons to die and for the overall number of neurons to decrease as one reaches old age. Studies

Nervous Conditions draws much focus on the lives of women living the impacts of colonialism in a traditional African society in Zimbabwe. These women struggle to assert themselves in a patriarchal society while at the same time it speaks about the history of a country that has been under colonialization. The female characters in the stories struggle in their lives to find ways to deal with their own situation; however, this essay emphasizes African women’s situation in both the colonized and/or patriarchal societies as exemplified by the female characters: Tambu and Nyasha. Tambu leaves her country because of its inequality and male biases so she can seek freedom and gain liberation. Nyasha resisters and defies patriarchy, as manifested by

and gill withdrawal will be recorded with a transducer connected to efferent vein of the gill with a silk suture. Protocols for training for the different learning paradigms are shown in Fig 1. We anticipate that we will observe aging-dependent decrease in the ability to learn as reported in vertebrates. In order to understand synaptic aging, the above behavioral experiments will be coupled with electrophysiological measurements of L7MN–LESN connections. Briefly, in the above preparation, abdominal ganglion is partially desheathed to gain access to measure electrophysiological properties using sharp electrodes. Similar experiments were performed on R15 neuron in the abdominal ganglia (See Fig 2&3). Specifically, we will measure the resting membrane potential, resistance and postsynaptic potentials (PSPs) before and after different behavior training paradigms described above [6,34]. PSPs are a measure of strength of synaptic connections. These experiments will answer whether during aging (1) passive properties such as basic membrane resting potential and resistance change and (2) active properties such as excitatory and inhibitory postsynaptic potentials change.