| 00:08 | All right, we're recording now. , what you're looking at is the |
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| 00:12 | from the first exam. I know many of you guys are like, |
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| 00:15 | , the exam sucked. Oh, grade sucks. I suck because that's |
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| 00:20 | where students immediately go when they've No, no, no. Stop |
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| 00:24 | that. All right. Uh, here taking an exam on mine |
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| 00:29 | Anyone ever taken an exam of mine . So you kind of went blind |
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| 00:32 | person. So most of you went blind not knowing how I give an |
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| 00:36 | . So, so first off that should be your first approach with |
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| 00:40 | do. It's like, ok, something new, I'm going to be |
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| 00:43 | something new. So it's going to different. It might be a little |
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| 00:46 | harder. It might be easier. don't know until you try it. |
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| 00:49 | . So, we don't panic about like that. You can see over |
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| 00:53 | the average, the average was 60.5 the exam. I shoot for |
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| 00:56 | I think I told you that on first date. So we're a little |
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| 00:59 | shy of that. But these grades very typical of what I've been seeing |
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| 01:03 | COVID. So you're consistent with the five or six classes I've taught so |
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| 01:09 | different there. You just don't like like that. So, what we |
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| 01:12 | do is we can just add 40 to everything and make you guys feel |
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| 01:16 | . It doesn't change anything but it you feel better because the number is |
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| 01:19 | . Right? All right. So need to, first off when you're |
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| 01:23 | at something like this is recognize what tells you. This is reading graph |
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| 01:29 | , right. And so what you do is you can look at this |
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| 01:31 | say, ok, where do I ? All right. Am I on |
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| 01:34 | side or am I on that And that's one of the first things |
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| 01:36 | , if you're on this side. , we've got some improvement to do |
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| 01:40 | that's, that's ok. Right. I said, how many, how |
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| 01:42 | tests do we have in the class ? So how many do we have |
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| 01:46 | ? Three? So, is is there, is there chances for |
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| 01:49 | to bring up bad grades in the ? Yes. Ok. Second question |
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| 01:53 | , is, is there gonna be curve? What do you think? |
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| 01:57 | . All right. So just in at this, you can see there's |
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| 02:00 | sorts of statistics over here on the , right? So what you can |
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| 02:03 | here is where is the median grade ? Around 62? If you look |
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| 02:06 | this long enough, you'll start seeing trends. This is the stuff that |
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| 02:09 | , I just want to point out you. It's really weird. I've |
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| 02:12 | this ever since I've taught 17 every class is you'll always see if |
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| 02:16 | take a De Ale, which is , I'm just gonna use a number |
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| 02:19 | 80 to 89. The bottom, bottom half of the Isle is always |
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| 02:23 | than the top half of the de . You see that up there? |
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| 02:27 | don't know why. It's something about way humans test that the upper part |
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| 02:33 | harder to get than the lower I don't know. But anyway, |
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| 02:36 | see that up there, if you there, you can see there's |
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| 02:38 | there's kind of a tail. So is a, there is a bimodal |
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| 02:43 | in there. But really, if look at this whole thing, it |
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| 02:46 | standard deviation, you guys know what deviations tell you. They basically the |
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| 02:51 | , right? So a good spread a class like this should be around |
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| 02:55 | 13. And you can see here closer to a 17. So it |
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| 02:58 | means it's been spread out. So we're gonna have to do is we're |
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| 03:01 | have to figure out on that low what's going wrong. So if you |
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| 03:06 | one of those scores, I'm I'm trying to, you know, you |
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| 03:09 | , say shame. That's not the here. The idea here is, |
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| 03:12 | something that didn't go correctly. So we should probably talk about what you |
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| 03:15 | on the exam and let's not panic it. Let's just come see |
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| 03:19 | We'll try to fix what, what wrong if you find yourself in the |
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| 03:23 | and you're unhappy with your grade. . Good. Unless you have a |
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| 03:26 | score, you should be unhappy. . You're all capable, perfect scores |
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| 03:30 | if you don't get them, that's too. But let's get closer to |
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| 03:33 | perfect score than away from it. so again, you can come and |
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| 03:36 | me and we can talk about your what you did, right? What |
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| 03:39 | did wrong and try to make some . All right. Uh, the |
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| 03:43 | thing I'd point out here is you see what the high scores for the |
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| 03:47 | , right? We had 2 90 in the class. Does that mean |
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| 03:50 | my exams are impossible to do? . All right. What's gonna happen |
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| 03:55 | a couple of days? We still , uh, two people who |
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| 04:00 | uh, need to take the One person I think has dropped the |
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| 04:03 | , the other one I know has , has an approved excuse. So |
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| 04:07 | be taking the exam, uh, next week. But after I release |
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| 04:11 | , release the exams, I want to go back and I want you |
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| 04:13 | look at them. All right. I want you to look at them |
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| 04:16 | in the eye of like, who was me ask the question? |
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| 04:20 | did I get this question wrong? right. And what you wanna be |
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| 04:24 | is you wanna be asking the Really? To kind of figure out |
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| 04:28 | I screwing up the test or am screwing up my studying? Right? |
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| 04:31 | those are two different questions. If went through the exam in 18 minutes |
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| 04:35 | got a grade that you're not happy , it might be because you're not |
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| 04:39 | the questions, right? And so missing something in the exam, let's |
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| 04:46 | you're taking all your time and you're questions, right? And you go |
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| 04:49 | and you're like, well, I I don't recognize anything here. |
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| 04:52 | , maybe you didn't study correctly, ? So there's two different types of |
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| 04:57 | that you can mess up on a and all of y'all are planning on |
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| 05:01 | career in the health professions. I , except for one of you, |
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| 05:04 | I remember, right? And the is this is the type of test |
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| 05:08 | going to see for the rest of lives. This is what board exams |
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| 05:10 | like. This is what every class is, is multiple guests and it's |
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| 05:15 | particularly fun, right? Unless you how to do it. And so |
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| 05:19 | of me doing this is to help prepare yourself for that long run of |
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| 05:24 | is gonna be the rest of your . Now, the other thing |
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| 05:28 | is that this isn't your only right? So what we do is |
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| 05:32 | look at this, we get you can curse my name. |
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| 05:34 | it's ok. I'm, I'm not be offended. But what I want |
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| 05:37 | to do is I want you to at that and figure out what you |
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| 05:39 | , what, what worked and what and then if you want to, |
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| 05:42 | can come talk to me and we , we can kind of make these |
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| 05:46 | . But what I want to show also is this all right. So |
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| 05:51 | is the rolling average for the So if I had to give you |
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| 05:54 | grade a day and you had to the class, what would your grade |
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| 05:57 | like? And it's kind of an score. You know, you see |
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| 06:01 | really flat up there, isn't You don't really see that all that |
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| 06:05 | . All right. So we said the first day of class that a |
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| 06:09 | is passing for the class. Um remember, this has no extra credit |
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| 06:13 | because I don't do that until the of the semester. You could see |
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| 06:16 | two tests down there that don't right? So that's why you see |
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| 06:20 | really, really low. So they're included in the actual average. I |
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| 06:23 | them out just because it would drag down a little bit further. But |
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| 06:26 | can see where does an A That's, that would be an A |
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| 06:29 | So 89.2 what did I say on first day of class curve doesn't really |
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| 06:33 | the A and you can see Is it helping the A? All |
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| 06:36 | much? No. All right. look at where the BS start, |
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| 06:42 | ? So in your brain, if believe, if you got less than |
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| 06:44 | 80 average that you have no Do you have a chance? I |
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| 06:51 | see more than two people in the row, nodding their heads, |
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| 06:55 | Are you happy if you have a you can go ahead and do this |
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| 06:58 | you want to, right? But is it as bad as you |
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| 07:02 | it is? No, I'm gonna to the guys here for a second |
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| 07:07 | your girlfriend says, hey, we talk. I mean, what, |
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| 07:11 | the first thing your mind goes It's the worst thing ever, |
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| 07:15 | It's over, right? But what she's like we got to talk, |
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| 07:18 | know, um I've, I've got work harder this weekend. So I |
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| 07:21 | see then. That's not a bad , right? So this is kind |
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| 07:24 | the same thing. This is it's not as bad as you think |
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| 07:27 | is. All right. Look at the sea range begins. All |
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| 07:33 | So range begins around 56. Now , that's because of the performance |
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| 07:38 | and how the curve works. it favors you on that back end |
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| 07:41 | then you can see the D's are 50. So there's a really small |
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| 07:44 | for the D's and if you find below that 50. Are you |
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| 07:49 | I want, I want more heads . Are you doomed? No, |
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| 07:54 | is an opportunity here for improvement. . There's no one here. |
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| 08:00 | I'm gonna give you history here every . I've taught this core course. |
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| 08:04 | might have one F in the class usually that one F is this student |
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| 08:08 | here. Ok. Usually people drop of the class long before they have |
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| 08:14 | opportunity to prove themselves as not being of doing the work. If you |
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| 08:18 | the work, if you, if study for the exams, if you |
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| 08:21 | the work almost invariably you're gonna be and above. All right. And |
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| 08:26 | know what c means passing. it means degrees. Right. I |
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| 08:32 | , we can make that joke and like, but, but that's not |
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| 08:35 | get me into blah, blah, . Right. Maybe. Right. |
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| 08:39 | you've been trained to believe your entire that there are only two grades in |
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| 08:42 | world A's and FS. Right. I don't have an A, I |
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| 08:45 | as well have, have an is that what your mom taught |
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| 08:48 | Yeah. You know, and that's true. The goal here is to |
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| 08:53 | the information, the better you learn information, the higher your grade it's |
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| 08:56 | be all right. And I promise , this is, this is |
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| 08:59 | You're gonna look at the exam, is what's, what's gonna happen. |
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| 09:02 | gonna look at that question and you're go really? I missed that and |
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| 09:06 | gonna do this over and over and and over again. And usually what |
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| 09:10 | means is that the way that you for the exam is not enough to |
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| 09:16 | you the grade that you want, you're gonna have to get rid of |
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| 09:19 | really bad habits, bad habits that three years ago. Right. Like |
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| 09:24 | said, these grades I'm seeing are with since COVID and there's some really |
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| 09:30 | habits. I don't like reading. don't like reading either. You |
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| 09:35 | it takes every ounce of my time effort to read, read the |
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| 09:40 | Right. It's gonna prepare you, going to do the things that you |
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| 09:43 | necessarily want to do. It's gonna you to do them. I don't |
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| 09:47 | working out. I really don't, the laziest man you will ever |
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| 09:51 | All right. And I'm not just , working out, but in terms |
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| 09:54 | working out, I work out with guy. And the only reason I |
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| 09:57 | this is because if he didn't show I wouldn't show up. So I |
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| 10:02 | to have that partner there. And he says, oh, I'm gonna |
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| 10:05 | busy. I'm like, yes, could sleep in because I hate working |
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| 10:11 | . You think I like studying? , I like learning. But I |
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| 10:14 | studying, same as you got. , what we're doing here is all |
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| 10:18 | things that I, that I've taught , all the things that I showed |
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| 10:21 | read the book, come to God. Oh, man. I |
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| 10:24 | driving up 2 88. Anyone I have to drive up 2 |
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| 10:27 | Right now. You see what they're do. They're closing the highway except |
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| 10:32 | one lane basically between Almeta and, I don't know what I'm gonna |
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| 10:37 | I can't teach from home, but might as well because that's what it's |
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| 10:41 | be like. But I've got to here. Why? Because this is |
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| 10:44 | I do for a living. But do you have to be here? |
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| 10:46 | the best thing you can do to is to come in and engage even |
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| 10:51 | you have your ear buds in and not paying attention and reading whatever is |
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| 10:56 | the laptop. I know this is . I've sat in the back of |
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| 11:01 | . So before I get to see you guys do, right? So |
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| 11:04 | do that and then what do you right after class? Use that free |
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| 11:09 | to organize yourself and engage the material more time. If you do |
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| 11:13 | you create a pattern of behavior that gonna make you better at understanding the |
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| 11:19 | . It's going to reveal to you your weaknesses are, where your shortcomings |
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| 11:23 | and it's gonna allow you to oh, I don't like that. |
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| 11:27 | I've got something I can fix now then you can fix it if you |
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| 11:34 | yourself up here and you're in a where you're not where you don't want |
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| 11:36 | be. If you're here and you want to be here, do those |
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| 11:40 | . I've taught you, it'll move in this direction. If you're |
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| 11:43 | it'll move you in this direction. you're here, it'll move you in |
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| 11:46 | direction. I've seen people move all way from here at the beginning of |
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| 11:50 | semester. All the way up All right, all you gotta do |
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| 11:55 | just say I don't like this. instead of saying what was me, |
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| 12:01 | ? Which is an easy thing to is to say I can do |
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| 12:07 | you can point at other people and better than all y'all just don't let |
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| 12:10 | hear that. If you all say it's, it's just fine. All |
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| 12:15 | , because I want you guys to your goals. I really do. |
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| 12:19 | being sad about a grade doesn't help . It's looking at the grade saying |
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| 12:25 | do I change? And just so know that I don't say this, |
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| 12:29 | y'all get up here and give my speech. My daughter not very good |
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| 12:34 | math, she hates doing homework. when she has to do math, |
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| 12:37 | starts crying, she's not bad at . She just doesn't like doing |
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| 12:41 | She'll start crying and what was the thing I say is we don't cry |
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| 12:44 | math. It's math, it's just and sometimes a little letter might be |
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| 12:50 | factor in there too, you But you don't cry about it. |
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| 12:53 | say? All right, I'm not this. So let me take that |
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| 12:55 | back and let me try to figure what's going on. Right. Because |
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| 12:59 | me ask you this question. I I've asked this here. It might |
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| 13:01 | been my freshman if you blow things and just say, I hope things |
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| 13:06 | out. They probably won't. But pretend that they actually do work |
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| 13:10 | Do you want to be that physician that dentist that doesn't know the subject |
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| 13:15 | or even worse? Do you want mom to see that physician or dentist |
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| 13:19 | doesn't know the subject matter? So, focus first on that. |
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| 13:26 | what it does to your grades. the better thing. All right. |
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| 13:30 | if you come in, if you yourself over here and you're embarrassed about |
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| 13:34 | grade, don't be, I've seen . I am here for you. |
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| 13:38 | is my job. Right. They're paying me to come here and rant |
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| 13:42 | talk. They're paying me to teach . So if you're struggling with the |
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| 13:47 | , come see me, I'm, talk your ear off and I'll bore |
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| 13:51 | to tears, but I will get working so that you can see how |
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| 13:54 | do it. And this is what know. If you do what I |
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| 13:57 | you to do, you're gonna pass class minimally. But if you think |
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| 14:01 | have a better way because, you , you're so much smarter than |
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| 14:06 | Well, well, we can check the end of the semester now with |
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| 14:11 | saying, this is why I always up. The, don't panic. |
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| 14:13 | , don't panic. Please don't Right. Best teachers failure. Not |
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| 14:19 | I've tried to fail you guys. , you'll, I'll, I'll tell |
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| 14:22 | this right now. When I write exam, I'm not out to get |
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| 14:25 | . I don't write trick questions How many of you felt like it |
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| 14:29 | trick questions. Go ahead. You raise your hand. Don't be |
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| 14:32 | Yeah. Ok. They're not, back and look at the question you |
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| 14:35 | was a trick question I tell You're gonna be like, really? |
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| 14:38 | do know this. All right. just, you didn't know it well |
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| 14:43 | . That's what we're shooting for. there questions about the exam? Questions |
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| 14:47 | the grades? Questions about the extra questions about anything that I just |
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| 14:52 | Ok, I have an answer. , so it typically opens a week |
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| 15:00 | because I always, I always have person for some reason who's missed the |
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| 15:04 | . I don't think in the last years I've had a person not miss |
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| 15:07 | exam, which is very frustrating because all want to see your test, |
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| 15:11 | you? I'm not gonna open that unless everyone's taking the exam. All |
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| 15:16 | . So I have now officially instead just making it available right after it |
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| 15:20 | like, ok, I know I'm have one person so it should open |
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| 15:24 | Tuesday and if it doesn't, I announce when it's available and then here's |
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| 15:28 | good news with that. I want . I mean, even as easy |
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| 15:31 | it is to be able to just in and answer the question, like |
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| 15:35 | the pre exam extra credit like easy , right? Remember, I don't |
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| 15:39 | at your answers, don't fake an . This is for you, |
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| 15:43 | It's basically forcing you to say, you prepared to take the exam? |
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| 15:46 | why I don't open up early. the night before. Are you prepared |
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| 15:48 | take the exam and you came up answers? Now, ask yourself those |
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| 15:52 | questions. Was I really prepared? I study this? This is, |
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| 15:58 | really hard. It's asking, how I study? Was it? Did |
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| 16:01 | benefit me the way that I And if the answer to any of |
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| 16:04 | questions are no, maybe you should of think about, maybe I should |
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| 16:08 | something here, but it's the same of thing. You'll have a week |
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| 16:11 | answer that question, right? So opens on Tuesday and it's probably, |
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| 16:15 | think it's open for a full week that. And this is the pattern |
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| 16:19 | you'll see every time after each If, for some magic reason, |
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| 16:22 | is able to take the exam and it done on the day that it's |
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| 16:26 | , which everyone should, then I'll it up early so that you guys |
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| 16:29 | look at the exams and so on so forth. So, ok. |
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| 16:34 | other questions? Yes, ma'am. , so my, my preference |
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| 16:41 | is I want you to look at exam if you want to come talk |
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| 16:43 | me about your grade or your test anything like that. Oh, and |
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| 16:46 | the way, if you find errors the test, don't just internalize |
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| 16:50 | I recognize that sometimes I make I'll tell my wife and my |
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| 16:54 | It's very rare but it's, it's that rare. But if you find |
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| 16:58 | mistake on the exam or if you to talk about your exam, |
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| 17:01 | let me know, you know, I would prefer that you look at |
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| 17:04 | exam first, see what you did that we can have, we can |
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| 17:08 | it from the same perspective, Because you feel like, hey, |
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| 17:11 | looked at my exam, I seem be missing questions like this. Then |
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| 17:14 | can actually address that as opposed Well, tell me, have you |
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| 17:18 | at your exam? Well, Well, I, because I don't |
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| 17:19 | to go over the, there's 100 you, I don't wanna go over |
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| 17:22 | exam one question at a time. like I said, most of the |
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| 17:26 | you'll see are things that you can pretty quickly. There might be a |
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| 17:30 | where it's like I didn't know this and I think it's this one or |
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| 17:32 | one, I'm happy to talk about . Like that one or two questions |
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| 17:35 | your exam. This is true for . You know, if I have |
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| 17:38 | meet with each of you, that's . But it's gonna, it's not |
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| 17:41 | if, if we can't fit everybody the office hour, I'll meet with |
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| 17:43 | outside of office hours. We just to find the time to do |
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| 17:47 | Ok. In other words, I'm is what I'm trying to tell |
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| 17:51 | Right. I'm not gonna bite Right? Maybe you're not sure. |
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| 17:59 | we wanna do physiology or do you any, any questions? Are you |
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| 18:02 | or are you just mad? I know, nervous or mad you. |
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| 18:16 | said none of you guys want none you guys want here nervous or |
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| 18:23 | Sad. Ok. Sad. that's fair. All right. Good |
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| 18:27 | . It's just an emotion that goes can be replaced by other, other |
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| 18:30 | emotions. All right. That's the news. All right with that in |
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| 18:37 | . And the things that we've got discuss today, what we're gonna be |
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| 18:41 | in this entire unit. So it you the big picture of the unit |
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| 18:44 | we're gonna be looking at the nervous and we're gonna be looking at |
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| 18:49 | The common theme between these two is is that they use electrical mechanisms to |
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| 18:54 | their job, right? So, first four lectures are all about the |
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| 18:58 | system, right? Which seems like , an excessive amount of information for |
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| 19:04 | like that. Have you guys taken Z class, neuro neurobiology, |
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| 19:10 | You have so two people, So you're gonna see a lot of |
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| 19:14 | going? Oh, yeah, I've this, I've seen this, I've |
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| 19:15 | this. All right. I and it does, it deserves its |
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| 19:18 | course. And in fact, if go to medical school, you do |
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| 19:21 | , take a neurobiology class, it separated from, from uh physiology. |
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| 19:26 | right. So what we're doing is just kind of running through and |
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| 19:29 | here's this, this, this, , this, this and we're just |
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| 19:31 | of jumping through the system. So have this basic overview of the complexity |
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| 19:36 | the, of the system. from my perspective, I'm just gonna |
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| 19:41 | this and this is not to make nervous. I find it the most |
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| 19:44 | because there is a lot of crossover stuff, you know, very often |
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| 19:48 | biology. You can take something and it in a box and leave it |
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| 19:50 | the box, right? In there are things that you put in |
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| 19:54 | box and then you can move and in another box, you know, |
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| 19:56 | there's a lot of crisscrossing and that uh someone like me, I like |
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| 20:01 | to stick in their box and stay their box. I have many students |
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| 20:04 | find this, this unit, the , but I also have many |
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| 20:08 | students who are like me who these are the most, most |
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| 20:11 | So just be aware that there is lot of crisscrossing of information. And |
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| 20:15 | you have to figure out what is best way that I can categorize |
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| 20:19 | All right. So that's kind of first four units in the last two |
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| 20:22 | going to be dealing with muscle, actually be five in one. I |
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| 20:25 | remember exactly. But really what we're at here is just kind of our |
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| 20:29 | point. So we're gonna kind of a little bit of anatomy today. |
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| 20:32 | again, the level of anatomy that approaching here is like dipping our toes |
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| 20:36 | my A MP students learn more anatomy you guys. So just to give |
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| 20:40 | a sense of how much anatomy we're here, which would make sense as |
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| 20:44 | class. All right. So what looking at here are the areas we're |
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| 20:47 | to be in. And you can that the central nervous system we've already |
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| 20:50 | , I think on the very first of class, uh was that those |
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| 20:54 | not? Like it's like two lectures that the central nervous system is divided |
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| 20:58 | the peripheral nervous system. Central nervous includes the spinal cord and the brain |
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| 21:03 | so what you're looking at here you can see the spinal cord down |
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| 21:06 | and everything else up there above the cord is considered brain. So it's |
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| 21:10 | brain stem, it's the diencephalon, Toon or the cerebra and the |
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| 21:15 | And so we're gonna kind of just each of these parts and we're gonna |
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| 21:18 | at them individually and kind of say is the big picture of what they |
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| 21:22 | ? That's kind of the focus. right. And so we're going to |
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| 21:26 | with the thing that we're most familiar . When we think of brain, |
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| 21:29 | think of this a tal encephalon, ? Or what we refer to as |
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| 21:33 | cerebrum. All right. And so is the largest portion. It's the |
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| 21:37 | mushroom part here, the colors, ? If you looked at it, |
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| 21:40 | has a unique characteristic. It's all , it has these, these valleys |
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| 21:45 | it has these hills. These are S Sulcus. I hate trying to |
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| 21:49 | the plural hill. Sulcus is singular guy is plural Gyrus is singular Gyri |
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| 21:55 | sounds like something that you do at dance or something, right? It's |
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| 21:59 | plural of Gyrus. All right. the groove is the sulcus, the |
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| 22:04 | is the gyrus. All right. so it gives us this pattern. |
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| 22:08 | right, that anatomist can use to serve as landmarks to say what I'm |
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| 22:14 | at is blank, right? And can isolate this and these this pattern |
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| 22:19 | you're seeing here is a function of development of the brain during your normal |
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| 22:25 | . In other words, your brain grows faster than your skull does and |
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| 22:30 | more of it. So it folds itself in a very particular way to |
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| 22:33 | this unique pattern that you're looking Now, if you're looking at a |
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| 22:38 | on and what we're not seeing but we'll see in the next |
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| 22:40 | If you're looking at a face you'll see there's two hemispheres of the |
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| 22:43 | and the right hemisphere and they're connected each other by a series of axons |
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| 22:47 | are forming what are called tracks between two hemispheres and collectively, these tracks |
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| 22:52 | called the corpus callosum. So the callosum is how the two halves talk |
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| 22:57 | each other. Now, this is aside, there's been a lot of |
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| 23:01 | done and if you cut the corpus , the left side of the brain |
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| 23:05 | do things without the right side of brain knowing it's actually very interesting. |
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| 23:10 | You know how well the brain can on its own as it were. |
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| 23:16 | right. Now, as I we have landmarks in some of the |
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| 23:21 | . There's these, some of these , um they, they get |
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| 23:25 | really deep and they refer to them fissures, but some of the grooves |
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| 23:29 | stand out as being deeper than some the, the the more shallow |
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| 23:33 | right? So you have these deep and you have less deep ones and |
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| 23:37 | deep ones were used very early on describe the breakdown of the brain's |
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| 23:44 | So what we call these, these are called low. And your |
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| 23:49 | um uh says there's four of Um This is when I was growing |
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| 23:53 | and I was in your seat, were four of them. But most |
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| 23:56 | now when you're talking anatomy, say are five, which is really |
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| 24:01 | right? Because you can't see the one. It's actually you'd have to |
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| 24:05 | out between the frontal and the temporal and it sits underneath next to the |
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| 24:09 | encephalon and we're not gonna worry about or sorry, the diencephalon. All |
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| 24:14 | . So we're just gonna stick with four to make our lives easy. |
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| 24:17 | right. And they're pretty straightforward, ? You have the one in the |
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| 24:21 | , that'd be the frontal lobe. right, frontal lobe plays a major |
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| 24:26 | in your motor activity and thinking and . All right. So movement, |
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| 24:31 | , thinking about stuff. I want to think about the frontal lobe. |
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| 24:36 | right. Your frontal lobe is thinking itself right now. It raises some |
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| 24:43 | psychological questions, doesn't it? I . Therefore, I am. |
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| 24:51 | Yeah. All right. Next moving , we have the prial lobe, |
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| 24:56 | ? So Prial sits back up So if you think about a hat |
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| 25:00 | a Yami or anything else that sits the crown of your head. That |
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| 25:04 | be where the parietal lobe sits. prial lobe plays a major role in |
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| 25:09 | somatosensory information. Somatosensory is the sense touch and understanding what you're touching. |
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| 25:16 | right, there are some other things it does and I'm just, this |
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| 25:21 | a time out. Please do not this down. We're going to talk |
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| 25:23 | vision here in the occipital lobe. understand that about 70% of your brain |
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| 25:28 | visual information. And so Parietal plays role in visual processing, temporal plays |
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| 25:33 | role, but we're gonna focus in like the big picture stuff. So |
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| 25:39 | we, when we first discovered it like oh some out of senses. |
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| 25:41 | my sense of touch OK. Occipital back here in the back. All |
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| 25:46 | , it plays this is where you find the primary visual cortex. There |
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| 25:52 | about 20 levels of the visual cortex are not just found there, but |
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| 25:56 | I said, they move up and and so on and so forth. |
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| 25:58 | processing visual information is a huge The easy way to remember where visual |
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| 26:03 | begins though back here is think of eyes as a camera and that they're |
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| 26:08 | light to the back of your They're not, that's not how vision |
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| 26:13 | , but that's an easy way to . Oh yeah. Back here, |
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| 26:18 | right appears touch over here. I'm about things and I'm moving and then |
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| 26:23 | have the temporal lobe which sit over on the side. Temporal lobes are |
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| 26:29 | primarily for the sense of hearing and sense of equilibrium or balance, whichever |
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| 26:34 | you wish to choose right. So we have our ears next to our |
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| 26:41 | , temples are called the temples because where aging shows up first off. |
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| 26:48 | that kind of cool people get white here first. So it's a sign |
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| 26:54 | aging. So that's why they call the temporal bones and then ultimately the |
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| 27:00 | lobes underneath there, but that's my . So hearing and balance, huh |
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| 27:07 | side, right? So remember each rep uh shows you have a frontal |
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| 27:11 | , you have a prial lobe, have an occipital lobe, you have |
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| 27:14 | temporal lobe and then we're ignoring insula so this might be a better picture |
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| 27:20 | the side picture. And what we're here is we're looking at three different |
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| 27:24 | . So you can kind of see organization. And what we want to |
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| 27:28 | in this picture on is what is gray matter. You probably have heard |
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| 27:33 | gray matter and white matter and you're that they both exist. But what |
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| 27:38 | one from the other. Well, matter is where you're going to find |
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| 27:41 | cell bodies of, of neurons. white matter represents the axons traveling in |
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| 27:47 | particular direction. OK. So the matter is where we process information, |
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| 27:53 | matter is where we send information or , the pathway through which we send |
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| 27:59 | . All right. So we have different types of gray matter that's represented |
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| 28:04 | in the cerebrum. Now, the developmentally is the most recent structure that |
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| 28:10 | developed. Actually, I may be on that might be cerebellum, but |
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| 28:14 | the most complex. And when we at as we kind of go through |
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| 28:18 | central nervous system, you'll see this of organization that internally to all the |
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| 28:24 | nervous system, you have gray internal and then you have white matter |
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| 28:27 | the outside. And then when you up to the cerebrum, you're gonna |
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| 28:31 | the gray matter on the inside, you're gonna have white matter and then |
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| 28:34 | like an Oreo, you add another on the outside, which is gray |
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| 28:39 | again. So it goes gray white as you move down. If you |
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| 28:44 | down to the, like I said the more primitive or the earlier structures |
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| 28:48 | the spinal cord, you're gonna have and then just white, there is |
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| 28:51 | gray on the outside. And that's you see in this picture right |
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| 28:55 | you see out here on the surface is what is referred to as the |
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| 29:00 | cortex, right? That's gray right? Whenever you see the word |
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| 29:06 | , the first thing you should think outside, right? If you see |
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| 29:10 | you should think middle or inside. the cerebral cortex is outside gray matter |
|
| 29:17 | processing takes place. You can see underneath it. You have gray or |
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| 29:21 | matter which we're going north right I think we do. Oh, |
|
| 29:24 | , I guess not. It's on same slide. So this is where |
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| 29:26 | matter is. You can see these little lines are supposed to represent |
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| 29:30 | tracks of white matter moving between the hemispheres themselves. But then you have |
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| 29:36 | highlighted in red, right? That be the basal nuclei or basal |
|
| 29:46 | right? The old word is the more uh commonly used word is |
|
| 29:50 | . Now here, now again, is a nomenclature thing that you carry |
|
| 29:54 | you. All right. So when ever hear nu ganglia referred to in |
|
| 29:58 | nervous system, it's referring to clusters cell bodies. So it's basically a |
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| 30:03 | of gray matter, right? But is typically reserved for the peripheral nervous |
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| 30:09 | nuclei is typically reserved for the central system. So the basal nuclei just |
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| 30:16 | just pockets of gray matter centrally located the structure of the cerebral. And |
|
| 30:22 | what all these little red areas have highlighted. They're not red or |
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| 30:26 | they're just this particular picture is highlighting . And then we have another area |
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| 30:30 | gray matter, right, which has other stuff as well associated with |
|
| 30:35 | And this is the limbic system. the little pink thing that you see |
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| 30:39 | that represents a Gyrus, all So part of the the cerebra that |
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| 30:47 | part of this larger structure called the system. The limbic system plays an |
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| 30:52 | role in your emotions and your feelings response to um um you know, |
|
| 30:58 | uh serial input, right? So example, if someone comes up to |
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| 31:02 | and goes, you know, your should be fear, right? And |
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| 31:07 | that is what the limbic system is for or let's say you smell, |
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| 31:12 | go over your grandma's house and you smell her, baking a |
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| 31:15 | What does that make you feel Right. So that's what the limbic |
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| 31:21 | does. It also plays a role , in, in creating memory and |
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| 31:24 | storage and so on. But the in there, some of it is |
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| 31:30 | matter. So it's not part of basal nu it's not part of the |
|
| 31:36 | . So you can see its structure . Uh I'm just going to point |
|
| 31:41 | out now. So once you look this and I say this, you'll |
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| 31:43 | not see it. It looks like little tiny space shrimp stuck in the |
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| 31:48 | right now, every time you see picture of the limbic system, you're |
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| 31:51 | to see a little tiny space Every picture looks like that. |
|
| 31:54 | ma'am, you never played. And , right. So usually what happens |
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| 32:06 | is the cell dies, right? whenever you stroke, you basically, |
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| 32:10 | blocking the flow of blood. So no longer providing nutrients, particularly |
|
| 32:14 | And so what happens is those cells . And then so now we create |
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| 32:18 | lesion of space where things can't be . So it's not just a |
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| 32:23 | it's usually the cell itself. And what you now have to do is |
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| 32:26 | have to train to do whatever activity through a new pathway. Thank |
|
| 32:34 | Uh Typically, no. All because so what one of the |
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| 32:39 | one of the characteristics of neurons is neurons are non regenerative. Now that |
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| 32:44 | wrong. There are some neurons that regenerative, but they regenerate incredibly |
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| 32:50 | And in fact, the glial cells regenerate much, much quicker. So |
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| 32:53 | typically fill up the space of scar . So if there is a cell |
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| 32:56 | happened to survive, it can't get to where it started. And so |
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| 33:01 | , it's basically lost. All So does the cerebral make sense so |
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| 33:07 | , gray matter, white matter, matter, different areas of gray matter |
|
| 33:11 | information? All right. So when talk about the basal nuclei, we're |
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| 33:15 | about movement. For the most when we talk about the cerebral |
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| 33:17 | it's all sorts of different things because have different parts of the brain that |
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| 33:21 | stuff. So back here in the lobe, what would you think the |
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| 33:25 | cortex is doing? What's it processing information up here? What's it processing |
|
| 33:33 | thinking or motor motor activity? All . So that's, that's kind of |
|
| 33:37 | we're doing here now, I think here, let me see if I |
|
| 33:39 | it. Yeah. So it's involved movement control. This is the first |
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| 33:44 | of something where it's like I'm putting in the box, but I'm also |
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| 33:47 | it in the other box and it kind of confusing. But the way |
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| 33:51 | can remember, basal nuclei is really simple. You always heard of |
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| 33:54 | disease just looking around the room, people nodding heads, people in the |
|
| 33:58 | . Parkinson's, what is the primary ? In other words, how does |
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| 34:04 | normally get expressed among Parkinson's patients? other words, how do you know |
|
| 34:07 | ? Yeah, this, what's that tremor as I was thinking right? |
|
| 34:12 | you see the tremor, all And what that tremor is, is |
|
| 34:17 | the nuclei not controlling the antagonistic movement the muscles. So for every |
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| 34:23 | you have an antagonist and really whenever move and I probably got this in |
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| 34:28 | , in the slide that talks about basal nuclei in and of itself. |
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| 34:31 | when we move, we're actually moving a plan and we're doing it |
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| 34:37 | And so what your new uh basal is responsible for is recognize that inaccurate |
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| 34:42 | before it actually happens and to make . So for example, if I'm |
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| 34:47 | up a cup, it looks like moving smoothly to pick up the |
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| 34:52 | But what's really happening is micro corrections are taking place before I even make |
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| 34:57 | contraction, that kind of cool. when the basal nuclei is damaged, |
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| 35:03 | corrections aren't taking place. So you're shooting and you're under shooting and over |
|
| 35:07 | . And so that appears like a . That's why you have the |
|
| 35:14 | Ok. So when we say that's what it's responsible for is to |
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| 35:18 | make smooth movement. And if you've a park, someone with Parkinson's or |
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| 35:24 | seen it, like my grandfather, played tennis until he was like 85 |
|
| 35:29 | then Parkinson's hit him and it was saddest thing, but it was wild |
|
| 35:33 | he would like walk and he had turn and he'd get to that point |
|
| 35:36 | then he would do this like his had to process all the movements in |
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| 35:41 | for him just to do this to . You know, that's what the |
|
| 35:46 | nuclear is for. All right, cerebellum is your little brain. All |
|
| 35:52 | . I'm gonna use an example It may hit, it may |
|
| 35:55 | I don't know how knowledgeable you guys about computers. Knowledgeable. Yes or |
|
| 36:00 | . Uh some people. All So you know what ac pu |
|
| 36:03 | That's the central processing unit. That's brain of your computer. And if |
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| 36:07 | play video games, you have a U A graphics processing unit that sits |
|
| 36:13 | to the side. All right, GP U is a little brain to |
|
| 36:19 | all the images that the computer needs order to make your video game. |
|
| 36:22 | awesome and glorious. All right, cerebellum is like the GP U. |
|
| 36:27 | took all the processing that you need do for some specific activities and moved |
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| 36:32 | off the cerebra and took it to cerebellum. All right. Now, |
|
| 36:37 | what we say, it plays a in balance, planning and execution of |
|
| 36:42 | movement. So what happens is the comes up with a plan and |
|
| 36:46 | hey, you know what I wanna , I wanna take a step to |
|
| 36:49 | right. And it says this is I wanna do. And so it |
|
| 36:52 | that information over to the cerebellum. says, let me take a look |
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| 36:55 | your plan and let me see if reasonable and accurate, capable of being |
|
| 36:59 | . And then it processes and yes, that's, that's actually a |
|
| 37:01 | idea. These are the steps that need to do and it sends that |
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| 37:04 | back up to the cerebrum and then cerebrum then tells the muscles, this |
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| 37:08 | what you need to do. And the basal nuclei gets involved and then |
|
| 37:11 | cerebellum gets involved again and there's all cross talking that's taking place. But |
|
| 37:16 | , what I'm trying to get at is that the cerebellum talks to the |
|
| 37:21 | , it doesn't talk to the It's the thing that does this check |
|
| 37:26 | make sure that your things are right? All right. Let's see |
|
| 37:30 | we can do this to kind of you grass. This. Have you |
|
| 37:33 | been walking around, walking, walking , checking your phone. Do you |
|
| 37:38 | do this ever? Your heads down the time? Have you ever tripped |
|
| 37:43 | a, on a sidewalk in You know, because all ours are |
|
| 37:46 | flat, so only the most Find that little, little edge, |
|
| 37:53 | two inch edges, right? And you tripped, did you do something |
|
| 37:57 | incredible? Like here I am it's like left, right, |
|
| 38:01 | right foot gets caught, trip and catch yourself and you look around |
|
| 38:07 | ok, no one saw that and you just keep going on your |
|
| 38:10 | right. So notice what you have is you have a pattern of behavior |
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| 38:14 | , right left, right. So cerebellum approved the plan and then something |
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| 38:18 | horribly wrong. And what did your do? It, corrected the plan |
|
| 38:23 | ensure that it was able to That's how you can kind of think |
|
| 38:28 | what it's doing. It's not talking the muscles themselves. It's telling the |
|
| 38:33 | what to do. The cerebrum plays role. Now, what this is |
|
| 38:37 | you is that there's different regions and can kind of see this is it |
|
| 38:41 | . This is the side view, is the side view. Uncut. |
|
| 38:45 | right. And what we have here we have these three different regions and |
|
| 38:48 | see they have a very long scary . All right. Whenever you see |
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| 38:51 | long, scary names. What we looking at are the way the biologists |
|
| 38:54 | you exactly what the structure is and it does. All right. So |
|
| 38:58 | top region here, the vestibular, going to be the little green |
|
| 39:02 | So the top one here there in , vestibular cerebellum. So you can |
|
| 39:05 | all the half is cerebellum. So telling you where you are. So |
|
| 39:08 | first half is telling you what it . Vestibular deals with equilibrium and |
|
| 39:13 | So the thing in your ear, we're going to talk about a little |
|
| 39:15 | later that allows you to know which is up and which way is down |
|
| 39:18 | the vestibular apparatus. So anything with deals with that. So basically, |
|
| 39:24 | is what allows you to coordinate the of your head with the movement of |
|
| 39:26 | eyes and keeps you from vomiting every you walk. Ok. Vestibular |
|
| 39:35 | You ever been to a tennis tennis match? Watching the tennis |
|
| 39:41 | vestibular cerebellum? All right, spino or spino cerebellum. What we're looking |
|
| 39:46 | here is dealing with the question of tone coordinated, skilled voluntary movements. |
|
| 39:52 | did I just describe a moment ago walking? That is a skilled |
|
| 39:55 | You know what walking is, it's falling, right? Think about what |
|
| 40:03 | is. I mean, what do do? You take your weight, |
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| 40:06 | lift it up and you put your forward and then you catch yourself, |
|
| 40:12 | is not falling. What's swimming, drowning? There you go. All |
|
| 40:18 | . So, here, what we're is again, we're talking to the |
|
| 40:22 | . But what we're doing is that is going down to make sure that |
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| 40:26 | movement of the muscles is doing. it's supposed to do, think of |
|
| 40:29 | sort of skilled activity, dribbling a , walking, chewing gum and walking |
|
| 40:34 | the same time, whatever weird thing want to do that requires some sort |
|
| 40:37 | skilled activity is being processed here in spino cerebellum, spino cerebellum, which |
|
| 40:44 | it, it's going to be the stuff. OK. That's region. |
|
| 40:47 | finally, we have the cerebral This is where you're going to the |
|
| 40:51 | areas themselves. All right. So we, what we don't learn about |
|
| 40:56 | this class is both direct and indirect of motor control just because we don't |
|
| 41:00 | the time to do it all. the direct pathways are going to be |
|
| 41:04 | the cerebrum. The indirect pathways is that is processed by the cerebellum, |
|
| 41:09 | doesn't go back up to the So you can kind of think of |
|
| 41:13 | as indirect and, and the the area, the larger one, the |
|
| 41:18 | is the direct pathways. All So they are receiving information not just |
|
| 41:23 | the cerebra but from other areas to these kind of decisions. Um |
|
| 41:29 | this is just an example. So you think about the CPU and the |
|
| 41:34 | U, which one has more processing ? You wanna know? It's a |
|
| 41:40 | U. All right. They're This is what many people are using |
|
| 41:43 | to, to program A I. because they, it processes stuff much |
|
| 41:49 | because it has more transistors. It's , they're very limited um um instruction |
|
| 41:56 | . And so cerebellum is just like has more neurons. It does a |
|
| 42:02 | faster processing, but you can't run body on a cerebellum. You need |
|
| 42:07 | three room. Ok? So Sara regulates movement, regulates balance, |
|
| 42:17 | Very, very fancy, fancy schmancy for the middle part of the |
|
| 42:21 | right? So you have to diencephalon underneath it. This is supposed |
|
| 42:26 | represent the structures of the diencephalon. can see here that we have a |
|
| 42:32 | word here, thalamus. And then other words have prefixes to them. |
|
| 42:36 | have hypo and epi hypo means hypo . Epi means on top of or |
|
| 42:46 | . Now, I don't know how way over here and hype over there |
|
| 42:50 | the thalamus is there. But I'm going to judge how they name this |
|
| 42:53 | , but in essence, what they're is our frame of reference is the |
|
| 42:57 | . And then we have a structure and we got a structure over |
|
| 43:00 | All right. Now, the way can remember this stuff, the thalamus |
|
| 43:03 | the place where almost all the sensory on your body enters in first before |
|
| 43:08 | gets dispersed to the rest of the . All right. So the way |
|
| 43:12 | like to think about the thalamus is it is a processing center much like |
|
| 43:16 | post office as a processing center. doesn't mean that the information doesn't know |
|
| 43:20 | it's going. It's just that information processed there before it's sent on to |
|
| 43:23 | cerebrum. All right. So what it does, it allows you |
|
| 43:28 | have a crude awareness of your both internally and externally. Now, |
|
| 43:33 | don't have a good example of this I think any example I give you |
|
| 43:37 | as, as, as good as it could be. But it's |
|
| 43:42 | um if someone is touching you, , you're aware that someone is touching |
|
| 43:46 | , right? You, you know this is a person or, or |
|
| 43:50 | dog or a wall or some sort snake or whatever horrible thing you can |
|
| 43:55 | touching you can, you can, can understand the thing that's being |
|
| 43:59 | right? So that's a function of cerebrum. So we can go back |
|
| 44:04 | the philosopher, which philosopher said, think therefore I am dear. |
|
| 44:09 | Yeah. OK. I, I to go through my philosopher song by |
|
| 44:13 | Python. That's how, that's how remember it. And it's, it |
|
| 44:16 | me a while to get there for rest of you're looking at me like |
|
| 44:19 | have no idea what you're talking There is a world of humor out |
|
| 44:22 | that you guys have to explore, with Monty Python. All right. |
|
| 44:27 | , so dear said, I think I am. And the idea here |
|
| 44:31 | I'm aware of self ergo. I be, that's really what he's |
|
| 44:36 | So that would be your Cerebrum. . I think about, I'm, |
|
| 44:39 | aware. Therefore, I must be that exists. The thalamus is I |
|
| 44:45 | . It just is. Right. it knows that it's being touched but |
|
| 44:48 | doesn't know what is being touched by why it's being touched. But it's |
|
| 44:53 | . That's crude awareness. I'm I'm cold. It's dark, it's |
|
| 44:57 | , but that's the extent of the , the processing of the awareness has |
|
| 45:02 | go to the cerebrum in order for to happen. All right. |
|
| 45:08 | the thalamus also plays an important role reinforcing voluntary motor control. Do you |
|
| 45:12 | , once again, let's just throw sucker into the motor box. All |
|
| 45:18 | . Hypothalamus, man, this can rough. Uh And not because it's |
|
| 45:24 | complex but that it is, it what we call like the central regulator |
|
| 45:28 | hormones. It is the central the autonomic nervous system, it's really |
|
| 45:33 | as part of the endocrine system. so what it does is it regulates |
|
| 45:38 | those things that we would call homeostatic , right? So what would be |
|
| 45:44 | that you'd consider being homeostatic? Something you'd say is something that I have |
|
| 45:47 | regulate to make sure I'm alive. All right. I heard food. |
|
| 45:51 | hunger. What's something else? Body , great. Something else, |
|
| 45:57 | something else. Stress something else. mean, we can, we could |
|
| 46:02 | this all day. Right. And the hypothalamus plays an important role, |
|
| 46:07 | only acting through hormones, but through responses. Right. So that's the |
|
| 46:16 | way to think about it. The slide, we're going to look at |
|
| 46:18 | bunch of those different things just as list. And then we have the |
|
| 46:22 | . The epithalamus is this region over and there's two areas of particular |
|
| 46:27 | Oh I would point out whenever you nucleus, what, what kind of |
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| 46:30 | are you looking at here? Gray or white matter, gray matter. |
|
| 46:33 | again, you're going to see these words over the course of your |
|
| 46:37 | not so much in this class, like in an admin class, you |
|
| 46:39 | nucleus and that nucleus and don't let freak you out. It's just telling |
|
| 46:42 | there's this region of gray matter. it's a cluster of cells that |
|
| 46:45 | are bunched together, that's all it , right? So this one is |
|
| 46:50 | haul. I don't even know what means, but it's the hauler |
|
| 46:53 | right? And then we have the gland and the pal gland you've heard |
|
| 46:57 | , or at least you're aware of . How many of you guys have |
|
| 47:00 | taken Melatonin to help you fall Yeah, it's OK. It's, |
|
| 47:03 | , it's, it's an approved right? It's not horribly regulated by |
|
| 47:07 | FDA. Although it probably should be it is a hormone melatonin is what |
|
| 47:14 | pineal gland uses to regulate your internal . And so we're taking it because |
|
| 47:20 | clock is misbehaving. So we take and it makes us fall asleep. |
|
| 47:24 | then what we've done is we've left the clock and there's this process of |
|
| 47:27 | to reset it. So I'm not , don't take it. It's just |
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| 47:30 | aware that if you're like popping melatonin night to go to sleep, there |
|
| 47:34 | be something that you need to All right. Anyway, so that |
|
| 47:39 | , it basically is a responsible for circadian rhythms. It's also part of |
|
| 47:44 | limbic system. All right. So plays a role in, in understanding |
|
| 47:49 | and processing it uh with regard to and learning as well. All |
|
| 47:54 | But typically P gland circadian rhythm is easy way to do this. |
|
| 47:59 | on this next slide, II, don't want you to sit here and |
|
| 48:02 | to memorize every jelly bean that's been here. That's, that's not |
|
| 48:05 | that's not its job. All or not your job, right? |
|
| 48:09 | what this is just trying to show like look, the hypothalamus is |
|
| 48:13 | right? And you can kind of your head and say, yeah, |
|
| 48:15 | get it. Nervous system is Got that. Thank you, Doctor |
|
| 48:18 | . And really all I'm just trying show you is look at all the |
|
| 48:21 | that you've already named, right? are the types of things that these |
|
| 48:25 | regions are responsible for. Notice emotional in there, right? Happy and |
|
| 48:33 | . Mad, you know, these emotional states that if you're, if |
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| 48:38 | mad all the time is, is something wrong? Do you think? |
|
| 48:41 | about sad all the time? That's easy one. Right. Yeah. |
|
| 48:44 | these emotional responses are part of your balance and things that are tilting you |
|
| 48:51 | way or the other are things that be impinging upon your health in ways |
|
| 48:56 | aren't healthy. I don't know. a terrible way. Never use this |
|
| 48:59 | in the definition. All right. here's one that you probably don't even |
|
| 49:02 | of sleep wake, you know, body needs sleep, right? So |
|
| 49:08 | have to regulate that. Have you fallen asleep in class? It's, |
|
| 49:13 | , can you, we all have you ever done the knap |
|
| 49:19 | Right. That's basically you're bouncing between sleep system and the wake system. |
|
| 49:24 | actually fighting each other when you're doing whole thing, you know, but |
|
| 49:30 | starting there in the hypothalamus. So , all the things that you just |
|
| 49:36 | , but notice what I want to out here also is that it's not |
|
| 49:39 | the hypothalamus, there are other aspects are going to be playing a role |
|
| 49:44 | regulating these things. So we've already emotion which part, which part of |
|
| 49:47 | brain plays a major role in regulating , limbic system. Good. |
|
| 49:52 | that was what I'm looking for. as the whole. So it's not |
|
| 49:56 | , oh, that jelly bean right . OK. Anyone of you guys |
|
| 50:04 | up watching, uh, Pinky in Brain Animaniacs. Did you ever learn |
|
| 50:08 | , the brain song? No. . Just, that's just something. |
|
| 50:12 | go look up some time on Brain sings the parts of the |
|
| 50:15 | It's called the Brain song. And was one of the, if you |
|
| 50:19 | know back in the eighties when these were in the nineties and when these |
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| 50:23 | were being released, they were required law to make their shows educational. |
|
| 50:28 | why you see the kind of the where it's like at the, at |
|
| 50:30 | end of the show like G I and it's like, you know, |
|
| 50:34 | don't talk to strangers and you're what, why is it that, |
|
| 50:37 | was how they were able to do cartoons, right? So Peking the |
|
| 50:41 | and the Animaniacs, what they did they had songs like the names, |
|
| 50:45 | parts of the States or the Capitals stuff like that. And they're fun |
|
| 50:48 | and one of them was the parts the brain which no kid would ever |
|
| 50:53 | . And the, the, the part of the song that we repeated |
|
| 50:57 | and over again was pinky. You , Brain would be singing the parts |
|
| 51:00 | the brain, like have a newer . And then, uh, pinky |
|
| 51:03 | come in and say brain stem, stem and then they'd sing another part |
|
| 51:07 | the brain. It was. so whenever I see this, that's |
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| 51:11 | first thing I think is a little pink rat, it's the oldest part |
|
| 51:16 | the brain. It is what we the primitive brain. Uh, when |
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| 51:20 | hear about someone who's brain damaged but alive, the reason they're still alive |
|
| 51:23 | because this thing is keeping them Right? When you look at a |
|
| 51:27 | , the lizard has this weak looking has a weak looking cerebri, but |
|
| 51:32 | looks just fine. It looks pretty , right? So what does it |
|
| 51:36 | or what is, what parts do have? Um, it has three |
|
| 51:39 | . So here you can see the sitting up here on top. It |
|
| 51:43 | of looks like a turkey in this . But underneath that, that green |
|
| 51:46 | that would be your brain, your mid brain and underlying that, |
|
| 51:49 | the ponds. And then down here the Mela or it's official real |
|
| 51:53 | The Mela Ablan. If you've seen water, boy, you've seen the |
|
| 51:57 | , I see the smile, the discussion about what makes an alligator |
|
| 52:03 | ? Oh my God, you got . Just start writing them down |
|
| 52:06 | Boy, the whole thing about the , making alligators artery mama says, |
|
| 52:12 | , I'm not gonna go there, ? Now, this is where you'll |
|
| 52:17 | the 12 cranial nerves. Some of might be afraid of the 12 cranial |
|
| 52:20 | . You've been told to be afraid the 12 cranial nerve, don't be |
|
| 52:24 | of them. All right, they're pretty easy. But those, whenever |
|
| 52:27 | see nerve nerve is part of the nervous system, I'm gonna say it |
|
| 52:31 | and I'm gonna say it again a bit later. When you see |
|
| 52:34 | it is part of the periphery. is not part of the central nervous |
|
| 52:37 | . If I cut your brain I'm not going to find nerves. |
|
| 52:41 | gonna find tracks. All right, are part of the peripheral nervous |
|
| 52:45 | All right, all the information passing from the spinal cord or down from |
|
| 52:53 | cerebrum has to pass through the brain , right? So there are a |
|
| 52:56 | of synapses here. There are lots different nuclei here. And when it |
|
| 53:01 | time to memorize your neuroanatomy, you're to be kind of like, oh |
|
| 53:04 | goodness. There's so much here. , there's a lot, but there's |
|
| 53:08 | lot of processing, a lot of processing that takes place here. All |
|
| 53:13 | , there's a couple of things that pass through without synapses here. But |
|
| 53:16 | the most part, they will like here, we're going to do a |
|
| 53:20 | simple overview so that you understand these . All right. Again, this |
|
| 53:24 | not anatomy. So we're not gonna and look at each new, the |
|
| 53:27 | area we want to look at is midbrain. All right, this plays |
|
| 53:31 | primary role in eye control and right? So, like I |
|
| 53:37 | when you go to this, go a um tennis match and you sit |
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| 53:42 | and your head is sitting there looking , but your eyes are doing. |
|
| 53:47 | a brain stem. All right, nerves are originating here. Cranial nerves |
|
| 53:52 | their nuclei found here. Cranial nerve three, and cranial nerve number |
|
| 53:56 | So you can see by its it's pretty straightforward. What that |
|
| 54:00 | Oulo I motor movement. Yeah. that was an easy one show. |
|
| 54:06 | . Who knows what it means? never bothered to look it up. |
|
| 54:08 | right. But it's, it plays role in, in eye movement as |
|
| 54:12 | . All right. So it also a role in relaying auditory and visual |
|
| 54:17 | . All right. What's an auditory ? Have you ever been walking across |
|
| 54:21 | ? And someone yells, hey, you turn around. Has it |
|
| 54:26 | Have you done that? Like some are looking at me like never, |
|
| 54:30 | one ever yells across campus, you ? All right. Hey, is |
|
| 54:35 | name? Hey, but you turned . Why? Because loud sounds make |
|
| 54:40 | want to know what's going on as reflex, right? Same thing with |
|
| 54:44 | visual, right? You see something by your head's gonna turn and it's |
|
| 54:49 | follow. That's a reflex. So that information is being relayed through the |
|
| 54:55 | or the, yeah, the the ponds looks like the brain stem |
|
| 55:01 | pregnant. It bulges outward. And it sits just opposite the |
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| 55:07 | So it serves as a relay for going into the cerebellum from the spinal |
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| 55:14 | and the medulla and also for fibers in from the cerebrum. So they |
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| 55:18 | in both directions and then they come in both directions as well. All |
|
| 55:24 | . So that would be one of primary things. But in terms of |
|
| 55:27 | are the different things that it Well. And again, you can |
|
| 55:30 | cranial nerves here, mastication, don't this with another word. Please |
|
| 55:35 | I'll keep you guys awake. I make you make you nervous. You'll |
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| 55:39 | home mom. He's the dirtiest old and you wouldn't be far off. |
|
| 55:45 | right? Mastication. It is OK. This is through cranial nerve |
|
| 55:51 | five, the trigem. Again, not gonna ask you to memorize this |
|
| 55:54 | , but just to kind of point why do you think it's called Trigemini |
|
| 55:58 | ? What is a Gemini twins? ? So I tried gem and I |
|
| 56:04 | be triplets, right? So this is a big fat one and it |
|
| 56:09 | this, it branches. I can't ignore that finger, it branches like |
|
| 56:13 | , so it's 123, the All right. Uh sensory input from |
|
| 56:21 | face, the scalp. So when feel something touching your face, that's |
|
| 56:27 | through um cranial nerve number five as . Eye movement. This is the |
|
| 56:32 | uh uh Abducens uh is the same as abduct. So when aliens come |
|
| 56:38 | abduct you, which way are they you up? So what the Abducens |
|
| 56:43 | ? It makes your eye, it innervates one eye muscle and it's what |
|
| 56:46 | you to do this look up over or over there, just whichever eye |
|
| 56:51 | is. My daughter was born without ab AUC on one side. It's |
|
| 56:56 | wildest thing ever, you know. you can say, I want you |
|
| 56:59 | look over here and both eyes go this. And then the other one |
|
| 57:02 | because this, the abduct would be this side, but it's not on |
|
| 57:05 | side. And so when I look up over there, this one |
|
| 57:08 | go and it will look this but this one stops. So it's |
|
| 57:12 | of like being cross eye but not wild, right? Facial nerve. |
|
| 57:17 | do you think it innervates your right? Your face. OK. |
|
| 57:23 | . All right. Uh Vestibulocochlear based what I told you a minute |
|
| 57:27 | what do you think vestibular part is right balance. So cochlear is the |
|
| 57:32 | of the ear that's responsible for So thess Cochlear is responsible for getting |
|
| 57:37 | from the hearing portion of the ear well. All right, and we |
|
| 57:41 | a minute about the, the hearing , the reflex to or the auditory |
|
| 57:46 | . So where do you think it from here? Ponds? Ok. |
|
| 57:53 | , also regulates breathing blood pressure, rate, digestion. So you kind |
|
| 57:57 | get a sense now of, yeah, I can see why if |
|
| 58:01 | brain dead, but I'm still being alive. It's because there are structures |
|
| 58:05 | here that regulate structures in the mela keep me the, these critical organs |
|
| 58:13 | that takes us down to the So again, Mela means middle. |
|
| 58:18 | just probably has to oblong. All . Um It's the portion that's closest |
|
| 58:25 | the spinal cord. So it looks lot like the spinal cord. Uh |
|
| 58:29 | , this is going to be hearing balance. Uh information is gonna be |
|
| 58:33 | through there. Uh I'm here listing couple more of the uh just for |
|
| 58:38 | . Cranial nerve. Number 10 is big boy. This is the one |
|
| 58:41 | you can tattoo to your body because the one that is like the one |
|
| 58:44 | everyone should know. Randal nerve. 10 is the nerve that travels down |
|
| 58:49 | the visa is responsible for regulating your , regulating your lungs, regulating your |
|
| 58:55 | system, regulating anything that is found the abdominal or thoracic region, |
|
| 59:02 | So that's the Vegas nerve. So happens in Vegas stays in Vegas? |
|
| 59:06 | don't know, just come up with . Um Glossopharyngeal, that's the cranial |
|
| 59:11 | . Number nine. Again, the gloss is tongue, pharynx is |
|
| 59:16 | So it's the tongue and throat Ok. What is one of the |
|
| 59:21 | that you can do with your Swallow? So that plays a major |
|
| 59:28 | in swallowing. So when you are water, it doesn't go dribbling out |
|
| 59:34 | your face. That's glossal. All . Another fun one is the |
|
| 59:38 | Guys. Aren't gonna get this Ladies. You're gonna get this right |
|
| 59:41 | when you go to the store and earrings and necklaces. What are you |
|
| 59:45 | accessories? All right guys, we know what an accessory is. All |
|
| 59:49 | . So easy way to remember that , neck muscles. Um And then |
|
| 59:54 | last one is a hypoglossal. Have ever talked to somebody? And then |
|
| 59:57 | of a sudden spat at him like spitting cobra. You know that little |
|
| 60:01 | a, a hypo is underneath, below gloss's tongue. So it |
|
| 60:06 | it controls the tongue and salivary glance as well. So that's why when |
|
| 60:12 | talking, you get that, you , oh I'm so sorry. Worst |
|
| 60:19 | you'll ever see in physiology. This the reticular formation. All right. |
|
| 60:25 | you can see here a little blue the picture, right? You see |
|
| 60:28 | arrows traveling up and then spreading out the brain. What this is trying |
|
| 60:31 | tell you is that the reticular formation throughout the central regions of the brain |
|
| 60:38 | . OK. So there are a bunch of different nuclei that are just |
|
| 60:42 | through this space. And then what do is information comes in and then |
|
| 60:47 | sends information all over the brain, is why you have arrows pointing |
|
| 60:52 | Totally useless picture, isn't it? ? But the idea here is what |
|
| 60:56 | want you to understand about the reticular that it plays a significant portion or |
|
| 61:01 | significant part in maintaining arousal of the system. Now, arousal here is |
|
| 61:08 | like, oh I'm attracted. Arousal is alertness. OK? So it's |
|
| 61:12 | other definition. All right. So we talked about wake sleep, this |
|
| 61:18 | a reticular formation. Give you an of this. Have you ever been |
|
| 61:21 | along on like say 45? And is moving at a nice clip and |
|
| 61:26 | you get stuck between two semis and can actually feel the car shaking, |
|
| 61:31 | know how you kind of become a bit more aware of your surroundings, |
|
| 61:35 | ? That would be the reticular formation let's not die right now. |
|
| 61:39 | It's making you more alert. All . So muscle tone stretch, |
|
| 61:44 | these things are being regulated through So when we talk about reflexes coming |
|
| 61:48 | to the brain stem, it's here the reticular formation, coordination of |
|
| 61:52 | which is also going to be coordinated the ponds and the medulla, these |
|
| 61:55 | regions when we get to breathing, talk about its regulation. So it's |
|
| 62:01 | within the reticular formation, blood pain, particular formation. So you |
|
| 62:05 | kind of see this kind of this of what's going on. So part |
|
| 62:11 | this awareness needs to go up to three room so that we are ultimately |
|
| 62:15 | , I think therefore I am but all information needs to go up |
|
| 62:18 | So like a reflex doesn't travel it goes in and comes back |
|
| 62:22 | but there is a diffuse alertness that's on. You can go ahead and |
|
| 62:33 | that. There's nothing worse when someone talking and you're trying to keep |
|
| 62:38 | All right. So we've walked through structures, what we, we what |
|
| 62:42 | technically call the brain and notice I'm sitting here uh pointing out different parts |
|
| 62:47 | and, and kind of isolating It's kind of this general idea |
|
| 62:50 | do I know what this thing How does this work in, in |
|
| 62:54 | context of controlling things? So, example, you should be able to |
|
| 62:59 | , oh thalamus, I'm sending information and it's telling that information where it |
|
| 63:02 | . What does a hypothalamus do? , it regulates something that's either autonomic |
|
| 63:06 | endocrine in nature. Homeostatic in So that's kind of where our thinking |
|
| 63:11 | right now. OK. And what doing is we're going to move down |
|
| 63:14 | the spinal cord and we typically don't about this, but the spinal cord |
|
| 63:18 | the same sort of role that the does, right? It processes |
|
| 63:23 | So, you know, if you on attack, what do you do |
|
| 63:26 | you step on that attack, you your foot up. Right. Do |
|
| 63:29 | have to think about it? I think about it. Look, I |
|
| 63:33 | , usually what will happen is like you touch a hot stove, step |
|
| 63:37 | attack, you move. And then that's when you say, right. |
|
| 63:42 | there is processing that's taking place within spinal cord, then it sends information |
|
| 63:47 | to the cerebri so that you're actually of it. right? So |
|
| 63:50 | there's a different role, but it still processing information. Now, in |
|
| 63:55 | of anatomy, it basically extends out the skull. So your brain stem |
|
| 64:00 | down and becomes a spinal cord and it passes through what this hole in |
|
| 64:04 | skull called the frame. And magnus , you don't need to know that's |
|
| 64:08 | what it does, what does frame magnus mean anyone wanna, you know |
|
| 64:13 | magnus means Big Freeman is a fancy word for hole. So the hole |
|
| 64:21 | the bottom of your skull, it called the big hole. I'm telling |
|
| 64:25 | anatomy becomes a lot easier once you're like, I'm not going to be |
|
| 64:28 | of the words. I'm learning a language. All right. So for |
|
| 64:32 | Magnus, it comes on down and travels down and along its length. |
|
| 64:37 | it's doing is it's traveling alongside the . So here you can see the |
|
| 64:41 | has a body and then it has spines that stick out. Um uh |
|
| 64:46 | what we call processes. And then between the processes, there's this little |
|
| 64:51 | or arch that's formed and it's through , that the spinal cord is actually |
|
| 64:57 | . So it's protected by the bone the spinal cord or, or of |
|
| 65:00 | vertebrae. But that vertebrae is movable that your spine can be movable as |
|
| 65:06 | . And so at each junction between of these processes in each of the |
|
| 65:11 | is a branch of a spinal So basically, there are nerves that |
|
| 65:16 | exiting out and becoming part of the nervous system and it travels all the |
|
| 65:20 | down 31 segments. And in it ends somewhere around L one or |
|
| 65:26 | two. So that's the region as can see over here, there's cervical |
|
| 65:31 | lumbar Sarel, and then finally coccidial here at the bottom. So it's |
|
| 65:36 | about where the lumbar vertebrae are located the 1st and 2nd 1. And |
|
| 65:42 | reason for that is that nervous tissue slower than bones. And so as |
|
| 65:46 | bones are expanding this way, or body is growing this way, your |
|
| 65:51 | cord is doing the same thing, it's not doing it at the same |
|
| 65:54 | . So it ends up being And so at the bottom here, |
|
| 65:57 | end up with a whole bunch of nerves that need to keep traveling |
|
| 66:01 | And if you looked at it, looks like the hair of a horse |
|
| 66:05 | . So it's given the name horse . All right. So there's a |
|
| 66:11 | bit of anatomy for you. But we're interested in is what's actually coming |
|
| 66:15 | with regard to the spinal nerves and spinal cord itself. And so you |
|
| 66:19 | see here, here's a slice. what we've done is we've removed the |
|
| 66:22 | and we're looking at it from the side, which is your belly side |
|
| 66:25 | then back up here, that would the dorsal side. All right. |
|
| 66:29 | if you can't remember dorsal, from , just think of a fish or |
|
| 66:32 | , or a shark or a And the fin that sits on the |
|
| 66:35 | is called the dorsal fin. So if you ever get lost, that's |
|
| 66:40 | easy way. Or if they use posterior, you can't remember which mama |
|
| 66:44 | . Uh mama popped you on the . So that's the other way you |
|
| 66:48 | remember. All right. Now, you can see is the formation of |
|
| 66:55 | spinal nerve and really this is the spinal nerve right here. This |
|
| 67:00 | up here has different nomenclature that we're look at and you can see it |
|
| 67:04 | . There's a portion that comes out the spinal cord in the front and |
|
| 67:07 | are a portion that comes out of , of the portion on the back |
|
| 67:10 | I'm gonna change my language now because are directional. All right. Have |
|
| 67:14 | been to a restaurant? And you've like the doors to the kitchen, |
|
| 67:18 | door goes in, one door goes . So one's an indoor, one's |
|
| 67:20 | outdoor. All right. So these are both indoors and outdoors to the |
|
| 67:25 | cord. So information leaves the spinal through the vial route. Information goes |
|
| 67:31 | via the dorsal route. All So this side is the in or |
|
| 67:37 | the outdoor that side back there? the indoor information going into the spinal |
|
| 67:46 | is information coming from the periphery. it contains sensory information, right? |
|
| 67:52 | information that I'm detecting from the external of the world or my external environment |
|
| 67:57 | things inside my body. But I'm it up to the brain and the |
|
| 68:01 | cord to understand what it is. going out is what we call motor |
|
| 68:08 | . So these structures here are we have other terms that we |
|
| 68:14 | Let's see if I'm actually putting them . Um I do, I do |
|
| 68:17 | those terms. So information going in a information coming out is EENT. |
|
| 68:25 | right. And again, I'm putting strong accent on A&E so that you |
|
| 68:29 | distinguish between the two. It's really and efferent, which is horrible, |
|
| 68:35 | out here in Texas. All So what you're looking at here are |
|
| 68:42 | roots and they look like the roots a tree. And really what this |
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| 68:46 | is just these are bundles of fibers are, are, are are connecting |
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| 68:50 | to form larger bundles and larger So ultimately, you form a spinal |
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| 68:54 | . So the spinal nerve is collectively coming in and fibers going out. |
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| 69:00 | at this point, it's a mixed , a mixed nerve. But on |
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| 69:06 | ventral side, on the ventral it's always, always, always |
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| 69:10 | And on the dorsal side, always, always incoming. Now where |
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| 69:18 | going is gonna be the gray matter the spinal cord. And we said |
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| 69:23 | that gray matter is found on the , white matter is found on the |
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| 69:30 | . And it's only until we get the reb room where we see more |
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| 69:32 | matter on the outside because there's not room for it internally. Now, |
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| 69:39 | you look at this, the shape the gray matter you can see here |
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| 69:43 | this stuff on the central portion. has a kind of a shape to |
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| 69:46 | . It looks kind of like a . It's not a very good |
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| 69:49 | but just go with it. All . And so we refer to the |
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| 69:54 | of the butterfly as being horns, ? So we have a horn on |
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| 69:59 | top side that would be dorsal, have a horn on the bottom side |
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| 70:02 | ventral and then we have a horn sits out on the side that would |
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| 70:05 | lateral. All right. So what deal? Well, remember things are |
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| 70:09 | differently because they do different things. so when fibers come in what they're |
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| 70:17 | , let me see if I left off. I did. I'm gonna |
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| 70:20 | this out here. Dorsal root ganglion there. All right. So fibers |
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| 70:26 | in are terminating in the dorsal right? So that's where the axon |
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| 70:32 | are. Their cell bodies are going be located out here in the dorsal |
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| 70:37 | ganglion. What is a ganglion? thing as a nucleus, right? |
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| 70:43 | a nuclei. Where do we find central? Where do we find ganglia |
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| 70:49 | ? So it's just a collection or cluster of cell bodies? Ok. |
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| 70:55 | , this sensory neuron which the cell is located here comes into the dorsal |
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| 71:01 | and it's terminating on a cell. this would be a neuron which is |
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| 71:06 | sitting in there. So the cell in the dorsal horn are going to |
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| 71:11 | receiving sensory input. Now, what gonna do is they're gonna process that |
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| 71:17 | input and they're going to decide which it needs to go. So what |
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| 71:21 | looking at here primarily are the types neurons that we call inter neurons. |
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| 71:28 | an interneuron? If you didn't know you don't know the definition, if |
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| 71:32 | had to guess, what do you interneuron means inter means in between, |
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| 71:39 | the in between neuron. So I a sensory neuron, I have an |
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| 71:43 | between neuron and then on the other coming back out would be a motor |
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| 71:50 | . So if I step on a , I detect the pain, that |
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| 71:56 | goes up to the spinal cord gets and what does the spinal cord tell |
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| 72:00 | to do, move my foot? so it's telling what a muscle to |
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| 72:05 | the foot, that would be the neuron. So what we're seeing here |
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| 72:10 | a pattern. So the inter neuron bodies are located up here in the |
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| 72:14 | horn. Now, the motor neuron which the interneuron is sending, its |
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| 72:20 | is going to be found in one two places. If you're talking about |
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| 72:23 | skeletal muscle, you're talking about somatic . That's those two words are, |
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| 72:30 | uh united together. So what does mean to be somatic? All |
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| 72:33 | skeletal, well, those are gonna located down here in the ventral |
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| 72:38 | And then if I'm autonomic, in words, let's say I put food |
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| 72:42 | my stomach and then my stomach signals there's food and I need to start |
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| 72:48 | . Then that signal is going to autonomic. It's outside of my control |
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| 72:52 | tell the glands to start secreting their . All right. So autonomic are |
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| 72:59 | things which we cannot control, That are outside of our realm of |
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| 73:04 | . All right. Here's another simple , right? Like I've used this |
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| 73:07 | , the cute guy you like and starts talking to you, right? |
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| 73:11 | your heart gonna do? Right? can't control that. You're desperately trying |
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| 73:17 | control it. So he doesn't hear because you can hear it right. |
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| 73:21 | he can't. But what you're doing you are doing something that you have |
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| 73:25 | control over. That's autonomic, It's a response to the environment. |
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| 73:31 | right. So lateral horn, autonomic or autonomic motor, ventral, somatic |
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| 73:41 | or somatic motor. And then up in the doole, it's sensory and |
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| 73:46 | not distinguishing whether it's autonomic or visceral somatic because both of them go |
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| 73:52 | All right. So, dorsal where come in, that's where sensory comes |
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| 73:58 | . There's going to be an The inter neuron sends the information to |
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| 74:01 | it's going to be ventral or lateral that's dependent upon autonomic or somatic. |
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| 74:07 | you think you could write that down , and map it out for |
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| 74:11 | There's only like three things right This is where I got lost in |
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| 74:17 | neuron anatomy back in the day. , because I got lost, I'm |
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| 74:22 | gonna make you memorize at all. just want to point out that you |
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| 74:25 | a lot of gray matter. So the, if the gray matter, |
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| 74:28 | lot of white matter, you have matter that looks like the butterfly, |
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| 74:31 | else is white matter. What is matter, white matter are tracks, |
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| 74:35 | neurons or the axons of neurons traveling two points. And so if your |
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| 74:40 | cord is sending information up and information , the white matter represents the tracks |
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| 74:45 | go up and the tracks that go . If you go up, you |
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| 74:49 | , if you go down, you , if you are ascending, you |
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| 74:53 | sending sensory input up into the And if you're descending, what type |
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| 74:57 | information is coming back down motor. right. So here's again, another |
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| 75:03 | , right? As sending is the thing as sensory, which is the |
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| 75:07 | thing as a descending is the same as motor, which is the same |
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| 75:12 | as EENT. So those three terms uh you know, for each of |
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| 75:17 | are exchangeable and that's all this is trying to show you don't need to |
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| 75:21 | where the green things are and where blue things are. They all have |
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| 75:24 | . The names get really scary because as long as a page and |
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| 75:28 | they're not as scary as I thought were when I was sitting in your |
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| 75:31 | . I'm just gonna tell you now names are from where they go and |
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| 75:34 | where they, where from where they and where they end. So they |
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| 75:38 | long names because usually those things have names. That's it. And so |
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| 75:44 | I was trying to describe for and you can see right here |
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| 75:47 | I'm standing on the electric tack information up, goes via the sensory |
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| 75:53 | right, goes in through the dorsal into the dorsal horn. Here we |
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| 76:00 | the interneuron traveling down to the ventral . So that must be a motor |
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| 76:05 | . That motor neuron is somatic because ventral and then we have that motor |
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| 76:09 | going down to the muscle to tell to contract the muscle, so I |
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| 76:12 | lift up my foot. Right. a reflex arc. There is an |
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| 76:18 | path, there's an Eva path, is a receptor down here to detect |
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| 76:24 | I'm actually trying to, to uh know, whatever I'm detecting the |
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| 76:29 | So I'll just go walk them through to detect the stimuli and a pathway |
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| 76:35 | send that information up to the processing . The inter neuron in this particular |
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| 76:40 | is serving as our processor, It's integrating information and it's determining what |
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| 76:46 | response should be. Then once the is determined, a signal is sent |
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| 76:51 | the e pathway to the effector, does an effector do causes an |
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| 77:00 | Keep the names who was a changer be, I'd keep. But |
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| 77:03 | it's sure. Now a reflex typically segmental, meaning it stays in the |
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| 77:10 | level, it comes up and you in the same level and you go |
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| 77:13 | . But that's not the only thing can do. You can move to |
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| 77:17 | spinal segments, which is kind of or you can even go all the |
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| 77:22 | up to the brain stem, So information can come in, it |
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| 77:28 | going all the way up because of brain stem processes. There comes right |
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| 77:32 | down again, whenever you're dealing with reflex, what you're doing is you |
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| 77:37 | not involving the cerebrum to process the , right? When someone says, |
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| 77:45 | , you don't sit there and Huh? That's an interesting sound. |
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| 77:48 | wonder what that is. You just right. If someone says duck, |
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| 77:53 | do you do? That's a then you start thinking about what it |
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| 77:58 | that you're ducking for. Right? you're hoping it's not a bird. |
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| 78:05 | super segmental just refers to the brain . It's up, it's going |
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| 78:16 | I'm gonna end on this slide just um I think this is probably a |
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| 78:22 | place to end here. All But in essence, and I know |
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| 78:25 | a little bit behind, but I , whenever we have a test, |
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| 78:27 | always rant for like seven minutes, ? In essence, what I'm trying |
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| 78:31 | show you here is the organization of peripheral nervous system. Hell, |
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| 78:37 | we're just gonna stop here because if start talking about this, it, |
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| 78:40 | , it, it goes better with next couple of slides. All |
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| 78:43 | before we leave, before we start out of here and go, we're |
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| 78:46 | for the day and the weekend and know, whatever. Are there any |
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| 78:49 | about this stuff that we talked about ? Can you walk out of here |
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| 78:54 | in 15 minutes sit down, which not fun and actually start going over |
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| 78:59 | you just learned and kind of organizing . Can you, are you capable |
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| 79:03 | doing that? Could you do that you try to do that. You're |
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| 79:07 | , I don't know, I'll nod head and maybe he'll let me out |
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| 79:10 | the classroom. Right. Trust If you study now, if you |
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| 79:15 | making small inroads to the studying, you're going to get more free time |
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| 79:20 | , how many of you would like actually go out the night before the |
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| 79:22 | and go? Have a good Yeah. Trust me. If you |
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| 79:28 | your studying forward and during the day get your evenings back and that is |
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| 79:34 | far better way to live life. it a whirl. I will see |
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| 79:40 | on Tuesday, Tuesday, Tuesday. , |
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