| 00:02 | Excellent. All right. Um, I know many of you are anxious |
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| 00:06 | look at your exams. Um, gave an example for another class this |
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| 00:10 | , and it's freshman, and they're little bit more paranoid than you guys |
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| 00:13 | . And so there were many people are freaking out like it wasn't working |
|
| 00:17 | way they expected it to with So I dealt most of the morning |
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| 00:21 | students, so I haven't completely done sort of real analysis with your exam |
|
| 00:26 | . Other than I looked at the curve and said, Okay, I |
|
| 00:30 | like what else what I see but I haven't in the analyzed to |
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| 00:33 | out what was going on. All , so I'm gonna probably post a |
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| 00:37 | to kind of explain the curve the where grades lie. I'm gonna show |
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| 00:42 | what previous semesters look like. Some ideas and solutions for you all. |
|
| 00:47 | , generally speaking, this is just generalization. So take it for what |
|
| 00:51 | is on. This is also for people online. Um, generally |
|
| 00:56 | when you are not dealing with a in a face to face fashion, |
|
| 01:00 | basically fighting an uphill battle. All , So the students who are coming |
|
| 01:05 | the classroom and learning they are actually specific types of associations with what they're |
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| 01:11 | and what they're doing. Whereas those you who are listening online, you're |
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| 01:15 | asleep because it's like watching a And it's very hard to hold on |
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| 01:19 | that information. Eso What I'm telling is that if you're online and you're |
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| 01:24 | at home one, you should be at the university. All right, |
|
| 01:28 | , you should be. We are a classroom that seats 550 people. |
|
| 01:33 | everybody in our class actually showed you'd still have ah, third of |
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| 01:36 | car to sorry, three quarters of empty. So there's plenty of room |
|
| 01:40 | you guys. I'm not telling you come down to the university because I'm |
|
| 01:44 | allowed to thank you. The ta my wink. But if you'd like |
|
| 01:50 | come into the classroom, there's plenty room for you. I don't think |
|
| 01:53 | people in here would be upset that guys wouldn't be upset, would |
|
| 01:57 | Yeah, the four people in here five people are going now. |
|
| 02:02 | so it's not it's not a bad to come into the classroom. |
|
| 02:06 | this is a huge classroom, 550 . Um, so with that in |
|
| 02:11 | , we will, Like I I'll post a video and then |
|
| 02:13 | uh, maybe discuss it on Tuesday we come back. But I'm not |
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| 02:18 | deal with questions about the test right . Alright, What I wanna do |
|
| 02:21 | I want to jump into stuff that coming up during this unit. This |
|
| 02:25 | probably the heavy unit because you have do a lot of of writing and |
|
| 02:30 | for the paper. And so you see up here. This is a |
|
| 02:32 | of the assignments that air coming do can see. And I would mark |
|
| 02:35 | calendars, take a screenshot, do it is and get these in because |
|
| 02:40 | schedule is a little unforgiving. All , so you can see we have |
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| 02:43 | do every Friday at midnight, the one being this one. That's your |
|
| 02:47 | . And then you have to build outline for your discussion, based on |
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| 02:50 | sources, sources and the fact that found Then you gotta build your introduction |
|
| 02:55 | really what you're doing is you're building paper and you're doing it in a |
|
| 02:58 | that is very, very efficient and gonna be very directed. It's gonna |
|
| 03:01 | you in terms of writing your but you'll also see their peer reviews |
|
| 03:05 | air do so for each one of assignments, you need to understand that |
|
| 03:08 | not done with it. The middle the week. One. Have a |
|
| 03:13 | . So Wednesday, Or is it Tuesday? Whatever it is. Whatever |
|
| 03:18 | dates are, it's a Wednesday or . I could could be a |
|
| 03:22 | Um, it's a Thursday. It's Tuesday, All right, so you |
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| 03:26 | to read or look at other people's , all right. They may not |
|
| 03:30 | be in your subject matter. Your is to make sure that they have |
|
| 03:33 | what they've done, and they're really each of these peer reviews in |
|
| 03:38 | So like for the first time you three peer reviews and there's 10 |
|
| 03:42 | It will probably take you 10 minutes do all three of them. So |
|
| 03:45 | is not like if you miss out it, you lose the points that |
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| 03:50 | earned for the assignment that that it's to, All right, so it |
|
| 03:56 | add up very, very quickly to your grades. So make sure you're |
|
| 04:00 | these things. Don't put them Say, Oh, I've got to |
|
| 04:02 | this. Put it in your unlike, say, Sunday night and |
|
| 04:06 | , I'm doing it Sunday night. right, so these are kind of |
|
| 04:09 | easy ones, and a little later , we're actually gonna do some real |
|
| 04:12 | evaluation and learn how to do When we're talking about a paper, |
|
| 04:16 | stuff is the easy stuff here. right. Now, when you're turning |
|
| 04:20 | an assignment, assignments are being turn and turn it in. You do |
|
| 04:24 | need to put your name on In fact, please don't put your |
|
| 04:26 | on it because we want to keep of this stuff anonymous. All |
|
| 04:30 | so it's real simple. You just in the document with whatever it says |
|
| 04:33 | you're supposed to turn in, all . And then it's like if you |
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| 04:36 | your specific topic, whatever you make sure it's at the top. |
|
| 04:39 | the people who are evaluating your work actually understand what it is that they're |
|
| 04:43 | to answer to. So it's Oh, I'm working on angiotensin |
|
| 04:47 | Here's my question. Here is my . Oh, I can see that |
|
| 04:51 | attached, that that's connected. All , now, just as a reminder |
|
| 04:56 | first draft of the paper when I first draft, that's literally a completed |
|
| 05:00 | of your paper is gonna be due 16th. Anyone to know how far |
|
| 05:04 | that is from now? Mathematically, like a month. It seems like |
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| 05:10 | long way away. Didn't that first seemed like a long way away? |
|
| 05:13 | it just, like, showed up your front door. That's what the |
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| 05:16 | is gonna be like. The good is because you're working on all these |
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| 05:19 | along the way, that first paper gonna basically be done for itself. |
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| 05:22 | just make sure you've got those dates out and that you that you recognize |
|
| 05:27 | all right Now I want to just of briefly talk about some of the |
|
| 05:32 | that you're gonna have to be dealing first rubrics you probably had to deal |
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| 05:35 | rubrics now, since to become a bit more popularized, as people have |
|
| 05:40 | , understand? a little bit Basically, what rubric is your scoring |
|
| 05:43 | ? And so because you're doing peer peer review, you are judging other |
|
| 05:49 | papers, and people are judging your , right? It's not me, |
|
| 05:54 | you. And so what we need do is we need to make sure |
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| 05:57 | we're all on the same page. not there to go outside of the |
|
| 06:02 | of what you're scoring right. It's watching a basketball game. There's a |
|
| 06:07 | way that you can score points in basketball game. How do you score |
|
| 06:10 | in basketball game? Make a basket ? You could do a three |
|
| 06:15 | you could do a regular basket or could do a free throw, All |
|
| 06:18 | . No one's giving you points for , right? So when someone does |
|
| 06:22 | really, really awesome dunk, that mean they get extra points for |
|
| 06:27 | right? It's exciting, but it help you win the game. Other |
|
| 06:32 | that, you got the two all right, and that's kind of |
|
| 06:34 | same thing is you need to understand you are scoring for and what being |
|
| 06:40 | , what you are trying to achieve the paper. Right. So if |
|
| 06:44 | going for style points, it may help you if that's not a way |
|
| 06:47 | you're being measured. So this is you're trying to do. And |
|
| 06:52 | we have five levels early in the we first started in the class with |
|
| 06:56 | levels. But I wanted to make a little bit more easy to kind |
|
| 06:59 | distinguish between half ways. So there's different levels. All right, so |
|
| 07:04 | job, as I'm pointing out, determine what your goals are in the |
|
| 07:08 | . So if you know what you're scored for, you're gonna know how |
|
| 07:11 | write the paper. And so I you can't read this stuff, but |
|
| 07:15 | air your goals right here should go . All right. Task responsiveness. |
|
| 07:20 | , you're trying to establish the All right. What is the paper |
|
| 07:24 | ? All right, development are using right voice. Are you writing like |
|
| 07:29 | scientist? Are you writing like a rider in English? Right. This |
|
| 07:33 | kind of the voice stuff are using format. So all those instructions, |
|
| 07:37 | many of you guys even bother looking the instructions for the paper? |
|
| 07:40 | Anyone okay. It's like eight pages of gobbledygook, right? And you're |
|
| 07:46 | look at God. I don't want read all this stuff. I'm just |
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| 07:48 | put a paper together. Hopefully it . No, don't do that. |
|
| 07:51 | that's 90% of what the world is . Alright, It's following the |
|
| 07:57 | All right. So make sure you what you're trying to accomplish in terms |
|
| 08:01 | using the right for me at matting figures, everything is explained in the |
|
| 08:06 | . You're supposed to be using right? Are you citing information |
|
| 08:11 | Are you attaching the proper citation to proper text? That sort of |
|
| 08:16 | That's the evidence based reasoning. Is a logical flow? Have you ever |
|
| 08:20 | to somebody where there's conversation just kinda all over the place right there. |
|
| 08:25 | have a daughter who loves to tell , and they make absolutely no sense |
|
| 08:30 | . She's 13 and so she hasn't of master the art of conversation, |
|
| 08:34 | it's literally It's like she's three sentences then she jumps over to this part |
|
| 08:38 | the story and then she, backtracks way over here, and it |
|
| 08:42 | no organization. You're like, stop am I trying to get from your |
|
| 08:47 | ? Tell me. There's a There's a middle. There's an ending |
|
| 08:50 | out. Think it through. Then me. And that's really what organization |
|
| 08:54 | to do. All right. And even these little obnoxious does he introduction |
|
| 09:00 | ? That's actually kind of important, ? You need to introduce your ideas |
|
| 09:05 | then finally, language, you Do you have the appropriate academic |
|
| 09:10 | Are you speaking with the proper Is your vocabulary on par with whether |
|
| 09:14 | should be on? I'm just gonna you this piece of advice right |
|
| 09:17 | Never, ever try to write above level, all right. And what |
|
| 09:21 | means is use words that you know they mean. Have you ever watched |
|
| 09:25 | news? And they get that one who's obviously never gotten past, |
|
| 09:29 | fifth grade, and it's like some accident. They get them on there |
|
| 09:32 | he starts trying to use $10 words that and they're just, like, |
|
| 09:38 | it, Stop. You sound ignorant you're trying to talk above your |
|
| 09:44 | Talk in a voice that you When you speak with your own |
|
| 09:49 | you're better able to communicate, all . And that's really what the goal |
|
| 09:54 | . Here is use your own Don't try to be someone else because |
|
| 09:59 | going to speak or right better than believe that you can when you use |
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| 10:04 | own voice. Because ultimately the goal this paper, the big broad |
|
| 10:09 | is to be able to communicate the to those questions that you're trying to |
|
| 10:14 | to your peers. All right, not trying to impress me. You're |
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| 10:19 | to inform other readers, and so gonna do that better. If you |
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| 10:26 | to use your own voice now, gonna run through these real quick. |
|
| 10:31 | is an introduction? If you don't , it basically provides relevant background for |
|
| 10:35 | composition. So we see up here have some prime examples of really good |
|
| 10:40 | . What's first one? Everyone all that one right? Once upon a |
|
| 10:44 | . Does that not a classic Does it not layout where the story |
|
| 10:49 | and what's going on? When you that, what do you know about |
|
| 10:52 | story? It's a fairy tale. , It's make believe. The princesses |
|
| 10:59 | unicorns and princes and dragons and bad . And the girl is going to |
|
| 11:04 | the guy. If Disney is right? So it's a real simple |
|
| 11:11 | . It sets the stage and you know what's going on. And then |
|
| 11:15 | favorite one, because I'm a big Wars geek is a long time ago |
|
| 11:19 | a galaxy far, far. You that? I mean, people just |
|
| 11:22 | like E right, But it already you it sets the stage. It |
|
| 11:27 | have to do the narrative. But every Star Wars show or movie, |
|
| 11:31 | for one, has the scroll, ? And it lays out what the |
|
| 11:36 | is gonna be so they don't have spend an hour and a half explained |
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| 11:40 | you the back story to the rest the movie. The movie is already |
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| 11:43 | enough. They don't need to add in there. And that's what an |
|
| 11:46 | does. It establishes the purpose of composition. Why am I writing about |
|
| 11:50 | ? It provides the appropriate sources. prepares the reader ultimately for the rest |
|
| 11:56 | the paper so that you're not sitting in paragraph six going. I have |
|
| 12:00 | idea why I'm reading this. Have ever read something. You're just |
|
| 12:04 | I have no idea what this is . I have. All right. |
|
| 12:09 | what the introduction does. It gets past. It provides the necessary |
|
| 12:16 | Your discussion is where the meat of paper is. If you are an |
|
| 12:20 | , this is where you're making your . You're providing all the evidence. |
|
| 12:24 | , boom, boom, boom, . I'm just giving you facts. |
|
| 12:27 | I'm laying down a story a narrative that you could understand the complexity and |
|
| 12:34 | the the stuff about this paper. right, about what I'm discussing. |
|
| 12:39 | right, so the question of people me all the time. How many |
|
| 12:43 | does it have to be? How words does it have to be? |
|
| 12:45 | I'm gonna give you the worst answer . The paper should be asl ong |
|
| 12:49 | it needs to be. Isn't that terrible answer? Are the people online |
|
| 12:56 | into a terrible answer? Do I a boo frowny faces? All |
|
| 13:00 | everyone, put your hands up in air If you're online. Anyone doing |
|
| 13:04 | ? Are you even listening to Couple of them. Okay, that's |
|
| 13:10 | . All right. What That means , say the number of words or |
|
| 13:15 | the number of words necessary to explain you're trying to get across. If |
|
| 13:20 | use too few people aren't gonna understand . If you use too many, |
|
| 13:24 | gonna overwhelm them. I worked for professor when I had my point. |
|
| 13:29 | was in my post, doc. job, she thought, was to |
|
| 13:33 | people with data so that they just their hands up and said, |
|
| 13:37 | you've got to be right because there's so much data here, all |
|
| 13:41 | That's not our goal. There's a amount. Alright, just like there's |
|
| 13:46 | perfect amount of sugar to put on . Perfect amount of chocolate, |
|
| 13:50 | That's infinite, of course, but again you might use figures, |
|
| 13:56 | air helpful there, logical float If you do use figures and you're |
|
| 14:00 | required to just make sure that the matches what you're talking about in the |
|
| 14:04 | and that your text can point to figure and it makes sense that they |
|
| 14:07 | point to each other, All And of course, use the appropriate |
|
| 14:12 | because you're not doing any of this on your own. The conclusions were |
|
| 14:16 | lot of students stumble. Yeah, car it is right, your |
|
| 14:25 | because your peers are the ones who gonna be reading it, right? |
|
| 14:28 | the idea is your writing this paper you all are grading each other and |
|
| 14:33 | get to do this in two rounds like, What? Yeah, it's |
|
| 14:36 | of scary. But here's the It's so beneficial to your writing when |
|
| 14:41 | right, when you learn to write your peers, all right, And |
|
| 14:44 | you ask, say or not But when you assess one another, |
|
| 14:48 | gonna become stronger and better writers. I promise you, none of you |
|
| 14:52 | gonna like this assignment. Well, of you might. Every now and |
|
| 14:55 | I get like, I love this . No, no, Most people |
|
| 14:58 | I hate this assignment, but I get emails even after people graduate. |
|
| 15:03 | when they after they graduate, they're , You know, I really appreciate |
|
| 15:06 | you did in this because, this is all I do and we're |
|
| 15:10 | talking. People have gone into basic . We're talking. People have gone |
|
| 15:14 | , you know, the clinical professions stuff, says learning how to read |
|
| 15:18 | write like this gave me a leg over other people. Yes, |
|
| 15:23 | So no from yeah, So it's blind and completely random, so you |
|
| 15:32 | end up staying topics by people in that you have no expertise in. |
|
| 15:38 | this is why it becomes very critical be able to write to a general |
|
| 15:42 | , because the people who are gonna evaluating you may not know anything about |
|
| 15:46 | it is that you're writing. So can't make any Presumptions other than the |
|
| 15:49 | that they have enough biology background to able to understand the words that you're |
|
| 15:54 | , right? But that shouldn't be either. It's like, Oh, |
|
| 15:58 | , that means I'm not constrained. don't have to impress or do better |
|
| 16:02 | the people in my own group. just have to write well enough so |
|
| 16:05 | people understand what I'm talking about. that's the goal. That's ultimately what |
|
| 16:10 | goal of writing is, anyway. I communicate clearly the others right? |
|
| 16:16 | fact, when I write letters of of the questions they ask you, |
|
| 16:19 | do they communicate both in writing and ? And this is one of those |
|
| 16:23 | I can answer. Oh, they clearly right. Well, because |
|
| 16:28 | guys have an assignment. Where focuses that, right? And you clearly |
|
| 16:32 | that process now what I want to Uh, no, you may not |
|
| 16:37 | control. Let's see. Could never my mouth deny. Did I just |
|
| 16:51 | control? I don't think so. , lastly is the conclusion All |
|
| 16:57 | So this is typically what we see papers and people in college because they |
|
| 17:01 | teach you how to write conclusion. conclusion is not And this is what |
|
| 17:06 | had to say. Thank you very . The end, right? A |
|
| 17:10 | takes that data that that stuff that just put into the paper, you |
|
| 17:14 | , it's like these air all the and tells why those facts are |
|
| 17:19 | Point A and point B means that d has to be true. |
|
| 17:25 | If a is true and B is , then X must be true. |
|
| 17:29 | ? Or it allows you to even speculating. Well, a said this |
|
| 17:35 | said that they don't work together. one of them is either right and |
|
| 17:39 | other one is wrong or vice Based on other evidence. I |
|
| 17:44 | Oh, man, going out on limb and thinking for yourself, That's |
|
| 17:48 | . I think be had the best as to what's going on. Why |
|
| 17:54 | I think that? Well, because evidence D, e and F there's |
|
| 17:59 | wrong with that. What if you're ? Well, that's okay. At |
|
| 18:03 | you provided proof as to why you you believe the way you did. |
|
| 18:07 | one is going to ding you for wrong. Especially since this is the |
|
| 18:11 | that you don't have to prove anything than just to provide evidence, |
|
| 18:15 | It's not like you're putting your reputation on the scientific line like a whole |
|
| 18:19 | of people did over the last couple , right? Saying that a million |
|
| 18:22 | , 10 million people were gonna be by now. Boy, I'd hate |
|
| 18:25 | be that epidemiologists and trying to prove my my model was the best. |
|
| 18:32 | lucky that they don't get fired for like that. All right, So |
|
| 18:37 | you to do a little bit of thinking. So you're not just summarizing |
|
| 18:40 | paper saying the end? You're summarizing you figured out based on the |
|
| 18:47 | And so that's what you're gonna be on over this next unit is a |
|
| 18:51 | of this paper, right? That's week. You're gonna be doing a |
|
| 18:54 | bit of this. So it kind this unit a little bit rough because |
|
| 18:58 | gonna be doing a little bit more than you would in the other |
|
| 19:01 | Okay, But that's okay, because years air tough. And then after |
|
| 19:06 | , it's senioritis, and it's I think. Right, Right. |
|
| 19:20 | what I would say is, use language that you're most accustomed to, |
|
| 19:25 | if you tend to speak very so if you listen to me |
|
| 19:29 | I'm very colloquial, right? You see the way I write, though |
|
| 19:32 | very technical, when it comes to writing, I'm very, you |
|
| 19:36 | dogmatic, pragmatic. I'm very specific you look at and go. This |
|
| 19:42 | two different people entirely. But that's the way that I write. That |
|
| 19:45 | the way I was trained to, ? And so the idea here is |
|
| 19:48 | you have a vocabulary where you can with larger words and it works |
|
| 19:54 | in other words, you understand what words mean then used, um you |
|
| 19:58 | . But don't overwhelm your reader, you? Don't throw down big words |
|
| 20:01 | impress your reader. You're gonna piss your readers most of the time, |
|
| 20:05 | right? And how many of you have ever read something got mad. |
|
| 20:09 | mean, like you just you just I'm done with you. And so |
|
| 20:13 | don't want to do that to your , because remember, they're the ones |
|
| 20:16 | are figuring out what your grade is right if they're the ones who are |
|
| 20:20 | the evaluation. If you start pissing off, guess where your grades going |
|
| 20:23 | go, it's going to start So the idea here is, |
|
| 20:30 | I need to know who my audience . It's my peers. I'm not |
|
| 20:33 | to impress. I'm not a right? What am I? I'm |
|
| 20:38 | trying to relay ideas and trying to a story or narrative story. That's |
|
| 20:45 | you're trying to trying to do. if you accomplish that, 99.9% of |
|
| 20:50 | gonna do just fine. That 0.1% the one person who waits the last |
|
| 20:55 | and screws everything up questions in here online. Yeah, like it's it |
|
| 21:08 | Z like a review articles. Like mini review. So if you're familiar |
|
| 21:13 | the technical or scientific literature, it's a mini review. And so |
|
| 21:18 | Are there three examples in the paper so you can kind of look and |
|
| 21:23 | what those kind of look like to of get an idea what a mini |
|
| 21:26 | looks like if you want to. , yeah, it's an actual. |
|
| 21:30 | a literature review is really what? is anyone here? No, |
|
| 21:35 | no, no, no. Silent and the fax that go with |
|
| 21:44 | because you can. Anybody can go and just pick a bunch of |
|
| 21:47 | If you have no idea why you that source, the useless sources snip |
|
| 21:52 | goal here. Every one of these . None of this is busywork. |
|
| 21:56 | not I'm not a believer in busy . This is to get you started |
|
| 22:02 | the research for your papers. So go and look at a couple of |
|
| 22:05 | . If you think Oh, this be helpful to answering my question. |
|
| 22:08 | the title. As I said it the instructions how you're supposed to list |
|
| 22:12 | and list a couple of facts. , I learned this fact in this |
|
| 22:15 | in this fact from this paper, you get a list of 10 of |
|
| 22:18 | , you're already ready to start your . Aren't you? Alright, it's |
|
| 22:22 | , much easier than just trying to I'm going to randomly try to put |
|
| 22:25 | of war or put words together and form of paper idea here is figure |
|
| 22:30 | what your fax are developed the proper for those fax that would be your |
|
| 22:36 | right? And then come back and the introduction necessary to help the reader |
|
| 22:41 | why those instructions or why those facts important. Did I answer that |
|
| 22:46 | I help, but they have have 50. No, the just follow |
|
| 22:58 | directions that are in the or follow instructions that Aaron the assignment. So |
|
| 23:03 | outlines Ah, 100%. Clearly, add to it. Don't take away |
|
| 23:07 | it. All right, so if says do X do X, don't |
|
| 23:10 | something on top of that, you're gonna get anything penalized. You |
|
| 23:14 | if I left, if I left off accidentally, I'm not gonna charge |
|
| 23:18 | or penalize you for something I left . All right, But the instructions |
|
| 23:23 | each level of the assignments is 100% . Don't try to skip reading. |
|
| 23:27 | is fundamental. Yeah, really We'll learn physiology. Now, that's |
|
| 23:37 | you're here, right? That's why came all the way down here. |
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| 23:41 | he's got tuned in right, watching on one screen, listening in on |
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| 23:46 | other so my son does really pisses off. All right, what we're |
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| 23:53 | do, um, for most of unit, if not all this |
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| 23:58 | I think it's all of this, know? Well, no, There's |
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| 24:00 | muscle at the end if we're dealing the nervous system. Okay. So |
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| 24:04 | what we're doing, we've We've laid foundation of some basic ways that the |
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| 24:09 | works on. We're gonna use those help us understand these systems. So |
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| 24:13 | serve as a background on what we're at in this picture. Right here |
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| 24:17 | just the major components of the central system we already outlined with central nervous |
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| 24:21 | is what's the central nervous? In nutshell. Two words. What are |
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| 24:26 | ? What's the nerve central nervous. words. Brain and spinal cord. |
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| 24:30 | guess that's three words, maybe four if you count. And alright, |
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| 24:34 | brain and spinal cord So everything else peripheral nervous system. Here is the |
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| 24:39 | and the spinal cord. In these the parts of the brain and the |
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| 24:41 | cord. You could see the spinal down there broken into its four part |
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| 24:45 | , thoracic, lumbar and sacral. get that little bit. You can |
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| 24:49 | what we call the cerebrum Or telling a top underlying that is dying. |
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| 24:53 | , out there in the back is little brain called the cerebellum. Underlying |
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| 24:57 | Diane Cephalon is the brain stem. you grew up watching tiny Toons, |
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| 25:02 | learn the song, didn't you? you guys grew up watching tiny |
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| 25:07 | No. Okay, type. Write down so that you can go watch |
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| 25:10 | on YouTube. Brain sings the parts the brain. Okay. Someone say |
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| 25:17 | hear it. Yes, yes, . I'm gonna hit that echo and |
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| 25:23 | to kill that stuff right there. months. Mhm. I can't find |
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| 25:33 | mute everybody button right now. All ? I'm not gonna worry about it |
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| 25:40 | . got too many, too many popping up and down. All |
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| 25:42 | So what we wanna do is we walk through all these structures. All |
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| 25:46 | , so this is a little bit anatomy, but we're gonna really kind |
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| 25:48 | look and see What are they doing the big picture? So we're not |
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| 25:51 | asking the question? What? Each ? Just kind of the general. |
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| 25:54 | is the structure and what does it ? So the telling Stefan is also |
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| 25:57 | to the cerebral. It is the part of the brain, and the |
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| 26:00 | part of the brain is what we when we think about the brain is |
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| 26:03 | we look and go. That's the . All right, But that's just |
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| 26:06 | portion of the brain, all The surface you can see here in |
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| 26:10 | cartoon has a whole bunch of bumps basically what? This is the result |
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| 26:14 | growth during development, the brain is bigger. The stream is much bigger |
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| 26:18 | the cavity in which it grows so it folds in on itself. |
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| 26:21 | so that's why you create thes folds grooves the, uh, the bulges |
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| 26:27 | you're looking at the bump parts that called gyre I. That's plural gyrus |
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| 26:31 | singular. Sulka is singular for the between the two bumps, the two |
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| 26:37 | . Alright, so a sulk I be the plural of it all. |
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| 26:40 | you basically have bumps and grooves now bumps and grooves or bulges thes gira |
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| 26:47 | guy. They serve primarily as markers anonymous to describe where different regions of |
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| 26:53 | brain are alright, but they're there of the way the brain grows during |
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| 27:00 | . Now we're looking at the lateral of the brain, all right. |
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| 27:05 | so what we don't see in this that there's two hemispheres, so you |
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| 27:08 | flip it around and look just the on the opposite side. But what |
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| 27:11 | have is we have two hemispheres that are divided right down the middle. |
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| 27:16 | if we did a mid sagittal section kind of peeled it apart, you |
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| 27:19 | see that these two halves air there they're connected to each other by a |
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| 27:23 | of axons, that air passing back forth. And I say, |
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| 27:27 | I really mean millions upon millions of and what these structures are together |
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| 27:33 | these axons is called the Corpus So basically, the left and right |
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| 27:38 | are communicating to each other through these ons. Now again, these |
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| 27:44 | they serve as markers. And so ? Very early on, what anonymous |
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| 27:48 | is they recognize that there are So there are four major lobes that |
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| 27:52 | identifiable, anonymous have also come up 1/5 load. That's kind of inside |
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| 27:57 | upside down, and in between some these things that we're not gonna worry |
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| 28:01 | . But these are the four They're typically named for, where they're |
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| 28:05 | underneath the bones that they're found So we have the frontal lobe. |
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| 28:10 | right, this is kind of the stuff. Everyone. You could take |
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| 28:12 | hands if you want. Thio, put it right here. That's your |
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| 28:15 | lobe. So underneath your forehead. right. The frontal lobe plays a |
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| 28:20 | in speech and thought and thinking and making that's pro pretty easy, |
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| 28:25 | So when you look at a sandwich top of a trash can, it's |
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| 28:28 | on a plate and you haven't been . You're making a decision, |
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| 28:31 | Do I grab that sandwich? If hungry or do I leave it |
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| 28:35 | That's decision making. No one's I'm planning Mhm. Okay, Pride |
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| 28:44 | pride alot, but you can see backwards. It's little red section right |
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| 28:48 | so you can put your hands on top of your head like this. |
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| 28:51 | you wore a Yamaka, that would where it is. Or a hat |
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| 28:55 | would be the pride of Loeb Pride plays a role in sensory detection specific |
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| 29:01 | sensory. In other words, the of touch. That's not all it |
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| 29:05 | . And I'm gonna do a big out here, okay? So do |
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| 29:08 | write this down. Your brain spends lot of space and energy on visual |
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| 29:14 | . All right, but we're gonna about visual processing being specific to the |
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| 29:19 | lobe back there because that's the primary for visual processing. But the pride |
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| 29:25 | plays a role in visual processing. temporal Rollo plays a role in visual |
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| 29:30 | , and even the frontal lobe plays role in visual processing. But when |
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| 29:35 | see it on the test, what answer is gonna be, Which one |
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| 29:39 | those four you have a choice visual is done. Where? Occipital |
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| 29:47 | You get the gold star for the . You could take the day |
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| 29:49 | Chewy starts. Happy hour starts. think of four o'clock. Yea, |
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| 29:55 | . Shall be excited about that. hour. Four o'clock. Did you |
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| 30:00 | things to be happy about? It's a dead class. I'm coming in |
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| 30:07 | with silly string and Nerf guns. good. It's gonna be fun. |
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| 30:14 | guys all showed up late. We doing bumper music earlier. All |
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| 30:18 | so parietal lobe is gonna be sensory . That's gonna be primarily touch Occipital |
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| 30:23 | is primary visual. The way I this is my eyeballs are in the |
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| 30:27 | of my face. And if my were cameras, where where they project |
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| 30:30 | image to my occipital lobe? That's the back now, Does the I |
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| 30:35 | that way? No, but it's nice way to think about it, |
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| 30:38 | right? And then we have our lobes, temporal lobes here on the |
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| 30:42 | . Right. So what do we this? Right here? People in |
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| 30:44 | classroom. You can see me. is that? What part of my |
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| 30:48 | is that? My temple. Temporal lobe. you see where it |
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| 30:52 | its name, right? Temporal lobe your temple. It sits underneath the |
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| 30:57 | . All right, this is the cortex, because what is right next |
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| 31:00 | your temple, The ear, And what do we do with our |
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| 31:06 | ? We here with our ear. audition Audition. The auditory cortex is |
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| 31:12 | the temporal lobe. Now we're going see a little bit later. That |
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| 31:17 | a little bit more complex than But now I think that's gonna be |
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| 31:20 | enough for us to understand where we're . And so if you look at |
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| 31:25 | cerebral and take a slice through you're going to see that there's these |
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| 31:29 | different regions color wise, very, boring colors. We have this kind |
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| 31:35 | grayish brown color and this lighter, brown color, all right. And |
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| 31:40 | early anonymous looked at this and because that's what they do, they |
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| 31:45 | in Latin or German. And then they say is, wow, these |
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| 31:48 | things are different, so I'm gonna them different names. And what it |
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| 31:51 | out is is that the darker which they called gray matter, has |
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| 31:55 | specific role and the lighter stuff. white matter has a specific role because |
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| 31:59 | we started getting instruments where we could down and look at it, we |
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| 32:01 | recognizing that gray matter represents where the bodies of neurons are typically clustered. |
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| 32:09 | then we looked at white matter. started noticing. Wow, these air |
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| 32:13 | their white because they have this myelin wrapped around the axle ions, which |
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| 32:18 | kind of fatty and white and fatty kind of go hand in hand. |
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| 32:22 | about a steak when you go get nice steak and you buy it from |
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| 32:25 | butcher that white marbling, the And so we have this dark |
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| 32:30 | We have this light stuff, darkest bodies. White are the axons and |
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| 32:35 | do they represent? Oh, the gray matter represents where information is |
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| 32:40 | processed white and from white matter represents connections between where the information is being |
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| 32:47 | . We found the gray matter of very specific regions. Alright, so |
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| 32:52 | do we see? We can see here on the edge and I'm gonna |
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| 32:56 | . Try not to change the slide it's right around the edge here. |
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| 33:03 | can see, it kind of goes around following the bumps. Right? |
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| 33:06 | it's following the gyrus is in the . I we refer to this as |
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| 33:09 | cerebral cortex. When you see the cortex, cortex means outside. All |
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| 33:15 | , No matter where you see it contextually Typically, when we're talking about |
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| 33:18 | cortex in the brain, we're talking the cerebral cortex, although you could |
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| 33:22 | in the cerebellum and they could refer the Sarah Beller cortex. But cortex |
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| 33:27 | refers to this great matter. All , so this is the outer layer |
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| 33:31 | the cerebral. Um, and then have gray matter That's more deeply |
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| 33:36 | You can see here. They've highlighted red for you. All right, |
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| 33:41 | is the basil nuclei. Now you see on the slide. I say |
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| 33:46 | ganglia. That's the old word. , The new word is basil nuclear |
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| 33:50 | . They're typically found outside of the nervous system, so they use these |
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| 33:55 | different terms ganglia far outside the CNS inside the CNS. Finally, if |
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| 34:02 | look in this bottom picture, you this thing that kind of looks like |
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| 34:04 | space shrimp eating this person's brain. you see that space shrimp in |
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| 34:09 | Okay, that's a three dimensional representation something called the limbic system. The |
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| 34:14 | system consists not only of gray but there is some other structures in |
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| 34:20 | . All right, but the gray components of the limbic system play a |
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| 34:25 | in emotional processing. All right, just two examples. We have the |
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| 34:31 | . The signal plays in the most , a role in fear and the |
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| 34:35 | that go with fear. Right? have the hippocampus. The hippocampus is |
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| 34:40 | region of great Matt in this area plays a role in how memories are |
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| 34:46 | . Right. But you can imagine feeling of happiness, my sadness when |
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| 34:50 | smell something, and it makes my me feel good, right? This |
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| 34:54 | what the limbic system does. And air areas where we have Bunches of |
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| 35:01 | , um, o r cell bodies together so that they can process |
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| 35:07 | So when you hear the word nucleus in context to the nervous system, |
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| 35:13 | lots and lots of cell bodies in network that are processing information and the |
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| 35:20 | between them would be that white Now, typically when we're talking about |
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| 35:24 | matter. We're talking about connections between long distances. And so I'm just |
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| 35:29 | to show you an example of this quickly. Sorry. You can see |
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| 35:35 | . They're showing you the corpus What they're doing is they're saying these |
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| 35:38 | sides are connected to one another. the white matter that's being referred. |
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| 35:43 | . Alright. To sell side by in the gray matter, you're not |
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| 35:47 | see white matter in between them. no distance. So that's why it's |
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| 35:51 | visible. All right, so that's cerebrum. What does treatment play? |
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| 35:58 | role in thought? Planning speech. . Plus, also processing a whole |
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| 36:06 | of special senses, which we just of outline. Vision, audition, |
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| 36:11 | touch. We didn't talk about ghost . We didn't talk about olfaction, |
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| 36:14 | that will be there as well. cerebellum is your little brain. Say |
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| 36:20 | to my little brain. All Only about two of you who are |
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| 36:25 | . You know what I'm talking Scarface and Al Pacino. All |
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| 36:30 | Little brain is kind of like the in a computer. Once again, |
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| 36:34 | hitting the nerd factor here for the know, anything about computers, |
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| 36:39 | You have your mother board, you your CPU, which is a central |
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| 36:42 | unit. And then if you wanna video games, you don't power things |
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| 36:46 | that CPU word. You process your , the video card, which has |
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| 36:54 | GPU. It's a separate thing. other words, the graphics have become |
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| 36:58 | and more dependent upon their own processing that they basically took that and put |
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| 37:02 | into a different chip so that you get pretty pretty graphics and perform |
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| 37:06 | uh, play your games really really . Well, guess what your brain |
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| 37:11 | in order to do some of the it created a little structure that sits |
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| 37:16 | to the side that does its own . That's really what the cerebellum |
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| 37:20 | It processes information, um, regarding . All right, we're gonna time |
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| 37:26 | here again, and I don't want to write this down. Okay? |
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| 37:30 | when you think cerebellum, think movement the process movement, it does not |
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| 37:35 | a role in movement. It's gonna a process. And helping processing that |
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| 37:40 | doesn't do so directly. Now, the time out portion. Last |
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| 37:45 | a paper came out There was a in Arkansas. They called themselves the |
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| 37:49 | R I Club and basically a bunch neuroscientists at, uh, not University |
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| 37:54 | Arkansas, but the medical center And they had access to an M |
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| 37:57 | . I at night time, and wanted to look at the cerebellum to |
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| 38:00 | what does it do. So they go into the machine every |
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| 38:03 | bunch of researchers and that kind of it's like, This is the Frankenstein |
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| 38:07 | . I'm gonna do tests on myself they would go in there and they |
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| 38:11 | have them do stuff like play on keyboard and do all this stuff. |
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| 38:15 | what it turns out is that the doesn't Onley play a role in motor |
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| 38:21 | or really a muscle movement. It plays a role in planning, thinking |
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| 38:29 | , your pre processing, how you information, which is really kind of |
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| 38:37 | . So that's the time out. never be asked on the test. |
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| 38:39 | if you see the question cerebellum, thing you should think about is |
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| 38:45 | All right, coming back in the does not directly connect to muscles. |
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| 38:51 | takes information from the cerebral, and information from the muscles and helps |
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| 38:57 | process intent versus plan. Have you been walking along the street in |
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| 39:06 | Looking at your phone? Does this familiar? Right, You're sitting there |
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| 39:12 | and you hit sidewalk, right? didn't lift your foot high enough. |
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| 39:16 | hit sidewalk and you stumbled and you fall flat on your face. What |
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| 39:20 | you do? Kind of did this looked around to see if anyone |
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| 39:25 | then went back to typing. Have done that? All right. |
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| 39:29 | OK, now why? I want to think about what happened there. |
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| 39:33 | plan was left foot. Drop left foot, drop foot, |
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| 39:36 | Lift, drop, lift, lift, drop. That's all you're |
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| 39:38 | . That's what walking is. Walking not falling. Alright, But because |
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| 39:44 | weren't aware of your surroundings, what ? You lifted foot, but foot |
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| 39:48 | caught on edge foot, couldn't Momentum was still going forward. So |
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| 39:55 | Momentum said I'm falling on my But what your brain do no recalculate |
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| 40:01 | calculate. What do I need to to ensure that I'm still in the |
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| 40:06 | of walking? This is what the does in real time. It compares |
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| 40:12 | you're doing to what you intended to and calculates what little tiny corrections need |
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| 40:19 | be made so that you prevent that happening. Now. That's not the |
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| 40:23 | thing that the only structure that is that there's other structures of the brain |
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| 40:27 | are playing that role as well. this is a highly coordinated highly, |
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| 40:32 | um, integrated system when it comes movement. But you can think of |
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| 40:38 | as as that it's that it's, , comparing intent versus response, and |
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| 40:42 | can see that they're different regions of cerebellum. Uh, the names, |
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| 40:46 | big and scary. Don't worry about . In the central nervous system, |
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| 40:50 | you see a big long name is saying Point A and point B. |
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| 40:54 | we have vestibular cerebellum. It refers the vestibular system, which has to |
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| 40:58 | with your equilibrium and balance, which part of your inner ear. So |
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| 41:02 | basically taking information from that and processing . Why? To help you maintain |
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| 41:07 | control eye movement. Um, you watch a tennis match like live? |
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| 41:13 | do you do? There you Move your head and forth like you're |
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| 41:19 | No, I can't possibly eat another pie, right? Have you ever |
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| 41:25 | around really, really fast or watch get spun around really, really |
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| 41:28 | When you stop motor, their eyes right because it's basically saying, trying |
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| 41:34 | catch up right? That's what the cerebellum is trying to dio Spino cerebellum |
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| 41:39 | basically taking information from the spinal In other words, information coming |
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| 41:45 | And it's helping us to understand what muscles are actually doing so that it |
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| 41:49 | then play a role in communicating with cerebral cerebellum, cerebral cerebellum from the |
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| 41:57 | to the cerebellum. All right, what is basically saying. So down |
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| 42:02 | it's like, Oh, okay, you're telling me this is what you |
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| 42:05 | to do? I know that this what the muscles air doing. So |
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| 42:07 | is how you need to redo So that's where all that stuff comes |
|
| 42:12 | . Now this is actually just a factoid. It's There's Mawr individual neurons |
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| 42:16 | inside the cerebellum than there is in other part of the brain or actually |
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| 42:20 | the rest of the brain. The rest of the brain, which is |
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| 42:22 | of like a GPU. If you at how fast the GPU processes, |
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| 42:26 | incredibly faster than a CPU. And what's interesting. People who do work |
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| 42:31 | neuroscience. They use GP use as for brain circuitry. Just kind of |
|
| 42:38 | . All right. Moving on down the dyin. Cephalon. Very big |
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| 42:44 | name. Diane Cephalon We have the Cephalon, then the dying Cephalon. |
|
| 42:48 | the dying Cephalon? Well, it's your thalamus, hypothalamus and epithelium us |
|
| 42:53 | . If you look those prefixes, means below epi means next to or |
|
| 42:57 | . So it's all relative to the . And the thalamus is this little |
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| 43:01 | paired structure that sits right underneath the itself. I like to think of |
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| 43:05 | thalamus as your post office information comes from all sorts of different parts of |
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| 43:10 | body, right? All sorts of input. That means visual input. |
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| 43:14 | , auditory input. Touch all this , and the thalamus looks at and |
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| 43:19 | , you know where this needs to , it needs to go, and |
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| 43:21 | it sends it where it needs to . It's naturally with the thousands of |
|
| 43:24 | processes information. All right. it also plays a role in arousal |
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| 43:30 | memory. So arousal means not like . It means as in, like |
|
| 43:35 | awake. All right, Have you ever fallen asleep in the middle |
|
| 43:38 | You ever done that? Where you that hand on the thing and you |
|
| 43:42 | the You're awake. I'm awake right . There you go. That's part |
|
| 43:48 | that arousal process. We'll deal with a little bit more in a |
|
| 43:51 | Um, let's see what else we here. Um, again, it |
|
| 43:57 | a role involuntary motor control. So plays a role along with the |
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| 44:01 | the motor cortex, which we'll talk when we talk about motor activity and |
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| 44:06 | structure, which is the basil nuclear ganglia, which is what I've listed |
|
| 44:10 | here. All right, so it's of this larger integrated process of moving |
|
| 44:15 | body. The hypothalamus is awesome. I mean that in a literal |
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| 44:21 | because it basically controls everything. It responsible for regulating many of the hormones |
|
| 44:26 | your body and regulating many of those which are undergo home aesthetic regulation. |
|
| 44:33 | water, salt balance, uh, , sleep, wake you name it |
|
| 44:37 | look at that in just a you can see where that region |
|
| 44:40 | Kind of in the middle. Um, the, uh let's say |
|
| 44:46 | have two things mislabeled here. I'm sorry. Um, switch these two |
|
| 44:52 | , please. Okay. Hypo should over there in front of that |
|
| 44:59 | All right, Because this is the . This structure right here, that |
|
| 45:03 | the thalamus you can see. There's part that it connects to the other |
|
| 45:08 | of the thalamus. I don't know those backwards. I've never noticed that |
|
| 45:13 | . Um, epithelium asses this little over there in the back. You |
|
| 45:16 | see there's two structures there of which have interest or should have. Interest |
|
| 45:20 | the pidio gland and having Euler So again, when you hear that |
|
| 45:24 | nucleus, you should think lots and of neurons bunched together, processing information |
|
| 45:31 | these things play a role in regulating circadian rhythms. Your circadian rhythms are |
|
| 45:38 | you guys use clocks anymore? You use them at all. I |
|
| 45:43 | since you don't have to leave your is do you tip to go to |
|
| 45:47 | ? It's roughly the same time every . Wake up roughly the same time |
|
| 45:51 | day because you have an internal That's what circadian rhythms do is they |
|
| 45:56 | your internal clock work. Alright also a role in regulate or connecting the |
|
| 46:01 | system to other parts of the Now you'll see in this little slide |
|
| 46:06 | here with the hypothalamus. There's a of nuclear Yes, sir. So |
|
| 46:11 | ruling Yes, plus a lot of things. I mean ah, lot |
|
| 46:16 | other structures play a role in so don't be stuck on that. |
|
| 46:19 | of the thousands playing a role in where sensory information needs to go in |
|
| 46:25 | brain. So it's the post office the brain. So see all the |
|
| 46:32 | jelly beans. See the jelly beans the picture? Yes, Diane |
|
| 46:42 | as a larger structure contains the the thalamus and the epithelium. So |
|
| 46:48 | the Diane Cephalon, um, is the region that sits right underneath the |
|
| 46:54 | . Alright, Sorry. The I said, Sara Bell cerebellum sits |
|
| 46:57 | the back along with other structures. see this in just a moment because |
|
| 47:07 | a kind of again with the All right, I'm just gonna let |
|
| 47:10 | put a time out here again. said this before. We like to |
|
| 47:13 | things oxes right. We want we a fact we say, Where does |
|
| 47:16 | fact go? It goes into the . A nervous system. The reason |
|
| 47:21 | it gets very, very complex is fact they can fall into, |
|
| 47:24 | 10 different boxes, all right? so it makes it a little bit |
|
| 47:27 | difficult to just say I'm gonna memorize I need under understand conceptually, and |
|
| 47:33 | how things are interlinked and interwoven. right, so I'm just gonna preface |
|
| 47:37 | right now that you'll see stuff like . So I've already said, you |
|
| 47:40 | , motor movement. Where is where that being Regulated by it's like, |
|
| 47:44 | , well, cerebellum. Well, not just cerebral. Remember, the |
|
| 47:47 | plays a role in movement. And oh, we mentioned the basil nuclear |
|
| 47:51 | a role. Oh, and the plays a role that's just to start |
|
| 47:54 | with, and it gets even more than that. And since this is |
|
| 47:59 | junior level course, we're just gonna it nice and basic. So the |
|
| 48:04 | beans don't memorize the names of the beans you see the jelly beans, |
|
| 48:11 | the colors, the different nuclear that part of the hypothalamus. And what |
|
| 48:16 | is just showing you is a list different things that the hypothalamus plays a |
|
| 48:21 | in regulating. Does this mean that is the only place where these things |
|
| 48:24 | regulated? Not necessarily So. For , the regulation of sleep wake cycle |
|
| 48:29 | maintained or regulated through the hypothalamus, there are other structures that play a |
|
| 48:34 | in that, particularly down in the stem. So again there is |
|
| 48:39 | But in essence, if it's controlled an autonomic fashion, typically we can |
|
| 48:45 | at the hypothalamus and we can see there's a region. The hyper 1000 |
|
| 48:48 | a role in regulating them. so that's kind of the key thing |
|
| 48:52 | . Where would you expect things to regulated? Autonomic Lee, here in |
|
| 48:57 | hypothalamus is what we're looking for. brain stem sits right underneath the Diane |
|
| 49:03 | . Alright, it's the oldest and primitive part of the brain. If |
|
| 49:07 | go look at primitive organisms that uh, that developed noticable with no |
|
| 49:13 | , no words, Do you have central nervous system? You might see |
|
| 49:17 | brain stem, but you may not a cerebellum or a cerebral. |
|
| 49:21 | okay, so this is a really primitive old part of the |
|
| 49:24 | and there's three parts to it. have the midbrain, which is, |
|
| 49:28 | , up there at the top, by the pond, which is in |
|
| 49:30 | middle, followed by the medulla, is on the bottom. And the |
|
| 49:34 | name for the medulla is the medulla gotta. So if you have ever |
|
| 49:37 | the water boy, you're probably familiar the scene with Adam Sandler going talking |
|
| 49:42 | why alligators are ornery. You guys seen the water. But what have |
|
| 49:47 | ? There was a class one semester I had one person who was sitting |
|
| 49:50 | the front row write down every movie I made. This was like like |
|
| 49:55 | year ago on, and she had send it out to the class so |
|
| 49:58 | they would know what to go But we won't do that this |
|
| 50:01 | We'll do that another time. But if you want to go watch |
|
| 50:05 | , he talks about the medulla got an alligator's. All right. |
|
| 50:10 | these structures, you're gonna see, 12 cranial nerves originate from here. |
|
| 50:14 | , most of them. Not all them. Uh, one and |
|
| 50:17 | Do not for sure. Um, , any fiber that's going in or |
|
| 50:24 | of the central nervous system has to through the brain stem at some |
|
| 50:28 | All right, So typically, what's happen is you're gonna go from some |
|
| 50:33 | of external structure, like, through your foot up through the spinal |
|
| 50:37 | , up from the spinal cord, through the brain stem. And |
|
| 50:40 | what will happen is you will synapse some point in the brain stem. |
|
| 50:44 | not all. Do some. We'll keep moving on and keep going up |
|
| 50:47 | the thalamus or even to the All right, but that's a small |
|
| 50:52 | portion of it. So you can the brain stem plays a significant role |
|
| 50:56 | processing information, which is very, key, because when we think about |
|
| 51:01 | central nervous system, we think about brain being the part of the part |
|
| 51:04 | the central nervous system that processes and that's not true. Brainstem processes |
|
| 51:10 | , Cephalon processes, cerebellum processes and the spinal cord processes. So processing |
|
| 51:17 | along the entire length. But because is so primitive, much of the |
|
| 51:22 | stuff that our body does is regulated through the brain stem the midbrain and |
|
| 51:28 | air again. We're gonna keep this . You know, these air? |
|
| 51:30 | simple answers brain stamp Think about I . You know, in other |
|
| 51:34 | movement as well as auditory and visual . Alright. So since I have |
|
| 51:43 | of you in the classroom, I you all follow my example. |
|
| 51:46 | everyone, look forward. Just keep eyes straight now Want you Look up |
|
| 51:51 | ! Does that move your head? up there ! Look up there ! |
|
| 51:55 | up there ! Look up there ! up there ! Look up there ! |
|
| 51:57 | down ! See You see how you that? That was all done through |
|
| 52:02 | brain stem, right? You're basically or Brady bunch reference Because I know |
|
| 52:10 | guys. I'll watch the Brady right? Probably even know what this |
|
| 52:13 | is. All right. Do you a bunch? Do you know who |
|
| 52:16 | Who? The sun is the oldest . Great ! He borrowed the any |
|
| 52:24 | somebody while backing out of his parking . And they had to go to |
|
| 52:28 | claims court. And Greg was in trouble because the guy that he bumped |
|
| 52:32 | came into court wearing a neck And you know what that means? |
|
| 52:38 | all. Whiplash. And so who they gonna believe? 16 year old |
|
| 52:42 | . Or they're gonna believe the man he bumped into is wearing a neck |
|
| 52:47 | neck brace guy. All right. , you know, But Dad, |
|
| 52:52 | , Dad knew this guy had to fake, and he was standing in |
|
| 52:54 | back of the courtroom, and what did was he dropped his briefcase. |
|
| 52:58 | what happens when someone drops a briefcase makes a big noise? What does |
|
| 53:01 | dio they turn around? That's They all turn around because there's an |
|
| 53:06 | reflects. When you see here, you, turn around. And of |
|
| 53:09 | , neck Brace guy. What did do? He turned around. He |
|
| 53:12 | faking it, and the judge saw does Mr Case Greg one. Everyone |
|
| 53:16 | happy. And 30 minute episode. goes home all nice and good, |
|
| 53:21 | ? Yeah. All right. But done this to you've been walking across |
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| 53:24 | . Is everyone yelled? Hey, you've turned around. Hey, right |
|
| 53:29 | duck. All right, let her mid brain the ponds. This is |
|
| 53:40 | a lot of the cranial nerve nuclear gonna be located. All right, |
|
| 53:45 | what you can think about this? that all right? I got my |
|
| 53:48 | and I got my three broom information to pass in between that. The |
|
| 53:51 | plays a major role where that information being passed, but also plays a |
|
| 53:55 | in some other things. You can see here looking at the list. |
|
| 53:58 | right. You can see where I've the cranial nerves listed here, |
|
| 54:01 | So, regulating mastication don't get that with something else. Thank you. |
|
| 54:06 | , it's chewing. All right. a lot more fun. We have |
|
| 54:10 | people in the class than I could any windows. All I want to |
|
| 54:13 | you guys sit there and snicker this . Um, see, it's funny |
|
| 54:18 | you say it like that. Um, we have, you |
|
| 54:21 | sensory input from the head neck We have eye movement again. This |
|
| 54:26 | the abductions. Uh, abductions It tells you in the cranial nerves |
|
| 54:30 | they do. For the most Abdu abductions comes from abduct abduct means |
|
| 54:36 | lift up. Either way to remember is what do aliens do? They |
|
| 54:40 | you, right? So abductions allows to turn your up. I up |
|
| 54:44 | outward. It's muscle in the Alright allows you to smile. So |
|
| 54:48 | a cranial facial nerves or started the nerves stimulate cochlear deals with hearing and |
|
| 54:54 | balance and equilibrium, and lastly, ponds communicates with the medulla. Help |
|
| 55:01 | some of the most basic functions in body. So we're talking about blood |
|
| 55:05 | , heart rate and even digestion. right, so Ponds does a lot |
|
| 55:11 | stuff that deals with primarily with communication the cerebral and the cerebellum as well |
|
| 55:17 | craniofacial stuff. Right? So ears, mouth chewing, swallowing smile |
|
| 55:22 | on so forth and ultimately hearing and , and lastly, dealing with some |
|
| 55:28 | basic bodily function when we get down to the medulla. This is ancient |
|
| 55:34 | parts of the brain, all it's now transitioning into spinal cord. |
|
| 55:40 | , So again, this is one the places where information for hearing and |
|
| 55:43 | is gonna first come through before it on up to the ponds to the |
|
| 55:47 | that are located there. But you see here, middle of the row |
|
| 55:52 | with the ponds. What it regulates bodily functions, blood pressure, heart |
|
| 55:57 | digestion. And this is done primarily the vagus nerve. All right, |
|
| 56:02 | that's the cranial nerve that being in information is coming, uh, down |
|
| 56:06 | And ultimately information coming back, muscles of the neck. So we're |
|
| 56:11 | moving downward. And then ultimately, muscles the tongue again. If you |
|
| 56:15 | at the names, the kind of accessory doesn't seem so helpful. Especially |
|
| 56:19 | guys. But, lady, when go by necklace that what section of |
|
| 56:22 | store you're gonna be looking in along the earrings? What are they |
|
| 56:31 | I'm looking at you. Come girls. What do you call |
|
| 56:35 | Necklaces, Earrings, All that fun . They're called accessories. Oh, |
|
| 56:42 | goodness. You guys really have been the stem way too long. Just |
|
| 56:48 | So necklaces are part of the That would be the accessory. That's |
|
| 56:53 | I remember these things. Okay, , do we go shopping for accessories |
|
| 56:59 | ? We don't now we barely know color is so just. And I'll |
|
| 57:03 | this to you in a couple of for a couple of lectures. Guys |
|
| 57:07 | know colors. I could actually prove now, but it's not really relevant |
|
| 57:11 | now. All right, hip A . So what does that mean? |
|
| 57:15 | you look at the words hyper means or low below, and in |
|
| 57:25 | that's it. Tongue. So it's below the tongue nerve. It allows |
|
| 57:31 | to do this somatic control the Can you do this? Can you |
|
| 57:41 | your tongue? It's a lot. a fun thing to see, you |
|
| 57:46 | , because again, here's a portion population Can't do that. All |
|
| 57:49 | so there's hyper glass. So pons, Medulla. That's all. |
|
| 57:55 | stem. You can see most of information is coming in and going out |
|
| 57:58 | the cranial nerves. Right? Cranial play a role in regulating certain |
|
| 58:03 | The higher up yards, more cranial . As you move down, it |
|
| 58:07 | neck. With the one exception of nerve. That's cranial nerve number 10 |
|
| 58:11 | is gonna We're gonna see a little later. Innovates basically every organ in |
|
| 58:14 | body. Um ah, this is slide I hate. All right, |
|
| 58:21 | particular formation and no picture anywhere, does it justice, because it really |
|
| 58:29 | extend all almost the entire length of brain stem. Alright, so it's |
|
| 58:34 | . It's in all the structures. a region of the brain stem, |
|
| 58:39 | right. And it's a Siris of that are basically built on top of |
|
| 58:43 | other, and information is passed between different nuclear information is being processed. |
|
| 58:48 | then this information is then forwarded on the cerebral, um, toe all |
|
| 58:52 | different parts of the cerebral. So where all the little arrows represent. |
|
| 58:56 | you can see here information comes into nebulous region of the brain stem and |
|
| 59:00 | information goes outward. How helpful is picture? Not at all. But |
|
| 59:06 | does this do? What does the formation do? Well, it plays |
|
| 59:10 | major role in arousal on sleep Think about the nap, jerk. |
|
| 59:14 | know, uh, you know, when someone is Have you ever been |
|
| 59:18 | a car? It's like a smart , and it's like a semi is |
|
| 59:21 | next to you on another semi gets the other side of you and your |
|
| 59:24 | the whole car Cavite Tate like this ever happens. Yeah. Do you |
|
| 59:29 | driving by semis? What do you when a semi comes up right next |
|
| 59:32 | you? You go faster, don't ? Because all of a sudden you're |
|
| 59:36 | alert. You're very keenly aware of big giant tires that are right next |
|
| 59:40 | you, and you can feel the of that vehicle. That's arousal. |
|
| 59:45 | the alertness your body is now. is what this is. It's alerting |
|
| 59:48 | systems saying, Guess what? There's around us. All right? Muscle |
|
| 59:53 | , stretch reflexes, coordination of breathing already seen in the Pons and medulla |
|
| 59:57 | pressure regulation pons and medulla pain modulation really haven't talked about. But it's |
|
| 60:01 | be there in the ponds as well in the midbrain around the semi around |
|
| 60:07 | aqueduct, which will get too much later. But the idea |
|
| 60:11 | is those basic processes of life the that we would say every living organism |
|
| 60:16 | a note accord that ultimately developed into You know, this structure could do |
|
| 60:21 | stuff when you're brain dead, This stuff no longer works, but |
|
| 60:25 | you're if you're still in a vegetative . That means your cerebral is not |
|
| 60:30 | . Your cerebellum is not working. dying. Cephalon is kind of on |
|
| 60:34 | support because your columnists barely getting anything . But guess what's staying alive is |
|
| 60:40 | brain stem. Because of these it's keeping your heart beating when they |
|
| 60:44 | you off Life support and your heart beats and it doesn't have a |
|
| 60:48 | That's that. Yeah. Formation face you know, first, uh, |
|
| 60:57 | wouldn't say it affects the level of . What it is is the baseline |
|
| 61:01 | it. All right, So in words, it's it is what allows |
|
| 61:06 | other systems to process. So one things I like to use this is |
|
| 61:10 | a silly example. You've all heard Rene Day cart. Alright, if |
|
| 61:15 | ever watched money Python, you know . But let's see you guys took |
|
| 61:18 | , right? Of course not. right, Rene Day cart had a |
|
| 61:25 | that we can all think that we've learned it said I think therefore I |
|
| 61:31 | See, you don't even take philosophy . You've got a nay already in |
|
| 61:36 | . I think therefore I am So the idea that I am aware |
|
| 61:40 | self is merely a function of awareness self right, I think. |
|
| 61:47 | I must be well guess what part the body is doing that we already |
|
| 61:53 | ? It starts with a T Big or it's one of the seas frontal |
|
| 62:03 | . Right? Okay. So if go get a lobotomy, take out |
|
| 62:07 | frontal lobe I can all under But we do have a part of |
|
| 62:12 | brain that can still do the I . Which is the Salam? |
|
| 62:17 | The thalamus has crude awareness of surrounding Recognizes I am hot. I am |
|
| 62:23 | . It is dark, it is . But it can't recognize that the |
|
| 62:27 | is a romantic shade of rose. that make sense that think part is |
|
| 62:35 | lobe. So when we talk about particular formation, see, I'd come |
|
| 62:40 | right? Or talking about it provides baseline information so that we can have |
|
| 62:47 | awareness of of of self. All , but it's all the information that |
|
| 62:53 | ultimately process that gives us that broader . So the particular formation is baseline |
|
| 63:00 | the very, very low level of or of arousal for the system. |
|
| 63:08 | , plans. Think about saying, , that's I suppose. I |
|
| 63:18 | you got to trust the book over , right? Or do we |
|
| 63:22 | I would go ahead and say but what's what's probably implying there? |
|
| 63:26 | that the amount of information that's going ? So, for example, |
|
| 63:32 | you know, again using, I'm kind of use that car example, |
|
| 63:35 | ? You are aware of your You're basically you're getting input right, |
|
| 63:40 | that information is being processed, but processing takes place at a higher |
|
| 63:46 | It's as you increase that input, know, you're gonna get more and |
|
| 63:50 | stimulation. You're getting increased arousal, it's not gonna function in terms of |
|
| 63:57 | completely aware of what my surroundings That's why I guess I'm trying to |
|
| 64:01 | here. All right. So, , when you were falling asleep, |
|
| 64:06 | , put your hand. You're falling . Your sleep centers are dominating, |
|
| 64:11 | , but your head starts slipping and head starts falling. You become alerted |
|
| 64:18 | aroused. It's that basically, that sense of arousal is what I'm trying |
|
| 64:22 | get out here. So maybe my is not matching up with what they're |
|
| 64:29 | that makes sense. Does that make to the person who's asking the |
|
| 64:34 | I always ask you, Does it sense to you? And it's It |
|
| 64:38 | matter if it makes sense to So no, If we get a |
|
| 64:46 | back, I'll try to come back that. All right, we got |
|
| 64:50 | couple minutes here. We're going to with spinal cord. Alright, |
|
| 64:54 | this is again part of central nervous . Alright, so basically it's exiting |
|
| 64:58 | of the base of the skull. an atomic, and it basically is |
|
| 65:02 | be enclosed or surrounded by bones. it's protected all right. And then |
|
| 65:06 | happens is there's 31 segments, each them representing where spinal nervous exiting out |
|
| 65:11 | the spinal cord for down the length the spinal cord. Alright, And |
|
| 65:16 | we're going to see this is where spine these air, the spinal nerves |
|
| 65:20 | that give rise to all the nerves the body. All right now, |
|
| 65:23 | spinal cord itself grow slower than your does, and so it in an |
|
| 65:27 | it actually ends around L one or two. So those of you who |
|
| 65:31 | able to that's about right here. a little bit higher about maybe right |
|
| 65:36 | because l to just find your skills Sorry. L four is right |
|
| 65:40 | Where the top of the Eskimos. , The ilium Not tsk. Um |
|
| 65:46 | anyway, so So it ends But you still have cranial nerves. |
|
| 65:49 | needs are sorry. Sorry. Spinal that need to come out further and |
|
| 65:53 | down. And so what you end with Is this basically a bunch of |
|
| 65:58 | right down here? So this would where the end of the spinal cord |
|
| 66:03 | , and you could see the And that bunch of nerves still traveling |
|
| 66:06 | is referred to the Kata Qana I'm just trying to demonstrate. What |
|
| 66:10 | you think chaotic wanna means? Kata end and equine. You know what |
|
| 66:25 | is? Horse horse's tail kind of like a horse's tail. That's where |
|
| 66:33 | got its name. So again, the point about the same things for |
|
| 66:37 | they do or for what they look . So we got this horse |
|
| 66:40 | and then you can see that spinal travel down to their point of exit |
|
| 66:44 | so they'll just keep moving down like Now what I wanna point out here |
|
| 66:51 | the arrangement and the organization of the nerves. All right, so the |
|
| 66:55 | nerve is way out here, all , There's your spinal nerve, all |
|
| 67:00 | , and it's formed from structures that both entering and exiting from the spinal |
|
| 67:07 | and what we refer to these structures are the roots and actually, |
|
| 67:10 | their route lit. So you have and they get smaller. So if |
|
| 67:14 | looking at it from the perspective of spinal cord, if you start at |
|
| 67:16 | spinal cord, the first thing you is a lit route. Let's converge |
|
| 67:21 | form roots, and then the routes and form the nerve. Alright, |
|
| 67:26 | cord goes to root. Let's let's to root routes to nerves. |
|
| 67:30 | if this was the anatomy class would even further than that. And so |
|
| 67:34 | could just kind of see in this over here. This right here is |
|
| 67:37 | the rule it's our you can This is the route. There's two |
|
| 67:41 | them. There's a dorsal root and route. Dorsal, if you don't |
|
| 67:46 | , is back. Easy way to this is. Think of a shark |
|
| 67:49 | a dolphin. What do you call fin on the back of their |
|
| 67:52 | The dorsal fin. Alright, so is back. Ventral is front so |
|
| 67:58 | your belly? Alright, so the side is nearest your belly. So |
|
| 68:03 | ventral route is on the front. root is on the back. You |
|
| 68:06 | see what the dorsal root. We a unique kind of structure here. |
|
| 68:10 | gonna circle it. See that big kind of bulge I just circled. |
|
| 68:15 | called the dorsal root ganglion. I you a little bit earlier. We |
|
| 68:19 | the word nucleus and ganglion to refer localization of cell bodies. Ganglia is |
|
| 68:26 | in the peripheral nervous system nuclear we use in the central nervous system. |
|
| 68:32 | the dorsal root ganglion is where you're to see a bunch of cell |
|
| 68:36 | And this is gonna make a little more sense when we kind of see |
|
| 68:39 | structure in the next slide. Because is where we're going to see that |
|
| 68:44 | dorsal root is where information is coming . The ventral route is where information |
|
| 68:51 | coming out. Now. If you've worked in a restaurant or ever been |
|
| 68:55 | a restaurant. You've seen the The kitchen usually has doors, |
|
| 69:01 | I'm gonna sneeze. And so this gonna sound really weird. Mhm there's |
|
| 69:09 | be No, we'll do this the way. He's my face mask. |
|
| 69:14 | why we bring to All right, if you go to a restaurant, |
|
| 69:20 | see the doors to the kitchen. waiter walks in through one door and |
|
| 69:25 | comes out with food through the other . What happens if they walk in |
|
| 69:28 | the out door? Have you ever that happened? Never heard it |
|
| 69:35 | Yeah, they run into dishes So there's an order in which things |
|
| 69:40 | . You go in through the dorsal , we come out through the ventral |
|
| 69:43 | . So motor information comes out of central nervous system into the peripheral nervous |
|
| 69:48 | via the ventral route. Sensory information to the central nervous system goes via |
|
| 69:54 | dorsal root. Alright. And then that the spinal nerve represents both a |
|
| 70:00 | and different information. Just to make you're clear on that, a parent |
|
| 70:03 | information going in e appearances, information out a parent is sensory difference is |
|
| 70:10 | , all right. And so this represents that information traveling together, both |
|
| 70:16 | going in and information coming out and traveling together is basically nerve fibers, |
|
| 70:21 | axons that are carrying information to the locale or carrying information from the same |
|
| 70:28 | . Now, if we look at spinal cord, we'll see that they |
|
| 70:31 | both gray and white matter as What is gray matter? Do you |
|
| 70:34 | remember cell bodies? What's white Act ons? Okay, so the |
|
| 70:42 | matter in the spinal cord is where bodies is. It's where information is |
|
| 70:46 | processed, processed, and so what have here is we can see that |
|
| 70:50 | a certain degree of organization to All right, So what is our |
|
| 70:56 | ? Well, we have a horn a region that's called the Dorsal |
|
| 71:00 | We have a region that's called the horn, and then we have a |
|
| 71:03 | horn that sits on the side that's the lateral horn. The dorsal horn |
|
| 71:09 | a role in receiving that sensory So here we can see. Here's |
|
| 71:15 | dorsal root ganglia. And look, our cell body. This is that |
|
| 71:19 | know, polar cell, right? so sensory input is going in and |
|
| 71:25 | in the dorsal horn. And it's where you're gonna see the cell body |
|
| 71:30 | another neuron. And that neuron is gonna be an Interneuron. Meaning it's |
|
| 71:36 | neuron that sits between the sensory neuron the motor neuron to process information and |
|
| 71:42 | that sensory, or that Interneuron is going to travel down to either the |
|
| 71:50 | horn or to the lateral horn. the dorsal horn is where you're gonna |
|
| 71:59 | the cell bodies of Interneuron that process input and then in the lateral |
|
| 72:07 | this is where you're gonna have cell . Excuse me. Cell bodies not |
|
| 72:10 | batteries. Cell bodies of motor neurons are leaving out via the ventral |
|
| 72:20 | But their specific these air autonomic In other words, neurons where the |
|
| 72:26 | you have no control over Right, you can imagine you put sugar in |
|
| 72:32 | mouth. You detect the sugar, ? That would be sensory. That |
|
| 72:38 | will start making the salivary glands in mouth to begin toe water without having |
|
| 72:42 | to processing like sugar. Right? that neuron traveling back to the salivary |
|
| 72:48 | originates right there in that lateral Okay, that would be an example |
|
| 72:55 | motor neuron. That is autonomic. right. On the other hand, |
|
| 73:00 | I'm dealing with somatic information, other . I wanna move a skeletal |
|
| 73:05 | That's where the ventral horn comes into . All right, So this is |
|
| 73:09 | the cell bodies of motor neurons, neurons are located for, uh, |
|
| 73:16 | skeletal muscles. All right, I a ball being thrown at my |
|
| 73:22 | What do I want to do? want to catch it. Right. |
|
| 73:25 | I moved my arm to put my in front of my face to catch |
|
| 73:29 | ball. So information is going That would be the sensory input. |
|
| 73:35 | , granted, this is a bad . Let me do it better. |
|
| 73:38 | is a more accurate example. I my hand on a hot stove. |
|
| 73:45 | temperature in my hand in my skin very quickly. What do I |
|
| 73:51 | I pulled my hand away. So sensory would be recognizing the temperature |
|
| 73:58 | . The moving the hand away, would be found that originates here in |
|
| 74:03 | eventual horn. The white matter simply information to and from the central nervous |
|
| 74:12 | to that level of the spinal These air the ascending and descending |
|
| 74:16 | So you can imagine I have sensory . It comes in all right. |
|
| 74:20 | will then, ah, terminate on Interneuron that says, Well, maybe |
|
| 74:26 | create that reflects. But I might have an Interneuron that goes, or |
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| 74:30 | neuron that goes up to the central system. Well, the way it's |
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| 74:34 | to do so is it's going to via nay sending tracked. So it's |
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| 74:38 | an ax on. So the cell there in the gray matter, and |
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| 74:42 | it moves over the axle, moves into that white matter and travels up |
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| 74:47 | spinal cord. Information coming down would down via a descending track. Right |
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| 74:54 | it will exit out and then out goes from gray matter onto down through |
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| 75:02 | the venture route and ultimately down the nerve. All right, so keep |
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| 75:06 | simple. A sending tracks carry sensory . Descending tracts carry motor and |
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| 75:13 | Simple is that And so what we here is we've designed or demonstrated one |
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| 75:20 | really well, but also how the nervous system sends information to and from |
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| 75:27 | peripheral nervous system. Well, we're at here in a in a |
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| 75:31 | If we look at from the spinal going through the dorsal root being processed |
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| 75:35 | the level of spinal cord, then out again. That is a simple |
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| 75:39 | arc, all right, And it's it's a simple way to kind of |
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| 75:42 | at how the whole nervous system Information moves from the periphery to the |
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| 75:46 | nervous system to be processed. Reflects basically are self contained. You don't |
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| 75:54 | to think about, um, when put your hand on the hot |
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| 75:59 | you don't have to go. My is burning. I need to lift |
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| 76:01 | up. You just lift your hand right afterwards, you start thinking about |
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| 76:07 | , that really hurt my hand and my goodness, what am I going |
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| 76:10 | do? And I can't believe I kept the stove on. And all |
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| 76:12 | other thing that's external to the response self integrate or self contained integration means |
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| 76:20 | response is self contained. It didn't any external processing throughout that thing, |
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| 76:24 | you could see in this reflects art here the spinal reflect. You see |
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| 76:28 | blue, the black and the purple , and that represents the entire network |
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| 76:34 | neurons involved. You have the sensory , which is blue. There's the |
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| 76:38 | Interneuron, and then the purple represents the motor neuron Moving back out to |
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| 76:44 | muscle stepped on the tack. Break mom's back. Um, lift up |
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| 76:49 | leg. We have terms. We have segmental. Basically, that |
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| 76:56 | neuron works in the same segment. basically the same height. So in |
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| 77:00 | case, it's at the same height can see in the picture. It's |
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| 77:03 | in the same height. It actually even, uh, move across. |
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| 77:09 | if I, uh, do something , I might do something on the |
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| 77:13 | side. All right, we'll talk those reflexes a little bit later. |
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| 77:17 | have Intersect mental reflexes, which is moving to another segment that's either up |
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| 77:22 | down. Last is super segment. is where that century fiber actually goes |
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| 77:27 | the brain stem before it ever does . So here you're not staying within |
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| 77:31 | segment, you're actually moving all the up to the brain stem before a |
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| 77:35 | occurs. All right, That's why segmental It's saying you're going up so |
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| 77:41 | what I want to finish up with I got like, two minutes of |
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| 77:44 | time and this is the last So wow, I can't actually finish |
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| 77:48 | on time. Can you believe The peripheral nervous system is basically everything |
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| 77:55 | the brain and the spinal cord? it has some real simple organization. |
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| 78:00 | already kind of seen it, so just kind of putting it together. |
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| 78:03 | job is to sin information to the nervous system and then receive output from |
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| 78:09 | central nervous system to tell your body to respond. Alright, so that's |
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| 78:14 | job, ultimately. All right, what all those functions basically boil it |
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| 78:19 | to. Alright, So information could either somatic in nature or autonomic in |
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| 78:25 | . Somatic means dealing with the surface the body or the muscles. Autonomic |
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| 78:29 | dealing with the viscera. Okay, we're talking about the skin, the |
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| 78:34 | and the muscles. All right, that would be somatic. So I |
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| 78:39 | information from those areas, and then gonna send information back to the skeletal |
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| 78:44 | in response to the information that I'm . That's somatic. So there's the |
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| 78:49 | fair portion of the different portion underneath okay, autonomic. And the other |
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| 78:57 | to remember is this. You have control. It's voluntary, all |
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| 79:02 | everyone think really, really fast. you control that? Yeah, All |
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| 79:09 | . So that's that's an example of control. Make your heart now, |
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| 79:15 | do it can. Even if you how to do it, you couldn't |
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| 79:18 | it because there's no there's no somatic of the heart autonomic, on the |
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| 79:23 | hand, in contrast, somatic is . You have no conscious control. |
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| 79:28 | responding to environmental stimulus. All so what are we looking at? |
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| 79:34 | neurons and motor neurons? Both. it's in a phantom different alright that |
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| 79:39 | motor neurons are going to be Things like your smooth muscle and your |
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| 79:44 | muscle. All right, in terms sensory, sensory comes from everything other |
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| 79:49 | these, like the skin, the and muscle. Now I gotta be |
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| 79:52 | here with skin because there are many that innovate the skin that can cause |
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| 79:57 | in the viscera. But the idea is your receiving input from your environment |
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| 80:04 | your body is responding without you having think about it. All right, |
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| 80:10 | when you think of the peripheral nervous , you're dealing with nerves. So |
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| 80:15 | the question comes are their nerves in central nervous system, the answer is |
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| 80:21 | . Here it louder than that are nerves in the sense no one person |
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| 80:26 | just shaking their heads vigorously. you should be all no. I |
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| 80:30 | proud to know my answers. No are simply those axons traveling from the |
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| 80:40 | nervous system or to the central nervous to the structure that is either receiving |
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| 80:45 | information or is going to respond to information. And with that, we're |
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| 80:51 | for the day and done for the . That means there's football and pumpkin |
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| 80:58 | , right? Because it's fall. officially fall now, right? Think |
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| 81:04 | is it this week? And then becomes officially fall 22nd. Okay, |
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| 81:08 | maybe next Tuesday. Never mind. you don't get pumpkin lattes yet? |
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| 81:14 | right. |
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