This unit looks at two topics that are of immense worldwide social, economic, ethical, and political importance – ‘addiction’ and ‘neural ageing’. You will develop a Master's level approach to the study of specific issues within these two important subject areas.

Our brains control every movement we make. Most of us take for granted our ability to pick up a cup or change the television station. However, for people who have lost a limb or become paralyzed, the inability to do these things means a loss of freedom and independence. This video segment from Greater Boston describes how neuroscientists and bioengineers have teamed up to create a system that allows people who have lost motor functions to control electronic devices through their thoughts alone. Grades 6-12

This class explores computing that relates to, arises from, or deliberately influences emotion. Topics include the interaction of emotion with cognition and perception, the role of emotion in human-computer interaction, the communication of human emotion via face, voice, physiology, and behavior, construction of computers that can recognize and respond appropriately to human emotional expressions, the development of computers that "have" emotion, and other areas of current research interest. Weekly reading, discussion, and a term project required.

This case study introduces students to treatment alternatives for depression using a jigsaw method in which groups of students are divided up so that each member of the "home group" becomes the "resident expert" in one of five possible treatment options. Designed for a course in abnormal psychology, this case could be adapted for courses in physiological psychology, pharmacy, and neurobiology.

Consists of a series of hands-on laboratories designed to give students experience with common techniques for conducting neuroscience research. Included are sessions on anatomical, ablation, neurophysiological, and computer modeling techniques, and ways these techniques are used to study brain function. Each session consists of a brief quiz on assigned readings that provide background to the lab, a lecture that expands on the readings, and that week's laboratory. Lab reports required. Students receive training in the art of scientific writing and oral presentation with feedback designed to improve writing and speaking skills. Assignments include two smaller lab reports, one major lab report with revision, and an oral report.

Subject examines the brain as a cultural object in contemporary media, science, and society. Explores cultural assumptions about neuroscience by drawing on anthropology, history, semiotics, and the cognitive sciences. Topics include historical views of the brain; digital images of the brain; psychopharmacology; mental illness; neurotransmitters; and the culture of brain science. Class assignments include three brief analytical papers and one oral presentation.

Since caffeine is a widely used substance, especially by college age students, this case on the effects of caffeine on the human body serves as a real-world connection to many students' lives. The case is divided into sections covering background information on caffeine, cell biology and signal transduction, Parkinson's disease, cardiovascular effects, and addiction/withdrawal. The case was designed so that a section can be used alone or in combination with other sections, as dictated by topic/curriculum needs. It would be appropriate for use in a variety of science and health related courses, including anatomy and physiology, disease related courses, genetics, cell biology, molecular biology, biochemistry, and neuroscience.

This course has been designed as a seminar to give students an understanding of how scientists with medical or scientific degrees conduct research in both hospital and academic settings. There will be interactive discussions with research clinicians and scientists about the career opportunities and research challenges in the biomedical field, which an MIT student might prepare for by obtaining an MD, PhD, or combined degrees. The seminar will be held in a case presentation format, with topics chosen from the radiological sciences, including current research in magnetic resonance imaging, positron emission tomography and other nuclear imaging techniques, and advances in radiation therapy. With the lectures as background, we will also examine alternative and related options such as biomedical engineering, medical physics, and medical engineering. We'll use as examples and points of comparisons the curriculum paths available through MIT's Department of Nuclear Science and Engineering. In past years we have given very modest assignments such as readings in advance of or after a seminar, and a short term project.

This discussion case explores the scientific process involved in implementing an animal model in the study of Alzheimer's disease. Students read a short paragraph describing a study in which the brains of "trained" mice were injected with beta-amyloid fragments, which subsequently caused them to forget their tasks. The paragraph is a very short New York Times story reporting on an experimental study originally published in the Proceedings of the National Academy of Sciences. Based on the short description provided, students are asked to identify relevant components of the scientific method (problem, method, results, and conclusions). The case is suitable for a wide variety of science majors and non-majors courses.

"Samuel Dexter" is 52 years old, overweight, and a heavy smoker. He wakes one morning with weakness on his right side. When he attempts to walk to the bathroom, he stumbles and then falls. His wife, who suspects he has suffered a stroke, calls 911. Students read the short case scenario, including a brief clinical history of the patient and description of his injury, then answer a set of directed questions designed to probe the students' knowledge of the anatomy, physiology, and pathology underlying the patient's condition. The case has been used in both a sophomore-level course in human anatomy and physiology and a senior-level course in general physiology.

"Melanie Johnson" is a 32-year-old accountant who has moved to Green Bay, Wisconsin, from her hometown of Sarasota, Florida. For the first time in her life, she has been experiencing periods of depression, lethargy, and excessive sleeping. Students read about these symptoms then answer a set of directed questions designed to teach facts and principles of anatomy and physiology using reference books, textbooks, the Internet, and each other as sources of information. The case has been used in both a sophomore-level course in human anatomy and physiology and a senior-level course in general physiology.

"Jason Hendrix," a 21-year-old student majoring in economics, is injured in a serious motorcycle accident while on spring break in Florida. Students read the short case scenario, which provides a brief clinical history of the patient and a description of his injury, then answer a set of directed questions designed to probe the students' knowledge of the anatomy, physiology, and pathology underlying the patient's condition. The case study has been used in both a sophomore-level course in human anatomy and physiology and a senior-level course in general physiology.

"Rollie Hendrix," a 35-year-old husband and father of three children, has been experiencing headaches and palpitations of increasing frequency and severity over the past six months. In addition, he has had periods of intense anxiety and panic attacks. Students read about these symptoms and then answer a set of directed questions designed to teach facts and principles of anatomy and physiology using reference books, textbooks, the Internet, and each other as sources of information. The case has been used in both a sophomore-level course in human anatomy and physiology and a senior-level course in general physiology.

By dissecting a cockroach ... yes, live on stage ... TED Fellow and neuroscientist Greg Gage shows how brains receive and deliver electric impulses -- and how legs can respond. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 6-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.

This report summarizes work done as part of the Hippocampus Neuroscience PFUG under Rice University's VIGRE program. VIGRE is a program of Vertically Integrated Grants for Research and Education in the Mathematical Sciences under the direction of the National Science Foundation. A PFUG is a group of Postdocs, Faculty, Undergraduates and Graduate students formed round the study of a common problem. This module explains how to implement the conductance-based model for the dynamics of a network of single compartmental cells presented in the paper "Rate Models for Conductance-Based Cortical Neuronal Networks," by O. Shriki, D. Hansel, and H. Sompolinsky.

This report summarizes work done as part of the Hippocampus Neuroscience PFUG under Rice University's VIGRE program. VIGRE is a program of Vertically Integrated Grants for Research and Education in the Mathematical Sciences under the direction of the National Science Foundation. A PFUG is a group of Postdocs, Faculty, Undergraduates and Graduate students formed round the study of a common problem. This module verifies the existence of a linear relationship between the firing rate of an active single-cell neuron and the injected current, as noted in ``Rate Models for Conductance-Based Cortical Neuronal Networks," by Shriki et al.

In this case, students assume the role of a fictitious space explorer captured by aliens. To win their release, they must correctly explain the neurophysiology underlying some of the punishments used by the aliens to deter attempts at escape. The purpose of the case is two-fold. First, it strengthens students' understanding of ion channel function to the point where they are able to make predictions about the ability of the cell to generate an action potential if the activity of a particular ion channel is altered. Second, students are encouraged to place neuronal signaling in a larger context by hypothesizing how altered activity in a specified region or division of the nervous system will be manifested in physical symptoms. While written for a two-semester anatomy and physiology course, this case would also be useful in an undergraduate physiology or neuroscience course or in any course in which students must gain an understanding of foundational neurophysiology.

To facilitate conversation between disciplines, departments participating in the Carnegie Initiative on the Doctorate have documented their work within the program and share their advances and innovations.

A fight in a college town bar between the football player of one team and a drunken fan of a rival team results in a serious spinal cord injury. Students working in groups read the case and research the questions associated with it, which they then discuss in class. The case was designed to help pharmacy students understand the architecture of the central nervous system, its major motor/sensory tracts, the signs/symptoms of motor and sensory tract lesions, and the treatment of spinal cord injuries. It could be used in any course in which students have a basic knowledge of integrative physiology and have been exposed to the immune system, nervous system, and cardiovascular system, such as an undergraduate neuroscience course.