See description under subject 7.29J.
This course is designed to provide an understanding of how the human brain works in health and disease, and is intended for both the Brain and Cognitive Science major and the non-Brain and Cognitive Science major. Knowledge of how the human brain works is important for all citizens, and the lessons to be learned have enormous implications for public policy makers and educators. The course will cover the regional anatomy of the brain and provide an introduction to the cellular function of neurons, synapses and neurotransmitters. Commonly used drugs that alter brain function can be understood through a knowledge of neurotransmitters. Along similar lines, common diseases that illustrate normal brain function will be discussed. Experimental animal studies that reveal how the brain works will be reviewed. Throughout the seminar we will discuss clinical cases from Dr. Byrne's experience that illustrate brain function; in addition, articles from the scientific literature will be discussed at each class.
This class is an introduction to many of the central issues in a branch of philosophy called philosophy of mind. Some of the questions we will discuss include the following. Can computers think? Is the mind an immaterial thing? Or is the mind the brain? Or does the mind stand to the brain as a computer program stands to the hardware? How can creatures like ourselves think thoughts that are "about" things? (For example, we can all think that Aristotle is a philosopher, and in that sense think "about" Aristotle, but what is the explanation of this quite remarkable ability?) Can I know whether your experiences and my experiences when we look at raspberries, fire trucks and stop lights are the same? Can consciousness be given a scientific explanation?
What causes pain and how do we stop it? This unit looks at how the human body responds to the release of certain chemicals and as a result feels pain. Pain can be reduced by inhibiting the formation of such chemicals and you will learn how the molecular structure of aspirin has been formulated to help in this process.
This work attempts to demonstrate the significant possibility (as contrast to the superhyperbolic or the least possibility) in an apparently inanimate thing, like a stone, being conscious. According to the semi-idealistic framework of the NSTP (Non – Spatial Thinking Process) theory, any spatial, and therefore illusive/virtual, entity may have (real non-spatial) feelings/states of consciousness associated with it, provided it has an appropriate conceptual representation in the superhuman engine. A stone, for example, being an apparently spatial entity, may have conceptual representation in the superhuman mind/NSTPs/engine so as to be conscious. Thus, it may be that a broken stone feels pain till its death and then its pieces become conscious. The kind/type of states of consciousness associated with a stone depends entirely upon the kind/type of conceptual representation it has in the superhuman engine.
Students discuss several human reproductive technologies available today pregnancy ultrasound, amniocentesis, in-vitro fertilization and labor anesthetics. They learn how each technology works, and that these are ways engineers have worked to improve the health of expecting mothers and babies.
Student teams learn about and devise technical presentations on four reproductive technology topics pregnancy ultrasound, amniocentesis, in-vitro fertilization or labor anesthetics. Each team acts as a panel of engineers asked to make a presentation to a group of students unfamiliar with the reproductive technology. Each group incorporates non-lecture elements into its presentation for greater effectiveness. As students learn about the technologies, by creating a presentation and listening to other groups' presentations, they also learn more about the valuable skill of technical communications.
