Basal Ganglia Function and Location

The basal ganglia are a group of neurons (also called nuclei) located deep within the cerebral hemispheres of the brain. The basal ganglia consist of the corpus striatum (a major group of basal ganglia nuclei) and related nuclei. The basal ganglia are involved primarily in processing movement-related information. They also process information related to emotions, motivations, and cognitive functions. Basal ganglia dysfunction is associated with a number of disorders that influence movement including Parkinsons disease, Huntington disease, and uncontrolled or slow movement (dystonia). Basal Nuclei Function The basal ganglia and related nuclei are characterized as one of three types of nuclei. Input nuclei receive signals from various sources in the brain. Output nuclei send signals from the basal ganglia to the thalamus. Intrinsic nuclei relay nerve signals and information between the input nuclei and output nuclei. The basal ganglia receive  information from the cerebral cortex and thalamus through input nuclei. After the information has been processed, it is passed along to intrinsic nuclei and sent to output nuclei. From the output nuclei, the information is sent to the thalamus. The thalamus passes the information on to the cerebral cortex. Basal Ganglia Function: Corpus Striatum The corpus striatum is the largest group of basal ganglia nuclei. It consists of the caudate nucleus, putamen, nucleus accumbens, and the globus pallidus. The caudate nucleus, putamen, and nucleus accumbens are input nuclei, while the globus pallidus is considered output nuclei. The corpus striatum uses and stores the neurotransmitter dopamine and is involved in the reward circuit of the brain. Caudate Nucleus: These  C-shaped paired nuclei (one in each hemisphere) are located primarily in the frontal lobe region of the brain. The caudate has a head region that curves and extends forming an elongated body that continues to  taper at its tail. The tail of the caudate ends in the temporal lobe at a limbic system structure known as the amygdala. The caudate nucleus is involved in motor processing and planning. It is also involved in memory storage (unconscious and long-term), associative and procedural learning, inhibitory control, decision making, and planning.Putamen: These  large rounded nuclei (one in each hemisphere) are located in the forebrain and along with the caudate nucleus  form the dorsal striatum. The putamen is connected to the caudate nucleus at the  head region of the caudate. The putamen is involved in voluntary and involuntary motor control.Nucleus Accumbens: These  paired nuclei (one in each hemisphere) are located between the caudate nucleus an d putamen. Along with the olfactory tubercle (sensory processing center in the olfactory cortex), the nucleus accumbens forms the ventral region of the striatum. The nucleus accumbens is involved in the brains  reward circuit and behavior mediation.Globus Pallidus: These paired nuclei (one in each hemisphere) are located near the caudate nucleus and putamen. The globus pallidus is divided into internal and external segments and acts as one of the major output nuclei of the basal ganglia. It sends information from basal ganglia nuclei to the thalamus. The internal segments of the pallidus send the majority of output to the thalamus via the neurotransmitter gamma-aminobutyric acid (GABA). GABA has an inhibitory effect on motor function. The external segments of the pallidus are intrinsic nuclei, relaying information between other basal ganglia nuclei and internal segments of the pallidus. The globus pallidus is involved in the regulation of voluntary movement. Basal Ganglia Function: Related Nuclei Subthalamic Nucleus: These small paired nuclei are a component of the diencephalon, located just below the thalamus. Subthalamic nuclei receive excitatory inputs from the cerebral cortex and have excitatory connections to the globus pallidus and substantia nigra. Subthalamic nuclei have both input and output connections to the caudate nucleus, putamen, and substantia nigra. The subthalamic nucleus plays a major role in voluntary and involuntary movement. It is also involved in associative learning and limbic functions. Subthalamic nuclei have connections with the limbic system through connections with the cingulate gyrus and nucleus accumbens.Substantia Nigra: This large mass of nuclei is located in the midbrain and is also a component of the brainstem. The substantia nigra is composed of the pars compacta and the pars reticulata. The pars reticulata segment forms one of the major inhibitory outputs of the basal ganglia and assists in the regulation of eye movements. The pars compact a segment is composed of intrinsic nuclei that relay information between input and output sources. It is involved mainly in motor control and coordination. Pars compacta cells contain pigmented nerve cells that produce dopamine. These neurons of the substantia nigra have connections with the dorsal striatum (caudate nucleus and putamen) supplying the striatum with dopamine. The substantia nigra serves numerous functions including controlling voluntary movement, regulating mood, learning, and activity related to the brains reward circuit. Basal Ganglia Disorders Dysfunction of basal ganglia structures results in several movement disorders. Examples of these disorders include Parkinsons disease, Huntington disease, dystonia (involuntary muscle contractions), Tourette syndrome, and multiple system atrophy (neurodegenerative disorder). Basal ganglia disorders are commonly the result of damage to the deep brain structures of the basal ganglia. This damage may be caused by factors such as head injury, drug overdose, carbon monoxide poisoning, tumors, heavy metal poisoning, stroke, or liver disease. Individuals with basal ganglia dysfunction may exhibit difficulty in walking with uncontrolled or slow movement. They may also exhibit tremors, problems controlling speech, muscle spasms, and increased muscle tone. Treatment is specific to the causation of the disorder. Deep brain stimulation, electrical stimulation of targeted brain areas, has been used in the treatment of Parkinsons disease, dystonia, and Tourette syndrome. Sources Lanciego, Josà © L., et al. â€Å"Functional Neuroanatomy of the Basal Ganglia.† Cold Spring Harbor Perspectives in Medicine, Cold Spring Harbor Laboratory Press, Dec. 2012.Parr-Brownlie, Louise C., and John N.J. Reynolds. â€Å"Basal Ganglia.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 19 June 2016.Wichmann, Thomas, and Mahlon R. DeLong. â€Å"Deep-Brain Stimulation for Basal Ganglia Disorders.† Basal Ganglia, U.S. National Library of Medicine, 1 July 2011.

Essay Witchcraft Portrayed in Films - 6180 Words

An ugly and frightening old woman crouches ominously over a big worn cauldron, set over a crackling red fire. Her skin is wrinkled, cragged and coloured in a strange tone that isnt quite natural, and her face features a long and crooked nose, adorned with a few erratic warts. She is wearing a long black robe that has seen better days, and a tall conical hat with a large rim covers her untidy hair. She concentrates on her cauldron, in which some unwholesome-looking liquid is boiling and sending off coloured fume into the air. In the background, one can glimpse a row of jars and pots, each filled with exotic and macabre ingredients. Her old broom, made not for sweeping but for flight stands in a corner, and she is watched by the glowing and†¦show more content†¦Norman Cohen in Europes Inner Demons claims that there is no factual basis for any accounts of witches Sabbaths. 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Is The Pen Mightier Than The Sword - 959 Words

Is the pen mightier than the sword? Yes, it is. Humans will be able to do more damage with a pen than they will be able to with a sword. History has shown just how much damage can be done with a pen. This expression came from English author Edward Bulwer-Lytton in 1839 for the play â€Å"Richelieu; Or the Conspiracy.† The line comes from Act II, scene II: True, This! – Beneath the rule of men entirely great The pen is mightier than the sword. Behold The arch-enchanters wand! – itself is nothing! - But taking sorcery from the master-hand To paralyse the Cà ¦sars, and to strike The loud earth breathless! – Take away the sword - States can be saved without it! Just like how just one man can change so many people’s view through media, with all the gossip. Lies and the truth can destr oy a person’s image, or cause depression. 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US History Chapter free essay sample

Proprietary colony owned by an individual who governed it anyway he wanted to. Indentured servants people who signed contracts with American colonists, agreeing to work for 4 years or more in return for paid passage to America and free food clothing and shelter. Triangular trade -? the exchange of goods among the colonies, England, Caribbean sugar planters and Africa. Hierarchy a system or organization in which people or groups are ranked one above the other according to status or authority.Slave code a code to pep African captives from having land, school, freedom of movement or meeting in large groups. 2. People and Terms: Christopher Columbus an Italian sea captain who was convinced that he could reach Asia by sailing west across the Atlantic Ocean William Penn English Quaker, founder of Pennsylvania. Having been imprisoned in 1668 for his Quaker writings, he was granted a charter to land in North America by Charles II. We will write a custom essay sample on US History Chapter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He founded the colony of Pennsylvania as a sanctuary for Quakers and other nonconformists in 1682. 3. Places: Jamestown (37. 20920 N, 76. 750 W) a British settlement established on the James River in Virginia in 1 607, abandoned when the colonial capital was moved to Williamsburg at the end of the 1 7th century. 4. Summarize Why settlers came to Jamestown and Plymouth colony . They came to Jamestown to start a colony for England, search for gold, and escape religious persecution. 5. Describing What are the different ways in which early settlers in the English colonies developed new and unique forms of government? Religious freedom with total separation was the total separation of church and state. Fundamental Orders of Connecticut allowed all adult men to vote and hold office. Puritan society revolved around town life. Town meetings WOUld later evolve into the local government (even peasants could attend these meetings and express their opinion) 6. Analyzing What role did religion play in the founding of English colonies? A lot of people came to America in hopes of finding religious freedom because they were tired of being persecuted back where they were from. Some of the more notable factions were the Pilgrims, Puritans, and Quakers.The Puritans wanted a reform of the Church of England and set up a strict religious system in their Massachusetts Bay. 7. Evaluating How did geography influence the way the English colonies developed? Larger plantations in the southern states and the need for slaves, being on the coast encouraged trade over the water especially in New England and the Chesapeake Bay area. 8. Organizing -? Use a graphic organizer to briefly explain how the English colonies came into being. Colony Description of founding Massachusetts Bay Settled in 1630 by Puritans from England.Province of Maine settled in 1622 Plymouth Settled in 1620 by the Pilgrims Seabrook Founded in 1635 and merged with Connecticut Colony in 1644 New Haven settled in late 1637 East/Westerly Settled in the 161 So Virginia Settled in 1607 9. Examining Art Do you think the artists depiction of the people in the ship is accurate, considering that they have just completed a long journey? Why or why not? I do not think that picture is accurate mainly because they are all dressed way to nicely for people that have been on a ship for a long period of time .

Creating five Lesson Plans using a 45 Minute Template

Create five Lesson Plans using a 45 minute template Warm Up: (5 Minutes) The teacher reviews the overall agenda and the objective, which are clearly mentioned on the primary main board. To model the upcoming function and activity, she spends a few minutes in describing some of her family tradition for a specific holiday utilizing the visual aids where required. She allows the student to ask question also. Review: (10 Minutes) Students are allowed to communicate verbally some of their holiday tradition with the class in English and the note takes are able to summarize the presenter statement in written English. Presentation of New Material (15 Minutes) The teacher has the student to synchronize their desk in a particular circle so that everyone is directly facing each other. On the front board, the teacher has posted a large sheet of paper with a template that consist of several column with different label which signify, presenter, holiday, time of year, brief description and customer and tradition. Pronunciation (5 Minute) Student could prepare and give a formal presentation in English about one of their important holiday tradition which are celebrated by the entire families using MS PowerPoint, symbolic artifact etc which help to determine the pronunciation ability of the student. Grammar (5 Minutes) Speaking / Listening / Reading / Writing Speaking: Each student present to the rest of the class Listening: Student listen to the informal presentations Reading: Student can read the significant notes on the class chart Writing: Students take turns filling in the class chart during the common presentations. Closing (5 Minutes) The teacher notifies the students to consistently working on their poster project. She also had a post in note to each student and asks him or her to write one new thing about what they learned during the presentation. They then place their significant note over on the teacher desk posted in class before leaving.

The Color Bearer Tradition The War Between The States Was The Heyday O

The Color Bearer Tradition The War Between the States was the heyday of American battleflags and their bearers. With unusualhistorical accuracy, many stirring battle paintings show the colors and their intrepid bearers in the forefront of the fray or as a rallying point in a retreat. The colors of a Civil War regiment embodied its honor, and the men chosen to bear them made up an elite. Tall, muscular men were preferred, because holding aloft a large, heavy banner, to keep it visible through battle smoke and at a distance, demanded physical strength. Courage was likewise required to carry a flag into combat, as the colors "drew lead like a magnet." South Carolina's Palmetto Sharpshooters, for example, lost 10 out of 11 of its bearers and color guard at the Battle of Seven Pines, the flag passing through four hands without touching the ground. Birth and Early Life in Charleston Born in Charleston in 1824, Charles Edmiston and his twin sister, Ellen Ann, were the thi rd son and second daughter, respectively, of newspaper editor Joseph Whilden and his wife, Elizabeth Gilbert Whilden. The births of two more sons, Richard Furman in 1826 and William Gilbert in 1828, would complete the family, making seven children in all. Young Charles' roots ran deep into the soil of the lowcountry. His Whilden ancestors had settled in the Charleston area in the 1690's, and an ancestor on his mother's side, the Rev. William Screven, had arrived in South Carolina even earlier, establishing the First Baptist Church of Charleston in 1683, today the oldest church in the Southern Baptist Convention. Like many Southerners who came of age in the late antebellum period, Charles Whilden took pride in his ancestors' role in the American Revolution, especially his grandfather, Joseph Whilden, who, at 18, had run away from his family's plantation in Christ Church Parish to join the forces under Brigadier General Francis "Swamp Fox" Marion fighting the British. At the time of Charles' birth, the family of Joseph and Elizabeth Whilden lived comfortably in their home on Magazine Street, attended by their devoted slave, Juno Waller Seymour, a diminutive, energetic black woman known as "Maumer Juno" to four generations of the Whilden family. Raised by Maumer Juno from the cradle, Charles soon developed a strong attachment to the woman - an attachment that would endure to the end of his life. The prosperity of Joseph Whilden and his family would prove less enduring, however, and business reversals, beginning in the late 1820's, combined with Joseph's stroke a few years later and his eventual death in 1838, would reduce his family to genteel poverty. To help make ends meet, Maumer Juno took in ironing. Despite a lack of money for college, young Charles managed to obtain a good education. Details about Charles' schooling are sketchy, but the polished prose of his surviving letters reflects a practiced hand and a cultivated intellect. Charles' admission to the S outh Carolina bar at Columbia in 1845 is further evidence of a triumph of intellect and effort over financial adversity. In the closing decades of the antebellum period, when Charles Whilden was growing up in Charleston, the city was the commercial and cultural center of the lowcountry as well as South Carolina's manufacturing center and most cosmopolitan city. By the time Charles Whilden reached adulthood, however, the Charleston economy was in decline, and the city's population would actually diminish during the decade of the 1850's. Not surprisingly, after a brief attempt to establish a law practice in Charleston, Attorney Whilden chose to seek his fortune outside his home town. But the practice of law in the upcountry town of Pendleton also failed to pan out for Whilden. Confronted with a major career decision, Whilden elected not only to leave the law but also to leave the Palmetto State for the north. The 1850 federal censustakers found Charles Whilden living in a boarding h ouse in Detroit, Michigan, where he worked as a clerk, probably in a newspaper office. Speculation in copper stocks and land on Lake Superior soon left Charles deeply in debt to his youngest brother, William, who had built up a successful merchandising business back home in Charleston. Desperate to get out

Writing an MEE Sample Essay

Writing an MEE Sample EssayAn MEE sample essay can be very helpful to anyone looking to write a dissertation. This essay is very similar to an APA sample as it consists of the same types of writing sections that are present in this academic standard. The difference between these two types of writing samples lies in the fact that the MEA sample contains a different type of analysis that you may not necessarily find in an APA sample. For example, a typical APA sample contains data, and a typical MEA sample contains information on culture and society.The first thing that you will need to do is determine the structure of your paper. It is best if you work with someone who is familiar with this type of essay to help you out with this process. If you are unfamiliar with essay writing, you may want to see if you can get a lecturer in the university that you are studying in to help you.For your assignment, you will have to use the structure that is outlined in the MeE sample essay. In other words, you will use the same structure for every essay that you write. You will need to write two or three essays before you can move onto the next section.The first part of your essay will have some points that you should be able to touch on. It is important that you create a paragraph and outline for each point that you are going to cover. You need to make sure that the structure is clear in your head and the outline is easy to read.Once you have taken some time to give yourself some breaks, you will then need to look at some examples. You will also want to find a list of examples that you feel comfortable with. You should take into consideration how the sample essay is structured as well as what the examples are in order to find an example that will be able to match your writing style.Your next step will be to write the introduction for your essay. This needs to be an interesting opening that focuses on the main idea of your paper. Also, remember that this section needs to be eas y to read as well as to understand.Your conclusion will contain a brief statement about your thesis statement. This sentence should provide the reader with enough information about your research for them to understand what it is that you are trying to explain. In addition, you should make sure that you have some examples of ideas that are related to your conclusion in order to help with making the conclusion as easy to understand as possible.The final part of your essay will usually involve a few examples. This is because some examples will be more difficult to write than others. If you are not confident in the way that you write an essay, then it is best that you start out with an easier topic. If you are confident that you can write an essay, then you can start with something more difficult.