Testimony of Richard L. McCormick
President of Rutgers (#28), The State University of New Jersey
Assembly Higher Education Committee
Monday, February 8, 2010
Chairwoman Lampitt and members of the Assembly Higher Education Committee: Good morning. I am Dick McCormick, President of Rutgers, The State University of New Jersey, and I am pleased to speak today on behalf of the New Jersey Presidents’ Council and as the representative of our state’s public research universities. First I want to congratulate you, Chairwoman Lampitt, on your appointment to chair this committee. I appreciate your passion for and commitment to higher education issues, and I look forward to working with you and this committee in the future.
Chairwoman Lampitt has asked me to speak about the Presidents’ Council’s economic impact study, entitled “Partners for Prosperity: New Jersey and Higher Education.” Each of you should have before you a copy of the report that came out of our collaborative process. All members of the Presidents’ Council participated in a broad-based and detailed survey, conducted by Appleseed to collect data demonstrating the financial impact of the sectors. All of the sectors—research universities, state colleges and universities, independent colleges and universities, county colleges, and proprietary colleges and universities—contributed to the study.
Not surprisingly, we found that our colleges and universities play a vital role in the economy in the Garden State. It starts with our core mission of teaching. Collectively, our institutions provide educational opportunities to more than a half million students, helping them to acquire the skills to succeed in an increasingly knowledge-driven economy. At the same time, colleges and universities are also a major industry in themselves. Our campuses are huge employers of New Jersey residents, buyers of goods and services from New Jersey companies, and sponsors of construction projects that help to shape the state’s future.
Based upon data from the fall of 2007, New Jersey’s colleges and universities collectively enrolled approximately 533,000 students. (Let me add that this figure has surely grown larger, having seen Rutgers set a new high for enrollment this year, and we are not alone.)
Systemwide, enrollment in credit-bearing programs totaled approximately 309,000, with 88 percent of the students being New Jersey residents. Between 2003 and 2007, more than 317,000 students received a degree or certificate from one of our institutions, including 75,000 who earned advanced degrees.
A number of national studies have confirmed that education has a significant impact on an individual’s earning power. Our findings in this study revealed the same. We found that in 2007 the median income of New Jersey residents with some college or an associate degree was $40,354, more than 25 percent higher than the median for residents with only a high school diploma. More impressive, the median income of New Jersey residents with a bachelor’s degree was $55,191, fully 72 percent higher than the median for high school graduates.
As we looked at the economic impact of higher education as a major New Jersey industry, the data revealed another facet of our colleges and universities’ value to our state. In fiscal year 2007–08, the revenues of our institutions totaled nearly $8.6 billion.
Let me highlight a few areas. Tuition and fees accounted for 29 percent of our revenues in contrast to the state and local appropriations of 22 percent. Also, worthy of note is that federal grants accounted for 10 percent of our revenues, and that earnings from investments and other enterprises made up 20 percent of the total.
Higher education is a huge employer. As you will see in the report, our employment numbers compare favorably to other industries in New Jersey. Out of 13 industries, higher education ranked sixth, with construction, hospitals, and food and beverage retailing leading the pack. Collectively we employ more than 80,000 people, not including student workers. About 63 percent of this number represents full-time employees, and 91 percent live in New Jersey.
As I noted earlier, colleges and universities also contribute to the state’s economy as they purchase goods and services from New Jersey companies and undertake construction projects. In 2007–08, our institutions purchased $1.3 billion in goods and services and spent $677 million on capital construction and major maintenance projects. In the same year, our members’ construction projects generated about 4,240 full-time-equivalent jobs in private-sector construction and related industries.
As president of the state’s leading public research university, I am especially pleased to say that the research carried on by our faculty also strengthens the state’s economy in many ways. About 70 percent of these dollars come from the federal government, 10 percent come from the state, and the remainder comes from corporations, foundations, foreign governments, and internal funding. New Jersey colleges and universities spent about $780 million in research projects in fiscal year 2007–08—and, again, I can say from Rutgers’ experience that this figure has increased significantly since this data was compiled.
Much of this research addresses critical challenges for our state—in areas such as alternative energy, autism, nutrition and obesity, transportation, cancer, environmental protection, early childhood education, and health care. The application of our research has profound benefits, both economic and social, far beyond the jobs and revenue the research itself may generate.
Just as significant, although harder to calculate in dollars and cents, is the service that our colleges and universities contribute to New Jersey. Our students give time and energy in a variety of ways to extra-curricular service programs, and in courses that integrate service with classroom learning. New Jersey institutions reported that more than 32,500 students participated in some form of community service during the 2007–08 academic year.
Wherever New Jerseyans are grappling with challenges—whether protecting our shore line, increasing agricultural productivity, revitalizing our state’s industrial cities, finding better means of delivering health care, or improving our K–12 schools—the colleges and universities are there.
The impacts enumerated above are just some of the benefits our state receives from the higher education sector. As you peruse our study, I know you will find many, many more benefits not outlined in my remarks today.
As the representative of the public research universities, I would like to make some specific comments about those institutions.
In recent years, there has been growing concern—and rightfully so—about America’s competitiveness and preeminence in science and technology. We have led the world for decades, and we continue to do so in many research fields today. But the world is changing rapidly, and our advantages are no longer unique. China and other nations are making major investments in producing scientists and engineers.
Just two years ago, a national committee’s report entitled Gathering Storm warned that the United States was in danger of losing its position as an international leader in science and technology.
The report, commissioned by the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine, argued for increased public investment in math and science education and for the promotion of research activities in the public and private sectors.
Specifically, the report sought to make our nation “the most attractive setting in which to study and perform research so that we can develop, recruit, and retain the best and brightest students, scientists, and engineers from within the United States and throughout the world.”
As New Jersey’s largest and most comprehensive public university, with more than 10,000 faculty and staff and 54,000 students, Rutgers is uniquely positioned to be the type of research powerhouse and economic engine envisioned in the report. One of only 32 public universities nationally in the prestigious Association of American Universities, Rutgers is already recognized as one of the nation’s leading research institutions. Moreover, each year Rutgers returns to the New Jersey economy more than six times the state government’s annual investment in the university.
Of particular significance is our research. Last year Rutgers generated nearly $400 million in external research support, and we are on track to obtain nearly $500 million this year. This research is creating jobs, educational opportunities, and scientific and technological innovations that stimulate local industry.
It is a credit to the quality of our faculty and programs at our state university, but I know we could do even better. This amount could be increased substantially through strategic state investments in faculty recruitment, equipment, and student support in key areas of science, engineering, and technology.
And not just at Rutgers. Similar research examples, although to a lesser extent, exist at colleges and universities across New Jersey, and I urge the state’s investment for these vital purposes.
Honored members of the Assembly Higher Education Committee, please know that the proud achievements I have shared with you this morning are all at risk. Public funding for higher education, in actual dollars, has stagnated for more than a decade, while our enrollments, our educational and research achievements, and our payrolls have soared.
Unlike virtually every other state, New Jersey contributes practically nothing to the physical facilities of its four-year colleges and universities. There are no annual appropriations for this purpose, and there has been no higher education bond issue since 1988. This neglect of the state’s colleges and universities gravely imperils our ability to achieve what we can and what we must if New Jersey is to thrive and prosper.
Without better state support, our capacity to expand college opportunity for low- and middle-income students, to keep college affordable, and to contribute to the development of an educated, employable, economically stable, and engaged citizenry—is at risk.
Without better state support, our ability to ensure the quality of the state’s colleges and universities, to stem the brain drain of many of our best students who are leaving New Jersey, and to enhance New Jersey’s available workforce—is at risk.
Without better state support, our capacity to create new jobs, to stimulate and sustain economic growth, and to contribute to an attractive environment for business investment—is at risk.
Without better state support, our ability to expand research that creates new knowledge and technological innovation, provides opportunities for productive partnerships with business and industry, and garners greater federal and private support for research—is at risk.
Without better state support for colleges and universities, our capacity to maintain, let alone expand, what is already a major industry in our state, to employ thousands, to buy goods and services from New Jersey companies, and to put New Jerseyans to work through these purchases and through major construction projects—is at risk.
Members of the committee, as you refresh your work in a new legislature and with new leadership, please be our advocates so that the vital work of the colleges and universities is protected rather than imperiled. We recognize the difficulties that you face in helping New Jersey find answers to this recession. As you do, please remember that your colleges and universities have already demonstrated the capacity for enormously positive impacts on our economy. And we can do so much more. All of us look forward to working in partnership with you.
Madam Chairwoman, I would be pleased to answer any questions that you or your committee members may have. Thank you.
Sunday, March 15, 2009
Wednesday, March 11, 2009
Ph.D. in Neuroscience for the 21st Century
Course of Study
During the first year of their Ph.D., all students take the Neuroscience Core Course. The goal of this course is to provide a common foundation, so that all students have a strong knowledge base and a common language across the breadth of Neuroscience, a highly diverse and multidisciplinary field. To the extent possible, the course aims to teach an overview of all topics through a mix of hands-on laboratory experience, lecture, and computational modeling.
Ph.D. students must also choose and take two elective courses from those listed below. Rotate, during the first year, in up to three laboratories, participating in research projects during each rotation. Pass their general exam, which will include both a breadth component and a thesis proposal depth component, by the end of their second year. Most importantly students must carry out original research leading to a Ph.D. thesis.
QCN Track
Across the board, from molecular biology to physics to psychology, Princeton's world-class faculty is particularly strong in quantitative and theoretical investigations. The same is true in Neuroscience. In recognition of this, a Quantitative and Computational Neuroscience track exists within the Neuroscience Ph.D. Students in this track must fulfill all the requirements of the Neuroscience Ph.D. In addition, their electives should be in quantitative courses, and their Ph.D. research should be in quantitative and/or computational neuroscience.
List of Courses for all Neuroscience PhD. Students (Further information on the courses below can be found on the Princeton Registrar's web site.)
Neuroscience Core Course. This is the foundation for coursework in the Neuroscience Ph.D. In terms of time and effort, this course counts as two regular courses for each of the two semesters. Lectures, laboratory work, and computational studies are intertwined throughout the course.
Module 1: Neural Development and Plasticity (Wet Lab and Lecture)
Module 2: Cellular Neurophysiology (Wet Lab, Lecture, and Computational lab)
Module 3: Neural Coding (Wet Lab, Lecture, and Computational lab)
Module 4: Visual Neuroscience (fMRI and behavior lab, Lecture, and Computational lab)
Module 5: Executive Function (fMRI and EEG lab, Lecture, and Computational lab)
Module 6: Genetics and Imaging (Wet Lab, Lecture, and Computational lab)
Module 7: Evolution and Brain Structure (Lecture)
Module 8: Motor Control and Sequential Action (fMRI and TMS lab, Lecture, and Computational lab)
Module 9: Long-term memory (Lecture and Computational lab)
Neuroscience Electives
APC/MAT 351Topics in Mathematical Modeling - Mathematical Neuroscience This course combines modeling with applied math methods including PDE, probability, stochastic ODE, dynamical systems, cells as electrical circuits, Hodgkin-Huxely equation describing spikes in single neurons & bursting neurons (e.g., breathing, heartbeat, other rhythms), propagation of action potentials, reaction-diffusion equations, Hopfield-Grossberg neural nets, leaky accumulator models, drift-diffusion models, information theoretic approaches to analysis of neural spike trains.
MOL 408/PSY404 Cellular and Systems Neuroscience A survey of fundamental principles in neurobiology at the biophysical, cellular, and system levels. Lectures will address the basis of the action potential, synaptic transmission, sensory physiology and motor control, development of the central nervous system, synaptic plasticity, and disease states. A central theme will be the understanding of systems phenomena in terms of cellular mechanisms. (can be used as a first course in neuroscience for entering graduate students in Neuroscience who are coming from a different field and are not yet ready for the core curriculum)
MOL 431 Advanced Topics in Developmental Neurobiology Contemporary approaches to the study of neural development, emphasizing genetic and molecular techniques. Topics include generation, patterning, differentiation, migration and survival of neurons and glia, axon growth and guidance, target selection, synapse formation/elimination, activity-dependent remodeling of connectivity, and the relationship between neural development and behavior. Reading will be mainly from the primary literature with textbook reading provided for background. Classroom participation is required.
MOL 437/537 Computational Neuroscience Introduction to the biophysics of nerve cells and synapses, and the mathematical descriptions of neurons and neural networks. How do networks of neurons represent information, and how do they compute with it? The course will survey computational modeling and data analysis methods for neuroscience. Representation of visual information, navigation through space, short-term memory and decision-making will be some of the issues considered from a mathematical/computational viewpoint.
MOL 508 Advanced Topics in Neurobiology This course will focus on original scientific literature and class discussion with readings that center on major problems and current research in neuroscience.
MOL 510 Introduction to Biological Dynamics Designed for students in the biological sciences, this course focuses on the application of mathematical methods to biological problems. Intended to provide a basic grounding in mathematical modeling and data analysis for students who might not have pursued further study in mathematics. Topics include differential equations, linear algebra, difference equations, and probability. Each topic will have a lecture component and computer laboratory component. Students will work extensively with the computing package Matlab. No previous computing experience necessary.
MOL 549 Laboratory in Neuroscience The biophysics of neurons and synapses will be explored using electrophysiological and optical recording methods.
PSY 330 Introduction to Connectionist Models: Bridging Between Brain and Mind
A fundamental goal of cognitive neuroscience is to understand how psychological functions such as attention, memory, language, and decision-making arise from computations performed by assemblies of neurons in the brain. This course will provide an introduction to the use of connectionist models (also known as neural network or parallel distributed processing models) as a tool for exploring how psychological functions are implemented in the brain, and how they go awry in patients with brain damage.
PSY 336 The Diversity of Brains The premise of this seminar is that an understanding of the neural basis of behavior can be gained by examining species-typical behaviors. Each animal species has evolved neural solutions to specific problems posed to them by their environment. The course will focus primarily on forebrain mechanisms in mammals, highlighting the unique environmental problems that a species must solve and the ways in which the brains of these animals implement their solutions. Some example model systems include prey capture by bats, monogamy and aggression in voles, and eye gaze processing by primates.
PSY338/NEU338 Animal learning and decision making – psychological, computational and neural perspectives Seminar designed to expose students to a modern, integrative view of animal learning phenomena from experimental psychology, through the lens of computational models and current neuroscientific knowledge. At the psychological level we will concentrate on classical and instrumental conditioning. Computationally, we will view these as exemplars of prediction learning and action selection, the pillars of reinforcement learning. Neurally, we will focus on the roles of dopamine and the basal ganglia at the systems level. Students will see how the study of animal decision making can inform us about the computations that take place in the brain.
PSY 407 Developmental Neuroscience An analysis of cellular processes and regulatory factors that underlie vertebrate brain development and the development of behavior. Topics include: neurogenesis, neuronal migration, cell death, synapse formation, dendritic differentiation, as well as the influences of neurotransmitters, hormones, trophic factors and experience on developmental processes and behavior. In addition, conditions that induce abnormal brain development, and potentially result in the development of psychopathology, will be considered.
PSY 410 Depression: From Neuron to Clinic This course focuses on clinical depression, utilizing it as a model topic for scientific discourse. This topic is ideal for this purpose because it intersects a broad range of issues. The course focuses on a neurobiological approach to this personally and societally important subject. Topics range from the molecular to the clinical.
PSY 415 / MOL 415 Advanced Topics in Learning & Memory: Cellular and Molecular Mechanisms Seminar designed to expose students to current research on the cellular and molecular basis of learning and memory, providing an up-to-date analysis of what is, and is not known about the neurobiology of learning and memory. We begin with a review of the model systems used to study learning and memory, including an analysis of the translational validity of certain model systems. We then deal with different forms of plasticity (synaptic and structural) as they pertain to learning and memory during development and adulthood. Finally, we apply some of these findings to evaluate the current status of research on aging and Alzheimer's.
PSY 416 Brain Imaging in Cognitive Neuroscience Research This course will provide an introduction for advanced students on the use of functional brain imaging in cognitive neuroscience research. The first third of the course will cover the foundations of brain imaging in neurophysiology, imaging physics, experimental design, and image analysis. The rest of the course will be an examination of innovations in experimental design and methods of analysis that have opened new areas of cognitive neuroscience to inquiry using functional brain imaging.
PSY511 Neuroscience seminar series: Current Issues in Neuroscience and Behavior Advanced seminar that reflects current research on brain and behavior.
PSY 516: The Neural Basis of Goal-Directed Behavior A fundamental property of human action is its orientation toward specific desired outcomes or goals. Understanding the computations & neural mechanisms underlying this goal-directedness is a central challenge for both psychology and neuroscience. We'll review major theories characterizing the role of goals in behavior, from cognitive, social & developmental psychology, animal behavior research and artificial intelligence. Having established this conceptual context, we'll review a wide range of neuroscientific data to sketch out the neural substrates of goal-directed behavior, considering the neural basis of goal evaluation, selection, representation & pursuit.
PSY 591A Ethical Issues in Scientific Research Examination of issues in the responsible conduct of scientific research, including the definition of scientific misconduct, mentoring, authorship, peer review, grant practices, use of humans and of animals as subjects, ownership of data, and conflict of interest. Class will consist primarily of the discussion of cases. Required of all first and second year graduate students in the Department of Psychology. Open to other graduate students.
Other Courses of Interest to Neuroscience Graduate Students
APC 503 Analytical Techniques/Differential Equations
APC 514 Biological Dynamics
CHE 514 Molecular and Biomolecular Imaging
CHM 545/MOL512 Magnetic Resonance in Chemical Biology and Neuroscience
COS 402 Artificial Intelligence
COS 429 Computer Vision
COS 487 Theory of Computation
EEB 502/3 Fundamental Concepts in Ecology, Evolution, and Behavior
NEU 593 Magnetic Resonance Imaging
MAE 541/APC541 Applied Dynamical Systems
MAE 546 Optimal Control and Estimation
MOL 504 Cellular Biochemistry
MOL 506 Molecular Biology of Eukaryotes
MOL 507 Developmental Biology
MOL 510 Introduction to Biological Dynamics
MOL 515 Methods and Logic in Quantitative Biology
MOL 561 Scientific Integrity
PHY 561/2 Biophysics
PSY 543 Research Seminar in Cognitive Psychology
Silicea
Silicea is used in epilepsy that presents mainly in children
and young adults. The silicea type of patient is usually
distressed, especially at night or early in the morning,
often has frightful dreams, and presents with spasm of
limbs. The agitation, which increases with sleep deprivation,
can lead to a generalized tonic-clonic seizure. The
patient often describes the seizure spreading from the
solar plexus (the abdomen) to the brain. Attacks could be
preceded by coldness of left side, shaking, and twisting of
left arm. Patients could suffer from vertigo and tinnitus,
pressing bursting headaches over the eyes and the occiput,
and profuse night sweats and fever [14].
See Also Geoffrey E. Hinton
During the first year of their Ph.D., all students take the Neuroscience Core Course. The goal of this course is to provide a common foundation, so that all students have a strong knowledge base and a common language across the breadth of Neuroscience, a highly diverse and multidisciplinary field. To the extent possible, the course aims to teach an overview of all topics through a mix of hands-on laboratory experience, lecture, and computational modeling.
Ph.D. students must also choose and take two elective courses from those listed below. Rotate, during the first year, in up to three laboratories, participating in research projects during each rotation. Pass their general exam, which will include both a breadth component and a thesis proposal depth component, by the end of their second year. Most importantly students must carry out original research leading to a Ph.D. thesis.
QCN Track
Across the board, from molecular biology to physics to psychology, Princeton's world-class faculty is particularly strong in quantitative and theoretical investigations. The same is true in Neuroscience. In recognition of this, a Quantitative and Computational Neuroscience track exists within the Neuroscience Ph.D. Students in this track must fulfill all the requirements of the Neuroscience Ph.D. In addition, their electives should be in quantitative courses, and their Ph.D. research should be in quantitative and/or computational neuroscience.
List of Courses for all Neuroscience PhD. Students (Further information on the courses below can be found on the Princeton Registrar's web site.)
Neuroscience Core Course. This is the foundation for coursework in the Neuroscience Ph.D. In terms of time and effort, this course counts as two regular courses for each of the two semesters. Lectures, laboratory work, and computational studies are intertwined throughout the course.
Module 1: Neural Development and Plasticity (Wet Lab and Lecture)
Module 2: Cellular Neurophysiology (Wet Lab, Lecture, and Computational lab)
Module 3: Neural Coding (Wet Lab, Lecture, and Computational lab)
Module 4: Visual Neuroscience (fMRI and behavior lab, Lecture, and Computational lab)
Module 5: Executive Function (fMRI and EEG lab, Lecture, and Computational lab)
Module 6: Genetics and Imaging (Wet Lab, Lecture, and Computational lab)
Module 7: Evolution and Brain Structure (Lecture)
Module 8: Motor Control and Sequential Action (fMRI and TMS lab, Lecture, and Computational lab)
Module 9: Long-term memory (Lecture and Computational lab)
Neuroscience Electives
APC/MAT 351Topics in Mathematical Modeling - Mathematical Neuroscience This course combines modeling with applied math methods including PDE, probability, stochastic ODE, dynamical systems, cells as electrical circuits, Hodgkin-Huxely equation describing spikes in single neurons & bursting neurons (e.g., breathing, heartbeat, other rhythms), propagation of action potentials, reaction-diffusion equations, Hopfield-Grossberg neural nets, leaky accumulator models, drift-diffusion models, information theoretic approaches to analysis of neural spike trains.
MOL 408/PSY404 Cellular and Systems Neuroscience A survey of fundamental principles in neurobiology at the biophysical, cellular, and system levels. Lectures will address the basis of the action potential, synaptic transmission, sensory physiology and motor control, development of the central nervous system, synaptic plasticity, and disease states. A central theme will be the understanding of systems phenomena in terms of cellular mechanisms. (can be used as a first course in neuroscience for entering graduate students in Neuroscience who are coming from a different field and are not yet ready for the core curriculum)
MOL 431 Advanced Topics in Developmental Neurobiology Contemporary approaches to the study of neural development, emphasizing genetic and molecular techniques. Topics include generation, patterning, differentiation, migration and survival of neurons and glia, axon growth and guidance, target selection, synapse formation/elimination, activity-dependent remodeling of connectivity, and the relationship between neural development and behavior. Reading will be mainly from the primary literature with textbook reading provided for background. Classroom participation is required.
MOL 437/537 Computational Neuroscience Introduction to the biophysics of nerve cells and synapses, and the mathematical descriptions of neurons and neural networks. How do networks of neurons represent information, and how do they compute with it? The course will survey computational modeling and data analysis methods for neuroscience. Representation of visual information, navigation through space, short-term memory and decision-making will be some of the issues considered from a mathematical/computational viewpoint.
MOL 508 Advanced Topics in Neurobiology This course will focus on original scientific literature and class discussion with readings that center on major problems and current research in neuroscience.
MOL 510 Introduction to Biological Dynamics Designed for students in the biological sciences, this course focuses on the application of mathematical methods to biological problems. Intended to provide a basic grounding in mathematical modeling and data analysis for students who might not have pursued further study in mathematics. Topics include differential equations, linear algebra, difference equations, and probability. Each topic will have a lecture component and computer laboratory component. Students will work extensively with the computing package Matlab. No previous computing experience necessary.
MOL 549 Laboratory in Neuroscience The biophysics of neurons and synapses will be explored using electrophysiological and optical recording methods.
PSY 330 Introduction to Connectionist Models: Bridging Between Brain and Mind
A fundamental goal of cognitive neuroscience is to understand how psychological functions such as attention, memory, language, and decision-making arise from computations performed by assemblies of neurons in the brain. This course will provide an introduction to the use of connectionist models (also known as neural network or parallel distributed processing models) as a tool for exploring how psychological functions are implemented in the brain, and how they go awry in patients with brain damage.
PSY 336 The Diversity of Brains The premise of this seminar is that an understanding of the neural basis of behavior can be gained by examining species-typical behaviors. Each animal species has evolved neural solutions to specific problems posed to them by their environment. The course will focus primarily on forebrain mechanisms in mammals, highlighting the unique environmental problems that a species must solve and the ways in which the brains of these animals implement their solutions. Some example model systems include prey capture by bats, monogamy and aggression in voles, and eye gaze processing by primates.
PSY338/NEU338 Animal learning and decision making – psychological, computational and neural perspectives Seminar designed to expose students to a modern, integrative view of animal learning phenomena from experimental psychology, through the lens of computational models and current neuroscientific knowledge. At the psychological level we will concentrate on classical and instrumental conditioning. Computationally, we will view these as exemplars of prediction learning and action selection, the pillars of reinforcement learning. Neurally, we will focus on the roles of dopamine and the basal ganglia at the systems level. Students will see how the study of animal decision making can inform us about the computations that take place in the brain.
PSY 407 Developmental Neuroscience An analysis of cellular processes and regulatory factors that underlie vertebrate brain development and the development of behavior. Topics include: neurogenesis, neuronal migration, cell death, synapse formation, dendritic differentiation, as well as the influences of neurotransmitters, hormones, trophic factors and experience on developmental processes and behavior. In addition, conditions that induce abnormal brain development, and potentially result in the development of psychopathology, will be considered.
PSY 410 Depression: From Neuron to Clinic This course focuses on clinical depression, utilizing it as a model topic for scientific discourse. This topic is ideal for this purpose because it intersects a broad range of issues. The course focuses on a neurobiological approach to this personally and societally important subject. Topics range from the molecular to the clinical.
PSY 415 / MOL 415 Advanced Topics in Learning & Memory: Cellular and Molecular Mechanisms Seminar designed to expose students to current research on the cellular and molecular basis of learning and memory, providing an up-to-date analysis of what is, and is not known about the neurobiology of learning and memory. We begin with a review of the model systems used to study learning and memory, including an analysis of the translational validity of certain model systems. We then deal with different forms of plasticity (synaptic and structural) as they pertain to learning and memory during development and adulthood. Finally, we apply some of these findings to evaluate the current status of research on aging and Alzheimer's.
PSY 416 Brain Imaging in Cognitive Neuroscience Research This course will provide an introduction for advanced students on the use of functional brain imaging in cognitive neuroscience research. The first third of the course will cover the foundations of brain imaging in neurophysiology, imaging physics, experimental design, and image analysis. The rest of the course will be an examination of innovations in experimental design and methods of analysis that have opened new areas of cognitive neuroscience to inquiry using functional brain imaging.
PSY511 Neuroscience seminar series: Current Issues in Neuroscience and Behavior Advanced seminar that reflects current research on brain and behavior.
PSY 516: The Neural Basis of Goal-Directed Behavior A fundamental property of human action is its orientation toward specific desired outcomes or goals. Understanding the computations & neural mechanisms underlying this goal-directedness is a central challenge for both psychology and neuroscience. We'll review major theories characterizing the role of goals in behavior, from cognitive, social & developmental psychology, animal behavior research and artificial intelligence. Having established this conceptual context, we'll review a wide range of neuroscientific data to sketch out the neural substrates of goal-directed behavior, considering the neural basis of goal evaluation, selection, representation & pursuit.
PSY 591A Ethical Issues in Scientific Research Examination of issues in the responsible conduct of scientific research, including the definition of scientific misconduct, mentoring, authorship, peer review, grant practices, use of humans and of animals as subjects, ownership of data, and conflict of interest. Class will consist primarily of the discussion of cases. Required of all first and second year graduate students in the Department of Psychology. Open to other graduate students.
Other Courses of Interest to Neuroscience Graduate Students
APC 503 Analytical Techniques/Differential Equations
APC 514 Biological Dynamics
CHE 514 Molecular and Biomolecular Imaging
CHM 545/MOL512 Magnetic Resonance in Chemical Biology and Neuroscience
COS 402 Artificial Intelligence
COS 429 Computer Vision
COS 487 Theory of Computation
EEB 502/3 Fundamental Concepts in Ecology, Evolution, and Behavior
NEU 593 Magnetic Resonance Imaging
MAE 541/APC541 Applied Dynamical Systems
MAE 546 Optimal Control and Estimation
MOL 504 Cellular Biochemistry
MOL 506 Molecular Biology of Eukaryotes
MOL 507 Developmental Biology
MOL 510 Introduction to Biological Dynamics
MOL 515 Methods and Logic in Quantitative Biology
MOL 561 Scientific Integrity
PHY 561/2 Biophysics
PSY 543 Research Seminar in Cognitive Psychology
Silicea
Silicea is used in epilepsy that presents mainly in children
and young adults. The silicea type of patient is usually
distressed, especially at night or early in the morning,
often has frightful dreams, and presents with spasm of
limbs. The agitation, which increases with sleep deprivation,
can lead to a generalized tonic-clonic seizure. The
patient often describes the seizure spreading from the
solar plexus (the abdomen) to the brain. Attacks could be
preceded by coldness of left side, shaking, and twisting of
left arm. Patients could suffer from vertigo and tinnitus,
pressing bursting headaches over the eyes and the occiput,
and profuse night sweats and fever [14].
See Also Geoffrey E. Hinton
Thursday, January 22, 2009
Urhu Professor Yang Yi He at Hangzhou Normal University
About The Artist
Yang Yi He
Yang Yi He (b.1958) is a renowned erhu performer, educator, and musicologist. He is a professor of the School of Music 音乐学院 at Hangzhou Normal University 杭州师范大学 and professor and Ph.D mentor of the Music College 音乐学院 at Nanjing Arts Institute 南京艺术学院. He is the former Vice-Director of the Music School, and Vice-Chief Editor of the School Journal Music and Performance at the Nanjing Arts Institute. He is also a standing council member of China's Association of Educators, member of China Association of Music and Aesthetics, and council member of Jiangsu Provincial Association of Literature and Art Critics.
His solo erhu recordings include Rivers, Lakes and Water, Traditions and New Style, Famous Pieces of Erhu, Liang Zhu (Love Story of Liang Zhu), and Merry Night. He has published several award winning pieces, including Music of the Huai Countryside (erhu solo) and the orchestra piece Ode to the Snowmountain. (a collaboration with Zhuang Yao in three chapters).
Several of his erhu students have won the First, Second or Third Prizes in performance at national and/or provincial levels, among them Jiang Qian (First Prize of the 1993 Nanjing National Folk Musical Instruments Contest) and Wang Xiaoben (2002 "Yellow Bell" International Chinese Erhu Contest). Many Ph.D. and Master's students who attended Prof. Yang's musicology class are now teaching at various colleges and universities in China.
He has published more than 30 academic papers, translations and critical essays, quite a few of which have been reprinted, and five papers of over 10 thousand words on the aesthetics of music performance, which are included in Documentation of 20th Century Chinese Musical Aesthetics. His paper "on the Basis of Re-Creation in Music Performance: from the Perspective of the Way Musical Pieces Exist" was honored as one of the "International Excellent Essays".
Prof. Yang has published two monographs, Performing Aesthetics of Music and Theory of Musical Performing Aesthetics and Its Applications. Performing Aesthetics of Music, the first monograph on this subject in China, won the First Prize for Monographs of Humanities and Social Sciences of China's Higher Educational Institutions. It is now being used as a textbook or reference book for undergraduates and postgraduates in more than ten music colleges in China, including the Central Conservatory of Music (Beijing). and Tainan Conservatory (Taiwan). The academic journal China's Music Almanac remarks that "Performing Aesthetics of Music" is original and pioneering... It transcends the boundary of the performing aesthetics in the usual sense into the realm of the philosophical and the cultural..." In 1996, Prof. Yang was invited to be a special contributor to China's Music Almanac.
Professor Yang has given series of lectures on Music Performing Arts and Aesthetics in such universities as the Central Conservatory Guangzhou Xinghai Conservatory, Xuzhou Normal University, and Nantong Normal University. He is an active participant in both international and national seminars of musicology. He was nominated and recognized as one of the Outstanding Young Teachers of Jiangsu Higher Educational Institutions in 1996, honored as a Trans-Century Talents" for year 2002 in the "3-3-3 Project" supported by Jiangsu Provincial Educational Foundation. He has been a member and chair of the Discipline of Music, Senior Professional Titles Evaluation Committee of Jiangsu Higher Educational Institutions, and executive member of Jiangsu Provincial Senior Evaluation Committee of Higher Educational Institutions.
In September 2002, on an invitation from the German Broadcasting Corporation, Professor Yang attended "The World's Music Festival", during which he played erhu solo and in duet at the Beethovenhalle, a recital which was recorded. He was the troupe leader of Nanjing Arts Institute's "Saints Chorus", which, led by him, gave a performance tour throughout Taiwan. Again by invitation, on May 10, 2008 he began a cultural exchange and lecture tour in Taiwan and Japan.
In recognition of his prestigious contributions and academic positions, Prof. Yang's biography and achievements have been included in Who's Who in the World, The World's Distinguished Artists and similar publications.
1. Moonlight on the River by A-Bing
2. March to the Light by Liu Tianhua
3. River by Folk Song
4. Ballade in Yubei by Liu Wenjin
5. Happy Herders on the Plain by Liu Changfu
6. Fantasy of Great Wall by Liu Wenjin
See Also 二泉映月. 春江花月夜 二胡乐队
Friday, January 9, 2009
Larry Schedule at Rutgers University
This is Larry's Pharmacy Schedule and Operating Status of Rutgers University with building and map information. Biomedical Engineering may be of interest. Also take a look at Study Beat. Rutgers Learning Center and Math and Science Learning Center. Finite State Machine
Journals Scientist 9-2-10 International Immunology, Oncogene 4-27-10
Event NeuroScience 2010 11-13~17-10 "Where will your Pharm.D take you?" by AZO Busch Campus Ctr 122B 6:45pm Wed 9-16-09
Fall 2011
Mondays
10:20-11:40AM Cardiopulmonary Therapeutics HLL-114
1:55-2:50:PM Medicinal Chemistry I SEC-111
3:20-4:40PM Drug Info and Lit Evaluation HLL-114
Tuesdays
8:40-10:00AM Pharmaceutical Microbiology HLL-114
12:00-1:20PM Pharmacology I HLL-114
Wednesdays
10:35-11:30AM Pharmaceutical Microbiology PH-111
11:35-12:35PM Pharmacology I PH-111
1:55-2:50PM Medicinal Chemistry I SEC-111
3:20-4:40PM Drug Info and Lit Evaluation HLL-114
Thursdays
8:00-10:00AM Hospital Practice Management PH-111
10:20-11:40AM Cardiopulmonary Therapeutics HLL-114
Fridays
8:40-10:00AM Pharmaceutical Microbiology ARC-103
12:00-1:20PM Pharmacology I HLL-114
1:55-2:50PM Medicinal Chemistry I SEC-111
Spring 2011 Sakai, Confucius schedule, course schedule, campus bus schedule, SCC Schedule, Rutgers Event Schedule JACS ASAP BioChem Proteopedia
Mondays
8:40-10am Drug Delivery & Lab 30:721:320 Sec5 47580 HLL-114
10:20-11:40am Mol Biotechnology 30:158:315 Sec1 45450 ARC-103
12-1:20pm Intro Pharmacology 30:718:320 Sec1 49883 ARC-103
3:20-4:40pm Prin Pharm Economics 30:725:340 Sec1 45406 HLL-114
Tuesdays
12-1pm Intro Pharmacology 30:718:320 Sec1 49883 PH-111
5-6:20pm Pharmaceutical Chem 30:715:306 Sec1 45451 ARC-103
Wednesdays
8:55-9:50am Concpts Pharm Pract 30:725:329 Sec1 49972 HLL-114
10:35-11:30am Mol Biotechnology 30:158:315 Sec1 45450 PH-111
12-1:20pm Intro Pharmacology 30:718:320 Sec1 49883 ARC-103
3:20-4:40pm Prin Pharm Economics 30:725:340 Sec1 45406 HLL-114
Thursdays
8:40-10am Drug Delivery & Lab 30:721:320 Sec5 47580 HLL-114
10:20-11:40am Mol Biotechnology 30:158:315 Sec1 45450 ARC-103
5-6:20pm Pharmaceutical Chem 30:715:306 Sec1 45451 ARC-103
Fridays
10-12pm Intro to Research 30:720:301 Sec1 53509 ARC-206
3:20-4:40pm Drug Delivery & Lab 30:721:320 Sec5 47580 PH-215
Fall 2010
Monday
10:20-11:40am Intro Pharmaceutics 30:721:301 #1 02673 ARC-103
12-1:25pm Intro Pharm Care 30:725:320 #1 05939 ARC-103
1:40-3pm Pharm Pract Mngmnt 30:725:308 #1 05938 ARC-103
Tuesdays
8:40-10:00am PathoPhysiology 30:718:304 #1 10603 SEC-111
12:15-1:10pm History of Pharmacy 30:725:424 #1 06029 PH-111
5-6:20pm Intro Biochem & Mol Biology 01:694:301 #1 03333 HLL-114
Wednesdays
8:40-10am Intro Pharmaceutics 30:721:301 #1 02673 PH-215
1:40-3pm Pharm Pract Mngmnt 30:725:308 #1 05938 ARC-103
Thursdays
10:20-11:40am Intro Pharmacutics 30:721:301 #1 02673 ARC-103
12-1:25pm INTRO PHARM CARE 30:725:320 #1 05939 ARC-103
5-6:20pm INTRO BIOCHEM&MOLBIO 01:694:301 #1 03333 HLL-114
Fridays
8:40-10am PATHOPHYSIOLOGY 30:718:304 #1 10603 SEC-111
12:15-1:10pm HISTORY OF PHARMACY 30:725:424 #1 06029 PH-111
2-2:55pm INTRO PHARM CARE 30:725:320 #1 05939 ARC-103
Summer 2010 Second Session
Mon
10-11:45am Biochemistry ARC 103 Glycolysis ATP 8-2-10
FIRST SESSION (6/1 - 7/9)
Mon
10:10-12:05pm Econometrics (01:220:322) Sec B1 [81556] SC-202 College Ave The median borrower does not strategically default until equity falls to -62 percent of their home's value 9-7-10
Tue
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
6-9:40pm ORG&PERSONNEL PSYCH (01:830:373) Sec B6 [82643] LCB-102 Livingston
Wed
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
Thu
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
6-9:40pm ORG&PERSONNEL PSYCH (01:830:373) Sec B6 [82643] LCB-102 Livingston
Third Session (7/12 - 8/18)
MONDAYS
6:00-9:40pm INFANT&CHILD DEVEL (01:830:331) SEC H6 [82257] LCB-103 LIVINGSTON
WEDNESDAYS
6:00-9:40pm INFANT&CHILD DEVEL (01:830:331) SEC H6 [82257] LCB-103 LIVINGSTON
Winter 2010
Mon
8:55-9:50am Organic Chemistry 01:160:308 Sec35 70802 ARC-103
1:10-2:30pm Intermed Micro Anals 01:220:320 Sec3 71791 MI-100
3:20-4:40pm Organic Chemistry 01:160:308 Sec35 70802 ARC-103
Tue
8:40-10:00am Neuropsychology 01:830:310 Sec2 75108 LSH-AUD
1:40-3:00pm Systems Physiology 01:146:356 Sec2 65538 ARC-103 Berkeley
Wed
9:50-11:10am Money & Banking 01:220:301 Sec7 69600 MI-100
1:10-2:30pm Intermed Micro Anals 01:220:320 Sec3 71791 MI-100
3:20-4:40pm Organic Chemistry 01:160:308 Sec35 70802 ARC-103
5:15-6:10pm Organic Chem Lab 01:160:311 Sec24 60152 HLL-114
Thu
8:00-12:20pm Organic Chem Lab 01:160:311 Sec24 60152 WL-331
1:40-3:00pm Systems Physiology 01:146:356 Sec2 65538 ARC-103
Fri
8:40-10:00am Neuropsychology 01:830:310 Sec2 75108 LSH-AUD
2:50-4:10pm Money & Banking 01:220:301 Sec7 69600 MI-100
Fall 2009
Mon
1:40-3pm Social Psychology HLL-114 01:830:321 Sec1 29624
3:20-4:40pm Orgnic Chemistry ARC-103 01:160:307 Sec35 31835
Tue
9:50-11:10am Intermed Macro Anals 01:220:321 Sec2 34067 CA-A4
10:30-11:50am General Chemistry 159 ARC 103
1:10-2:30pm Intro to Computer Science 111 MU 210
5-6:20pm Elements of Physics 01:750:161 Sec6 25853 PHY-LH
Wed
9:50-11:10am Basic Stat for Rsrch 01:960:401 Sec1 20565 VD-211
12:15-1:10pm Intro to Computer Science 111 SEC-202
1:40-3pm Social Psychology 01:830:321 Sec1 29624 HLL-114
3:20-4:40pm Organic Chemistry 01:160:307 Sec35 31835 ARC-103
Thu
8:55-9:50am Organic Chemistry 01:160:307 Sec 35 31835 ARC-103
10am-12pm General Chemistry 161 Office Hour Don Siegel ARC 332
12-3pm Elements of Physics 01:750:161 Sec 06 25853 SRN-232
1:10-2:30pm Intro to Computer Science 111 MU 210
2-5pm Organic Chemistry review Dr Pat O'Connor ARC 332
5-6:20pm Elements of Physics 01:750:161 Sec 06 25853 PHY-LH Paul Leath
Fri
9:50-11:10am Intermed Macro Anals 01:220:321 Sec 02 34067 CA-A4
10:30-11:50am General Chemistry 161 ARC 103
2:50-4:10pm Basic Stat for Rsrch 01:960:401 Sec 01 20565 VD-211
Winter 2008
MONDAYS
11:30 AM - 12:50 PM Intro To Microeconomics (01:220:102)Section 01[40217] SC-123 College Ave. Production Possibility Frontiers (PPFs)
1:55 PM - 2:50 PM General Chemistry (01:160:162)Section 07[40114] BE-AUD Livingston
3:20 PM - 4:40 PM RESRCH IN DISCIPLNS(01:355:201)Section K8[40258] LSH-A137 Livingston
7:30-9:30pm Rutgers Sinfornia
TUESDAYS
9:50 AM - 11:10 AM THE BYRNE SEMINARS(01:090:101)Section 39[51081]SC-202 College Ave 加嚴車輛廢氣排放標準 Academy of Sciences President lecture on Climate Change P1 P2 P3
1:10 PM - 2:30 PM INTRO TO MACROECON(01:220:103)Section 02[40218]SC-123 College Avenue
3:35 PM - 4:30 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530] BE-AUD Livingston Born Rich 3-3-09
5:15 PM - 6:10 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530] BE-201 Livingston
WEDNESDAYS
8:55 AM - 9:50 AM PHARM CONVOCATIONS(30:725:104)Section 02[46630] PH-111 Busch
12:15 PM - 1:10 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-250Livingston
1:55 PM - 2:50 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-AUDLivingston
3:20 PM - 4:40 PM RESRCH IN DISCIPLNS(01:355:201)Section K8[40258]LSH-A137Livingston
THURSDAYS
11:30 AM - 12:50 PM INTRO TO MICROECONOM(01:220:102)Section 01[40217]SC-123College Avenue
1:10 PM - 2:30 PM INTRO TO MACROECON(01:220:103)Section 02[40218]SC-123College Avenue
3:35 PM - 4:30 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530]BE-AUDLivingston
FRIDAYS
1:55 PM - 2:50 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-AUDLivingston
See Also 郎咸平 Richard Mccormick, Paul Krugman, Nouriel Roubini, Jim Rogers, Ron Paul, Rat dad's diet affects pups
Journals Scientist 9-2-10 International Immunology, Oncogene 4-27-10
Event NeuroScience 2010 11-13~17-10 "Where will your Pharm.D take you?" by AZO Busch Campus Ctr 122B 6:45pm Wed 9-16-09
Fall 2011
Mondays
10:20-11:40AM Cardiopulmonary Therapeutics HLL-114
1:55-2:50:PM Medicinal Chemistry I SEC-111
3:20-4:40PM Drug Info and Lit Evaluation HLL-114
Tuesdays
8:40-10:00AM Pharmaceutical Microbiology HLL-114
12:00-1:20PM Pharmacology I HLL-114
Wednesdays
10:35-11:30AM Pharmaceutical Microbiology PH-111
11:35-12:35PM Pharmacology I PH-111
1:55-2:50PM Medicinal Chemistry I SEC-111
3:20-4:40PM Drug Info and Lit Evaluation HLL-114
Thursdays
8:00-10:00AM Hospital Practice Management PH-111
10:20-11:40AM Cardiopulmonary Therapeutics HLL-114
Fridays
8:40-10:00AM Pharmaceutical Microbiology ARC-103
12:00-1:20PM Pharmacology I HLL-114
1:55-2:50PM Medicinal Chemistry I SEC-111
Spring 2011 Sakai, Confucius schedule, course schedule, campus bus schedule, SCC Schedule, Rutgers Event Schedule JACS ASAP BioChem Proteopedia
Mondays
8:40-10am Drug Delivery & Lab 30:721:320 Sec5 47580 HLL-114
10:20-11:40am Mol Biotechnology 30:158:315 Sec1 45450 ARC-103
12-1:20pm Intro Pharmacology 30:718:320 Sec1 49883 ARC-103
3:20-4:40pm Prin Pharm Economics 30:725:340 Sec1 45406 HLL-114
Tuesdays
12-1pm Intro Pharmacology 30:718:320 Sec1 49883 PH-111
5-6:20pm Pharmaceutical Chem 30:715:306 Sec1 45451 ARC-103
Wednesdays
8:55-9:50am Concpts Pharm Pract 30:725:329 Sec1 49972 HLL-114
10:35-11:30am Mol Biotechnology 30:158:315 Sec1 45450 PH-111
12-1:20pm Intro Pharmacology 30:718:320 Sec1 49883 ARC-103
3:20-4:40pm Prin Pharm Economics 30:725:340 Sec1 45406 HLL-114
Thursdays
8:40-10am Drug Delivery & Lab 30:721:320 Sec5 47580 HLL-114
10:20-11:40am Mol Biotechnology 30:158:315 Sec1 45450 ARC-103
5-6:20pm Pharmaceutical Chem 30:715:306 Sec1 45451 ARC-103
Fridays
10-12pm Intro to Research 30:720:301 Sec1 53509 ARC-206
3:20-4:40pm Drug Delivery & Lab 30:721:320 Sec5 47580 PH-215
Fall 2010
Monday
10:20-11:40am Intro Pharmaceutics 30:721:301 #1 02673 ARC-103
12-1:25pm Intro Pharm Care 30:725:320 #1 05939 ARC-103
1:40-3pm Pharm Pract Mngmnt 30:725:308 #1 05938 ARC-103
Tuesdays
8:40-10:00am PathoPhysiology 30:718:304 #1 10603 SEC-111
12:15-1:10pm History of Pharmacy 30:725:424 #1 06029 PH-111
5-6:20pm Intro Biochem & Mol Biology 01:694:301 #1 03333 HLL-114
Wednesdays
8:40-10am Intro Pharmaceutics 30:721:301 #1 02673 PH-215
1:40-3pm Pharm Pract Mngmnt 30:725:308 #1 05938 ARC-103
Thursdays
10:20-11:40am Intro Pharmacutics 30:721:301 #1 02673 ARC-103
12-1:25pm INTRO PHARM CARE 30:725:320 #1 05939 ARC-103
5-6:20pm INTRO BIOCHEM&MOLBIO 01:694:301 #1 03333 HLL-114
Fridays
8:40-10am PATHOPHYSIOLOGY 30:718:304 #1 10603 SEC-111
12:15-1:10pm HISTORY OF PHARMACY 30:725:424 #1 06029 PH-111
2-2:55pm INTRO PHARM CARE 30:725:320 #1 05939 ARC-103
Summer 2010 Second Session
Mon
10-11:45am Biochemistry ARC 103 Glycolysis ATP 8-2-10
FIRST SESSION (6/1 - 7/9)
Mon
10:10-12:05pm Econometrics (01:220:322) Sec B1 [81556] SC-202 College Ave The median borrower does not strategically default until equity falls to -62 percent of their home's value 9-7-10
Tue
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
6-9:40pm ORG&PERSONNEL PSYCH (01:830:373) Sec B6 [82643] LCB-102 Livingston
Wed
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
Thu
10:10-12:05pm ECONOMETRICS (01:220:322) Sec B1 [81556] SC-202 College Ave
6-9:40pm ORG&PERSONNEL PSYCH (01:830:373) Sec B6 [82643] LCB-102 Livingston
Third Session (7/12 - 8/18)
MONDAYS
6:00-9:40pm INFANT&CHILD DEVEL (01:830:331) SEC H6 [82257] LCB-103 LIVINGSTON
WEDNESDAYS
6:00-9:40pm INFANT&CHILD DEVEL (01:830:331) SEC H6 [82257] LCB-103 LIVINGSTON
Winter 2010
Mon
8:55-9:50am Organic Chemistry 01:160:308 Sec35 70802 ARC-103
1:10-2:30pm Intermed Micro Anals 01:220:320 Sec3 71791 MI-100
3:20-4:40pm Organic Chemistry 01:160:308 Sec35 70802 ARC-103
Tue
8:40-10:00am Neuropsychology 01:830:310 Sec2 75108 LSH-AUD
1:40-3:00pm Systems Physiology 01:146:356 Sec2 65538 ARC-103 Berkeley
Wed
9:50-11:10am Money & Banking 01:220:301 Sec7 69600 MI-100
1:10-2:30pm Intermed Micro Anals 01:220:320 Sec3 71791 MI-100
3:20-4:40pm Organic Chemistry 01:160:308 Sec35 70802 ARC-103
5:15-6:10pm Organic Chem Lab 01:160:311 Sec24 60152 HLL-114
Thu
8:00-12:20pm Organic Chem Lab 01:160:311 Sec24 60152 WL-331
1:40-3:00pm Systems Physiology 01:146:356 Sec2 65538 ARC-103
Fri
8:40-10:00am Neuropsychology 01:830:310 Sec2 75108 LSH-AUD
2:50-4:10pm Money & Banking 01:220:301 Sec7 69600 MI-100
Fall 2009
Mon
1:40-3pm Social Psychology HLL-114 01:830:321 Sec1 29624
3:20-4:40pm Orgnic Chemistry ARC-103 01:160:307 Sec35 31835
Tue
9:50-11:10am Intermed Macro Anals 01:220:321 Sec2 34067 CA-A4
10:30-11:50am General Chemistry 159 ARC 103
1:10-2:30pm Intro to Computer Science 111 MU 210
5-6:20pm Elements of Physics 01:750:161 Sec6 25853 PHY-LH
Wed
9:50-11:10am Basic Stat for Rsrch 01:960:401 Sec1 20565 VD-211
12:15-1:10pm Intro to Computer Science 111 SEC-202
1:40-3pm Social Psychology 01:830:321 Sec1 29624 HLL-114
3:20-4:40pm Organic Chemistry 01:160:307 Sec35 31835 ARC-103
Thu
8:55-9:50am Organic Chemistry 01:160:307 Sec 35 31835 ARC-103
10am-12pm General Chemistry 161 Office Hour Don Siegel ARC 332
12-3pm Elements of Physics 01:750:161 Sec 06 25853 SRN-232
1:10-2:30pm Intro to Computer Science 111 MU 210
2-5pm Organic Chemistry review Dr Pat O'Connor ARC 332
5-6:20pm Elements of Physics 01:750:161 Sec 06 25853 PHY-LH Paul Leath
Fri
9:50-11:10am Intermed Macro Anals 01:220:321 Sec 02 34067 CA-A4
10:30-11:50am General Chemistry 161 ARC 103
2:50-4:10pm Basic Stat for Rsrch 01:960:401 Sec 01 20565 VD-211
Winter 2008
MONDAYS
11:30 AM - 12:50 PM Intro To Microeconomics (01:220:102)Section 01[40217] SC-123 College Ave. Production Possibility Frontiers (PPFs)
1:55 PM - 2:50 PM General Chemistry (01:160:162)Section 07[40114] BE-AUD Livingston
3:20 PM - 4:40 PM RESRCH IN DISCIPLNS(01:355:201)Section K8[40258] LSH-A137 Livingston
7:30-9:30pm Rutgers Sinfornia
TUESDAYS
9:50 AM - 11:10 AM THE BYRNE SEMINARS(01:090:101)Section 39[51081]SC-202 College Ave 加嚴車輛廢氣排放標準 Academy of Sciences President lecture on Climate Change P1 P2 P3
1:10 PM - 2:30 PM INTRO TO MACROECON(01:220:103)Section 02[40218]SC-123 College Avenue
3:35 PM - 4:30 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530] BE-AUD Livingston Born Rich 3-3-09
5:15 PM - 6:10 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530] BE-201 Livingston
WEDNESDAYS
8:55 AM - 9:50 AM PHARM CONVOCATIONS(30:725:104)Section 02[46630] PH-111 Busch
12:15 PM - 1:10 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-250Livingston
1:55 PM - 2:50 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-AUDLivingston
3:20 PM - 4:40 PM RESRCH IN DISCIPLNS(01:355:201)Section K8[40258]LSH-A137Livingston
THURSDAYS
11:30 AM - 12:50 PM INTRO TO MICROECONOM(01:220:102)Section 01[40217]SC-123College Avenue
1:10 PM - 2:30 PM INTRO TO MACROECON(01:220:103)Section 02[40218]SC-123College Avenue
3:35 PM - 4:30 PM INTRO TO SOCIOLOGY(01:920:101)Section 19[40530]BE-AUDLivingston
FRIDAYS
1:55 PM - 2:50 PM GENERAL CHEMISTRY(01:160:162)Section 07[40114]BE-AUDLivingston
See Also 郎咸平 Richard Mccormick, Paul Krugman, Nouriel Roubini, Jim Rogers, Ron Paul, Rat dad's diet affects pups
Tuesday, January 6, 2009
Molecular Biology at Princeton University
Department of Molecular Biology at Princeton University has all the courses offered below with Office of the Registrar Timetable of Courses
Fall Semester
MOL 101 From DNA to Human Complexity. Bassler, Wieschaus, Thieringer Lecture and laboratory course will acquaint non-biology majors with the theory and practice of modern molecular biology, with a focus on biological topics of current public interest. 1-23-06
101A - This course allows students to take MOL 101 without the laboratory section, substituting a special precept and adding an additional writing requirement. The writing requirement would focus on the underlying science behind special topics in the news as well as their ethical and social ramifications.
101B - This lecture and laboratory course will acquaint non-biology majors with the theory and practice of modern molecular biology, with a focus on biological topics of current public interest. Topics include: structure of DNA, RNA, proteins, genomes and an overview of state-of-the-art technologies including cloning, recombinant DNA and PCR. The course will address how recent scientific advances impact issues relevant to human biology including understanding how genes control complex patterns of cell differentiation and the origins of mutations and inherited defects. 11-1-07
MOL 211 The Biology of Organisms (see EEB 211)
An introduction to the biology of organisms and populations.
MOL 215 Quantitative Principles in Cell and Molecular Biology (also EEB215) Cox, Felton
Central concepts and experiments in cellular, molecular, and developmental biology with an emphasis on underlying physical and engineering principles. Topics include the genetic code; energetics and cellular organization; communication, feeding, and signaling between cells; feedback loops and cellular organization; problems and solutions in development; the organization of large cellular systems, such as the nervous and immune systems.
Satisfies the biology requirement for entrance into medical school. Prerequisites: AP biology, physics, and calculus. Three lectures, one three-hour laboratory.
MOL 342 Genetics Gitai, Schupbach Prerequisite: MOL 214 or MOL 215 or permission of instructor. 5-6-08
Basic principles of genetics will be illustrated with examples from prokaryote and eukaryote organisms with emphasis on classic genetic techniques. The evolving conception of the gene and genome will be the primary focus of the course. Selected advanced topics will include Drosophila developmental genetics, yeast cell biology and human disease.
MOL 345 Biochemistry (also CHM 345), Flint, Rye
Prerequisites: MOL 2l4 or MOL 215 and CHM 301 or CHM 303 5-21-07
Survey course will examine the structures and functions of biological molecules (including nucleic acids, proteins and lipids), intermediary metabolism and its regulation, and mechanisms of gene expression.
MOL 355 Introduction to Biostatistics (see EEB 355)
An applied introduction to probability and statistical methods in biology.
MOL 408 Cellular and Systems Neuroscience (also PSY 404) Samuel S.-H. Wang. Prerequisites: MOL 214 or 215, PSY 258 and MAT 103, or instructor's permission. A basic familiarity with simple electrical circuits (as presented in PHY 104 or ELE 203) is expected. Survey of fundamental principles in neurobiology at the biophysical, cellular, and system levels. Lectures will address the basis of the action potential, synaptic transmission, sensory physiology and motor control, development of the central nervous system, synaptic plasticity, and disease states. A central theme will be the understanding of systems phenomena in terms of cellular mechanisms. 2-20-08
MOL 410 Introduction to Biological Dynamics Wingreen, Brody Prerequisites: MAT 103 or equivalent. Designed for students in the biological sciences, this course focuses on the application of mathematical methods to biological problems. Intended to provide a basic grounding in mathematical modeling and data analysis for students who might not have pursued further study in mathematics. Topics include differential equations, linear algebra, difference equations, and probability. Each topic will have a lecture component and computer laboratory component. Students will work extensively with the computing package Matlab. No previous computing experience necessary. Two 90-minute lectures, one laboratory. 5-21-07
MOL 420 Cellular Organization and Dynamics Schwarzbauer, Gitai Prerequisites: MOL 342, 345 and 348 or permission of instructor. The organization of intracellular components contributes to cell functionality. This course will focus on how intracellular components are organized, mechanisms of reorganization during various processes, and how changes in this organization impact cell behaviors. The dynamics of forming complex multicellular tissues will also be examined. Topics include spatial-temporal changes during cell growth and division, cell motility, polarity, shape changes, and cell differentiation using examples from both prokaryotes and eukaryotes. Analysis of techniques used to study cell architecture will be covered.
MOL 429 Selected Topics in Molecular Biology and Human Genetics
An in-depth analysis of one area in which recent advances in molecular biology will have significant impact upon society.
MOL 431 Advanced Topics in Developmental Neurobiology Eggenschwiler Prerequisites: MOL 342 or MOL 348 or permission from the instructor. Contemporary approaches to the study of neural development, emphasizing genetic and molecular techniques. Topics include generation, patterning, differentiation, migration and survival of neurons and glia, axon growth and guidance, target selection, synapse formation/elimination, activity-dependent remodeling of connectivity, and the relationship between neural development and behavior. Reading will be mainly from the primary literature with textbook reading provided for background. Classroom participation is required. 5-21-07
MOL 440 Genome Integrity and Human Disease
Seminar style course will focus on the basic science that provides the background for understanding diseases caused by defects in chromosome maintenance.
MOL 455 Introduction to Genomics and Computational Molecular Biology Mona Singh, Saeed Tavazoie Topics include computational approaches to sequence similarity and alignment, phylogenetic inference, gene expression analysis, structure prediction, comparative genome analysis, and high-throughput technologies for mapping genetic networks. In addition to regular homework exercises, students will be asked to design and carry out projects in groups of 3-4 students. MOL455/COS455 meets with the graduate course COS/MOL551. Undergraduate students will attend regular precepts in which relevant primary literature is critically discussed. In addition to presenting their projects in an oral presentation, students will describe their findings in a final paper formatted as a journal article. Undergraduates grades will be determined independently, and they will be based on homework assignments (60%), and the final project paper/presentation (40%).
MOL 457 Computational Aspects of Molecular Biology Welsh. Prerequisites: One 300 level course in Molecular Biology, Chemistry or Biochemistry. A discussion of the field of Bioinformatics, the application of computing to research in Molecular Biology. Topics include: nucleic acid and protein sequence analysis, secondary structure prediction, microarray analysis, sequence homology, the protein folding problem, molecular computers, Perl programming, and the use of the genetic databases.
MOL 459 Viruses: Strategy and Tactics Enquist Prerequisites: MOL 342 or MOL 348 or permission of Instructor. Viruses are unique parasites of living cells and may be the most abundant, highest evolved life forms on the planet. The general strategies encoded by all known viral genomes are discussed using selected viruses as examples. The first half of the course covers the molecular biology (the tactics) inherent in these strategies. The second half introduces the biology of engagement of viruses with host defenses, what happens when viral infection leads to disease, vaccines and antiviral drugs, and the evolution of infectious agents and emergence of new viruses. 5-21-07
MOL 460 Diseases in Children: Causes, Costs, and Choices (also STC 460) Notterman. Within a broader context of historical, social, and ethical concerns, a survey of normal childhood development and selected disorders from the perspectives of the physician and the scientist. Emphasis on the complex relationship between genetic and acquired causes of disease, medical practice, social conditions and cultural values. The course features visits from children with some of the conditions discussed, site visits, and readings from the original medical and scientific literature. 6-26-06
MOL 470 Advanced Topics in Genetic Analysis Lee Silver. A survey of contemporary research on complex genotype-phenotype correlations in human populations. Topics will include mammalian genome structure and evolution, intra-species variation, and molecular tools developed for modern gene discovery projects. The analytical approaches of formal linkage analysis and Whole Genome Association Studies will be explored through primary publications on various complex traits including bipolar disorder, diabetes, and cancer susceptibility. Other topics will include comparative analysis of hominoid genomes and experimental embryological techniques of gene targeting, chimeras, and artificial chromosomes.
MOL 475 Workshop on Biological Imaging Jason Puchalla. New optical imaging techniques are revolutionizing the study of living cells. In this course, students will construct research grade microscopes and use them both to demonstrate physical aspects of imaging and to explore the capability of the microscope as a tool for biological discovery. Toward the end of the course, students will design and implement at least one original experiment to answer a biological question of current interest. Students will also be introduced to cutting-edge commercial instruments used at the frontiers of cell biology, developmental biology, and neurobiology. 3-10-08
Spring Semester
MOL 205 Genes, Health and Society. Rosenberg. What should students know about their genes (and genomes)? Today, the field of Human Genetics is explored and debated like no other. To understand the medical applications and ethical implications of Human Genetics, one must grasp its scientific foundations. We will approach these topics using: lectures, textbook, journal and newspaper readings, precept discussions, and patient interviews. We will consider the following subjects: gene structure and function; the genetics and genomics of populations and of selected human disorders (cancer, mental illness, metabolic diseases); and clinical genetics (inheritance patterns, diagnosis, treatment).
MOL 210 Evolutionary Ecology (see EEB 210)
An introduction to the mechanisms and processes of population biology.
MOL 214 Introduction to Cellular and Molecular Biology. Thomas Shenk, Shirley M. Tilghman, Thieringer. Important concepts and elements of molecular biology, biochemistry, genetics, and cell biology, are examined in the context of classic experiments. During the last four weeks of the semester, the class will split into topic-based sections taught by different faculty members in the following areas: cell biology, biochemistry, genomics, neurobiology, microbiology, and development. Students will choose to concentrate in 2 of the 6 sections. This course is strongly recommended for students intending to major in the biological sciences and satisfies the biology requirement for entrance into medical school. 2-15-08
MOL 320 Human Genetics, Reproduction, and Public Policy (see WWS 320)
Advances in genetic and reproductive technologies
MOL328/WWS399 Medical Research and Researchers: Preeminence, Problems, Policies
How the U.S. copes with these challenges will influence the future of world health.
MOL340 Molecular and Cellular Immunology
A broad survey of the field of immunology and the mammalian immune system.
MOL 348 Cell and Developmental Biology
The mechanisms that underlie development of multicellular organisms, from C. elegans to humans, will be examined using biochemical, genetic and cell biological approaches.
MOL 350 Laboratory in Molecular Biology
The major objective of the course is to introduce students to a variety of tools required to conduct independent research in the field of molecular biology.
MOL 380A Modern Microbiology and Disease
This course examines the modern field of molecular biology through the lens of bacteria and parasites,
emphasizing the impact of microbes on everyday life.
MOL 380B Modern Microbiology and Disease
This course examines the modern field of molecular biology through the lens of bacteria and parasites, emphasizing the impact of microbes on everyday life.
MOL 422 Evolutionary Developmental Biology (see EEB 422)
Exploring how the genetic mechanisms that control development have evolved to generate the diversity of life on earth.
MOL425/WWS474 Infection: Biology, Burden, Policy
This course will examine fundamental determinants of human microbe interaction at the biological and ecological aspects.
MOL 427 Biotechnology and Its Social Impact (also WWS 427)
This course aims to create an awareness of the social consequences of basic and applied research in the life sciences.
MOL430 Power and Peril of Cycling Cells
This class will focus on two central issues in cell biology: cell cycle and cell death.
MOL 434 Macromolecular Structure and Mechanism in Disease
This course will examine structure-function relationships for a number of proteins involved in human diseases.
MOL 435 Pathogenesis and Bacterial Diversity
An examination of current topics exploring the microbial world with emphasis on signal transduction, and the molecular basis for bacterial diversity and their roles in bacterial pathogenesis.
MOL 437 Computational Neurobiology and Computing Networks
Introduction to the biophysics of nerve cells and synapses, and the mathematical descriptions of neurons and neural networks.
MOL 448 Chemistry, Structure, and Structure-Function Relations of Nucleic Acids
The chemistry and structure of mononucleotides, oligonucleotides, and polynucleotides and their helical complexes as a basis for understanding and predicting the structures and structure-function relations of naturally occurring DNAs and RNAs.
See Also Embryonic Stem Cells, Molecular Cell, Reprogramming Cells
Fall Semester
MOL 101 From DNA to Human Complexity. Bassler, Wieschaus, Thieringer Lecture and laboratory course will acquaint non-biology majors with the theory and practice of modern molecular biology, with a focus on biological topics of current public interest. 1-23-06
101A - This course allows students to take MOL 101 without the laboratory section, substituting a special precept and adding an additional writing requirement. The writing requirement would focus on the underlying science behind special topics in the news as well as their ethical and social ramifications.
101B - This lecture and laboratory course will acquaint non-biology majors with the theory and practice of modern molecular biology, with a focus on biological topics of current public interest. Topics include: structure of DNA, RNA, proteins, genomes and an overview of state-of-the-art technologies including cloning, recombinant DNA and PCR. The course will address how recent scientific advances impact issues relevant to human biology including understanding how genes control complex patterns of cell differentiation and the origins of mutations and inherited defects. 11-1-07
MOL 211 The Biology of Organisms (see EEB 211)
An introduction to the biology of organisms and populations.
MOL 215 Quantitative Principles in Cell and Molecular Biology (also EEB215) Cox, Felton
Central concepts and experiments in cellular, molecular, and developmental biology with an emphasis on underlying physical and engineering principles. Topics include the genetic code; energetics and cellular organization; communication, feeding, and signaling between cells; feedback loops and cellular organization; problems and solutions in development; the organization of large cellular systems, such as the nervous and immune systems.
Satisfies the biology requirement for entrance into medical school. Prerequisites: AP biology, physics, and calculus. Three lectures, one three-hour laboratory.
MOL 342 Genetics Gitai, Schupbach Prerequisite: MOL 214 or MOL 215 or permission of instructor. 5-6-08
Basic principles of genetics will be illustrated with examples from prokaryote and eukaryote organisms with emphasis on classic genetic techniques. The evolving conception of the gene and genome will be the primary focus of the course. Selected advanced topics will include Drosophila developmental genetics, yeast cell biology and human disease.
MOL 345 Biochemistry (also CHM 345), Flint, Rye
Prerequisites: MOL 2l4 or MOL 215 and CHM 301 or CHM 303 5-21-07
Survey course will examine the structures and functions of biological molecules (including nucleic acids, proteins and lipids), intermediary metabolism and its regulation, and mechanisms of gene expression.
MOL 355 Introduction to Biostatistics (see EEB 355)
An applied introduction to probability and statistical methods in biology.
MOL 408 Cellular and Systems Neuroscience (also PSY 404) Samuel S.-H. Wang. Prerequisites: MOL 214 or 215, PSY 258 and MAT 103, or instructor's permission. A basic familiarity with simple electrical circuits (as presented in PHY 104 or ELE 203) is expected. Survey of fundamental principles in neurobiology at the biophysical, cellular, and system levels. Lectures will address the basis of the action potential, synaptic transmission, sensory physiology and motor control, development of the central nervous system, synaptic plasticity, and disease states. A central theme will be the understanding of systems phenomena in terms of cellular mechanisms. 2-20-08
MOL 410 Introduction to Biological Dynamics Wingreen, Brody Prerequisites: MAT 103 or equivalent. Designed for students in the biological sciences, this course focuses on the application of mathematical methods to biological problems. Intended to provide a basic grounding in mathematical modeling and data analysis for students who might not have pursued further study in mathematics. Topics include differential equations, linear algebra, difference equations, and probability. Each topic will have a lecture component and computer laboratory component. Students will work extensively with the computing package Matlab. No previous computing experience necessary. Two 90-minute lectures, one laboratory. 5-21-07
MOL 420 Cellular Organization and Dynamics Schwarzbauer, Gitai Prerequisites: MOL 342, 345 and 348 or permission of instructor. The organization of intracellular components contributes to cell functionality. This course will focus on how intracellular components are organized, mechanisms of reorganization during various processes, and how changes in this organization impact cell behaviors. The dynamics of forming complex multicellular tissues will also be examined. Topics include spatial-temporal changes during cell growth and division, cell motility, polarity, shape changes, and cell differentiation using examples from both prokaryotes and eukaryotes. Analysis of techniques used to study cell architecture will be covered.
MOL 429 Selected Topics in Molecular Biology and Human Genetics
An in-depth analysis of one area in which recent advances in molecular biology will have significant impact upon society.
MOL 431 Advanced Topics in Developmental Neurobiology Eggenschwiler Prerequisites: MOL 342 or MOL 348 or permission from the instructor. Contemporary approaches to the study of neural development, emphasizing genetic and molecular techniques. Topics include generation, patterning, differentiation, migration and survival of neurons and glia, axon growth and guidance, target selection, synapse formation/elimination, activity-dependent remodeling of connectivity, and the relationship between neural development and behavior. Reading will be mainly from the primary literature with textbook reading provided for background. Classroom participation is required. 5-21-07
MOL 440 Genome Integrity and Human Disease
Seminar style course will focus on the basic science that provides the background for understanding diseases caused by defects in chromosome maintenance.
MOL 455 Introduction to Genomics and Computational Molecular Biology Mona Singh, Saeed Tavazoie Topics include computational approaches to sequence similarity and alignment, phylogenetic inference, gene expression analysis, structure prediction, comparative genome analysis, and high-throughput technologies for mapping genetic networks. In addition to regular homework exercises, students will be asked to design and carry out projects in groups of 3-4 students. MOL455/COS455 meets with the graduate course COS/MOL551. Undergraduate students will attend regular precepts in which relevant primary literature is critically discussed. In addition to presenting their projects in an oral presentation, students will describe their findings in a final paper formatted as a journal article. Undergraduates grades will be determined independently, and they will be based on homework assignments (60%), and the final project paper/presentation (40%).
MOL 457 Computational Aspects of Molecular Biology Welsh. Prerequisites: One 300 level course in Molecular Biology, Chemistry or Biochemistry. A discussion of the field of Bioinformatics, the application of computing to research in Molecular Biology. Topics include: nucleic acid and protein sequence analysis, secondary structure prediction, microarray analysis, sequence homology, the protein folding problem, molecular computers, Perl programming, and the use of the genetic databases.
MOL 459 Viruses: Strategy and Tactics Enquist Prerequisites: MOL 342 or MOL 348 or permission of Instructor. Viruses are unique parasites of living cells and may be the most abundant, highest evolved life forms on the planet. The general strategies encoded by all known viral genomes are discussed using selected viruses as examples. The first half of the course covers the molecular biology (the tactics) inherent in these strategies. The second half introduces the biology of engagement of viruses with host defenses, what happens when viral infection leads to disease, vaccines and antiviral drugs, and the evolution of infectious agents and emergence of new viruses. 5-21-07
MOL 460 Diseases in Children: Causes, Costs, and Choices (also STC 460) Notterman. Within a broader context of historical, social, and ethical concerns, a survey of normal childhood development and selected disorders from the perspectives of the physician and the scientist. Emphasis on the complex relationship between genetic and acquired causes of disease, medical practice, social conditions and cultural values. The course features visits from children with some of the conditions discussed, site visits, and readings from the original medical and scientific literature. 6-26-06
MOL 470 Advanced Topics in Genetic Analysis Lee Silver. A survey of contemporary research on complex genotype-phenotype correlations in human populations. Topics will include mammalian genome structure and evolution, intra-species variation, and molecular tools developed for modern gene discovery projects. The analytical approaches of formal linkage analysis and Whole Genome Association Studies will be explored through primary publications on various complex traits including bipolar disorder, diabetes, and cancer susceptibility. Other topics will include comparative analysis of hominoid genomes and experimental embryological techniques of gene targeting, chimeras, and artificial chromosomes.
MOL 475 Workshop on Biological Imaging Jason Puchalla. New optical imaging techniques are revolutionizing the study of living cells. In this course, students will construct research grade microscopes and use them both to demonstrate physical aspects of imaging and to explore the capability of the microscope as a tool for biological discovery. Toward the end of the course, students will design and implement at least one original experiment to answer a biological question of current interest. Students will also be introduced to cutting-edge commercial instruments used at the frontiers of cell biology, developmental biology, and neurobiology. 3-10-08
Spring Semester
MOL 205 Genes, Health and Society. Rosenberg. What should students know about their genes (and genomes)? Today, the field of Human Genetics is explored and debated like no other. To understand the medical applications and ethical implications of Human Genetics, one must grasp its scientific foundations. We will approach these topics using: lectures, textbook, journal and newspaper readings, precept discussions, and patient interviews. We will consider the following subjects: gene structure and function; the genetics and genomics of populations and of selected human disorders (cancer, mental illness, metabolic diseases); and clinical genetics (inheritance patterns, diagnosis, treatment).
MOL 210 Evolutionary Ecology (see EEB 210)
An introduction to the mechanisms and processes of population biology.
MOL 214 Introduction to Cellular and Molecular Biology. Thomas Shenk, Shirley M. Tilghman, Thieringer. Important concepts and elements of molecular biology, biochemistry, genetics, and cell biology, are examined in the context of classic experiments. During the last four weeks of the semester, the class will split into topic-based sections taught by different faculty members in the following areas: cell biology, biochemistry, genomics, neurobiology, microbiology, and development. Students will choose to concentrate in 2 of the 6 sections. This course is strongly recommended for students intending to major in the biological sciences and satisfies the biology requirement for entrance into medical school. 2-15-08
MOL 320 Human Genetics, Reproduction, and Public Policy (see WWS 320)
Advances in genetic and reproductive technologies
MOL328/WWS399 Medical Research and Researchers: Preeminence, Problems, Policies
How the U.S. copes with these challenges will influence the future of world health.
MOL340 Molecular and Cellular Immunology
A broad survey of the field of immunology and the mammalian immune system.
MOL 348 Cell and Developmental Biology
The mechanisms that underlie development of multicellular organisms, from C. elegans to humans, will be examined using biochemical, genetic and cell biological approaches.
MOL 350 Laboratory in Molecular Biology
The major objective of the course is to introduce students to a variety of tools required to conduct independent research in the field of molecular biology.
MOL 380A Modern Microbiology and Disease
This course examines the modern field of molecular biology through the lens of bacteria and parasites,
emphasizing the impact of microbes on everyday life.
MOL 380B Modern Microbiology and Disease
This course examines the modern field of molecular biology through the lens of bacteria and parasites, emphasizing the impact of microbes on everyday life.
MOL 422 Evolutionary Developmental Biology (see EEB 422)
Exploring how the genetic mechanisms that control development have evolved to generate the diversity of life on earth.
MOL425/WWS474 Infection: Biology, Burden, Policy
This course will examine fundamental determinants of human microbe interaction at the biological and ecological aspects.
MOL 427 Biotechnology and Its Social Impact (also WWS 427)
This course aims to create an awareness of the social consequences of basic and applied research in the life sciences.
MOL430 Power and Peril of Cycling Cells
This class will focus on two central issues in cell biology: cell cycle and cell death.
MOL 434 Macromolecular Structure and Mechanism in Disease
This course will examine structure-function relationships for a number of proteins involved in human diseases.
MOL 435 Pathogenesis and Bacterial Diversity
An examination of current topics exploring the microbial world with emphasis on signal transduction, and the molecular basis for bacterial diversity and their roles in bacterial pathogenesis.
MOL 437 Computational Neurobiology and Computing Networks
Introduction to the biophysics of nerve cells and synapses, and the mathematical descriptions of neurons and neural networks.
MOL 448 Chemistry, Structure, and Structure-Function Relations of Nucleic Acids
The chemistry and structure of mononucleotides, oligonucleotides, and polynucleotides and their helical complexes as a basis for understanding and predicting the structures and structure-function relations of naturally occurring DNAs and RNAs.
See Also Embryonic Stem Cells, Molecular Cell, Reprogramming Cells
The Scientist
The Scientist has a daily list of research articles that are very interesting.
See Also Of cells and wires, Neuroprosthetics and FES, Priority Setting at the NIH
Of Cells and Wires
The man skis down sharp inclines at tremendous speeds, sees wind frolic through a woman's hair as the French countryside passes outside of the car window, checks out a nurse's cleavage. These are the visions and memories of the protagonist in The Diving Bell and the Butterfly, a film by Julian Shnabel about a man with locked-in-syndrome whose vibrant mind can only control the movement of his left eye. The audience experiences locked-in syndrome through the thoughts of the witty and irreverent Jean-Dominique Bauby, the former journalist and editor of the fashion magazine Elle, as he learns to communicate, and in fact dictate a bestselling memoir, with only the blink of his eye. Bauby became "locked-in" in 1995 and died in 1997 from pneumonia, seven years before the first man with locked-in syndrome was implanted with an electrode that might one day allow him to control a voice synthesizer with his thoughts.
While eagerly awaited by people who cannot walk, neuroprosthetics such as implantable electrodes have also captured the imagination of those who fantasize about carrying out actions with their minds alone. Imagine walking into your classroom and turning on the lights, then flicking through your Powerpoint slides with a thought. For a brain neuroprosthetic to work, surgeons implant an electrode into brain tissue which records signals. "It's like sticking knives in the brain. They're just very little knives," says Robert Kirsch director of technology at the Functional Electrical Stimulation (FES) Center in Cleveland, a consortium that researches electrical shock in stimulating the nervous system. Wires from the electrodes pass through the skull and a skullcap, transmitting the signals to devices such as a computer or electric limb outside the body which carry out the brain's command. For researchers working on developing neuroprosthetics, brain implants have always been the holy grail: the signal is cleaner and more precise, the connection is direct.
But the fantastic sci-fi world of controlling things with your thoughts alone—while becoming less and less of a fiction and more of a science—is still stumbling on the first step: recording a clean signal from the brain over an extended period.
"It's like sticking knives in the brain. They're just very little knives." —Robert Kirsch
To date, only seven people have received implanted electrodes in the brain; and the movements they can achieve remain rudimentary at best. For instance, one patient with locked-in syndrome who received the implanted electrode has learned to control his brain signals enough to emit three vowel sounds. While this is a great achievement in demonstrating the possibility of controlling language, vowel sounds are still a far cry from language. Other experiments have enabled paralyzed patients to move a cursor on a computer screen, as well as produce simple movements using a mechanical arm.
One issue that many in the field struggle with is that, while it's not difficult to record stimulation from individual neurons (neuroscientists have been voltage-clamping nerve cells since the 1940s), it is more difficult to do it continuously in vivo. Over a long period of time the signal from the implanted electrode degrades and the connection is lost. John Donoghue at Department of Neuroscience Brown University, whose implanted electrodes let quadriplegic patients move a computer cursor and robotic arm, says that he's recorded signals from patients for as much as 1,000 consecutive days. But for other researchers, between two weeks and a month is the longest time for continual electrode recording, and they still aren't entirely sure why.
Priority Setting at the NIH
Nearly 10 years after stepping down as director, Harold Varmus reflects on his life at the agency, and some of the delicate negotiations that often precede funding decisions. By Harold Varmus
Editor 's note : The following is an excerpt from Harold Varmus's upcoming memoir, The Art and Politics of Science, (Norton Books, Feb. 2009). In his book, Varmus recounts his days at the forefront of cancer research at the University of California, San Francisco, and shares his perspective from the trenches of politicized battlegrounds ranging from budget fights to stem cell research, global health to science publishing. Varmus served as the director of the National Institutes of Health director from 1993 to 1999, and is now president of Memorial Sloan-Kettering Cancer Center.
One of the most difficult aspects of the job of running the NIH, or of directing any individual institute, is the designation of research priorities. This is an emotionally and politically sensitive part of the job because it is closely watched by some of NIH's strongest supporters, who often advocate for the NIH because of a passionate interest in a small fraction of what the NIH does. That fraction is almost always a specific disease or even a subset or facet of that disease.
See Also HHMI free dvd
See Also Of cells and wires, Neuroprosthetics and FES, Priority Setting at the NIH
Of Cells and Wires
The man skis down sharp inclines at tremendous speeds, sees wind frolic through a woman's hair as the French countryside passes outside of the car window, checks out a nurse's cleavage. These are the visions and memories of the protagonist in The Diving Bell and the Butterfly, a film by Julian Shnabel about a man with locked-in-syndrome whose vibrant mind can only control the movement of his left eye. The audience experiences locked-in syndrome through the thoughts of the witty and irreverent Jean-Dominique Bauby, the former journalist and editor of the fashion magazine Elle, as he learns to communicate, and in fact dictate a bestselling memoir, with only the blink of his eye. Bauby became "locked-in" in 1995 and died in 1997 from pneumonia, seven years before the first man with locked-in syndrome was implanted with an electrode that might one day allow him to control a voice synthesizer with his thoughts.
While eagerly awaited by people who cannot walk, neuroprosthetics such as implantable electrodes have also captured the imagination of those who fantasize about carrying out actions with their minds alone. Imagine walking into your classroom and turning on the lights, then flicking through your Powerpoint slides with a thought. For a brain neuroprosthetic to work, surgeons implant an electrode into brain tissue which records signals. "It's like sticking knives in the brain. They're just very little knives," says Robert Kirsch director of technology at the Functional Electrical Stimulation (FES) Center in Cleveland, a consortium that researches electrical shock in stimulating the nervous system. Wires from the electrodes pass through the skull and a skullcap, transmitting the signals to devices such as a computer or electric limb outside the body which carry out the brain's command. For researchers working on developing neuroprosthetics, brain implants have always been the holy grail: the signal is cleaner and more precise, the connection is direct.
But the fantastic sci-fi world of controlling things with your thoughts alone—while becoming less and less of a fiction and more of a science—is still stumbling on the first step: recording a clean signal from the brain over an extended period.
"It's like sticking knives in the brain. They're just very little knives." —Robert Kirsch
To date, only seven people have received implanted electrodes in the brain; and the movements they can achieve remain rudimentary at best. For instance, one patient with locked-in syndrome who received the implanted electrode has learned to control his brain signals enough to emit three vowel sounds. While this is a great achievement in demonstrating the possibility of controlling language, vowel sounds are still a far cry from language. Other experiments have enabled paralyzed patients to move a cursor on a computer screen, as well as produce simple movements using a mechanical arm.
One issue that many in the field struggle with is that, while it's not difficult to record stimulation from individual neurons (neuroscientists have been voltage-clamping nerve cells since the 1940s), it is more difficult to do it continuously in vivo. Over a long period of time the signal from the implanted electrode degrades and the connection is lost. John Donoghue at Department of Neuroscience Brown University, whose implanted electrodes let quadriplegic patients move a computer cursor and robotic arm, says that he's recorded signals from patients for as much as 1,000 consecutive days. But for other researchers, between two weeks and a month is the longest time for continual electrode recording, and they still aren't entirely sure why.
Priority Setting at the NIH
Nearly 10 years after stepping down as director, Harold Varmus reflects on his life at the agency, and some of the delicate negotiations that often precede funding decisions. By Harold Varmus
Editor 's note : The following is an excerpt from Harold Varmus's upcoming memoir, The Art and Politics of Science, (Norton Books, Feb. 2009). In his book, Varmus recounts his days at the forefront of cancer research at the University of California, San Francisco, and shares his perspective from the trenches of politicized battlegrounds ranging from budget fights to stem cell research, global health to science publishing. Varmus served as the director of the National Institutes of Health director from 1993 to 1999, and is now president of Memorial Sloan-Kettering Cancer Center.
One of the most difficult aspects of the job of running the NIH, or of directing any individual institute, is the designation of research priorities. This is an emotionally and politically sensitive part of the job because it is closely watched by some of NIH's strongest supporters, who often advocate for the NIH because of a passionate interest in a small fraction of what the NIH does. That fraction is almost always a specific disease or even a subset or facet of that disease.
See Also HHMI free dvd
Monday, January 5, 2009
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