The Three T's

My classmate James and I met with Prof Christine Konradi to discuss our presentation strategy for the paper on the CRH-PVN neuron for our neuroscience class next friday.

"You start out by you telling them what you're going to tell them, then tell them, and then you tell them what you told them," was her starting advice.

She was referring to the Three T's approach - Tell Them, Tell Them, Tell Them -  a strategy for organizing a speech or presentation into three parts:

• introduction where you preview what you will discuss
• the body of content /message
• Conclusion where you summarize what you covered.

The idea is to make your message clear and memorable by emphasizing the key points multiple times.

Next week we'll be learning about mood disorders, the HPA axis, which the CRH neurons are part of. 

Each week, we have a different professor teaching the class in an area that's their specialty. Next week its with Professor Konradi who also picks the paper that we present. 

 I asked what had motivated her to pick this paper. She said, we were learning about mood disorders this week and the HPA axis  which the CRH neurons were part of. So not only is this topic related to what we have been learning for the week but also it is relevant for us in neuroscience because the kind of tools and methods used are very state of the art.  

So fingers crossed we do a good job. It's a lot of work putting a presentation together. and i've noticed my other classmates looking absolutely worn out during their presentation week. 

The politics of studying the brain

I learned a little bit about the politics of research during a conversation with a professor, for instance researching the dopaminergic system belongs to people studying strictly study movement disorders. 

Which is a real pity really. I have wondered why that is not looked at in the context of autism. Its like the two are never considered together for autism. But disabilities like autism have so many areas involved. Like challenges in movement, is such a critical piece for autistics like me, and worth investigating. How else will we get to solutions.  

Autistic Cre v Autism Mouse Models

Autistic Cre mice and autism mouse models are both animal models used to study autism. Both  have their own strengths and limitations and can complement each other in understanding the complex etiology of autism. However, there are some key differences between the two.

Autistic Cre mice are genetically modified mice that express mutations or deletions of specific genes that have been associated with human autism. These mice are created by introducing a Cre recombinase gene under the control of a promoter specific to the gene of interest. The Cre recombinase then catalyzes the recombination of loxP sites, leading to the deletion or mutation of the targeted gene.

On the other hand, autism mouse models are created through a variety of methods, including genetic manipulation, exposure to environmental toxins, or maternal infection during pregnancy. These models aim to replicate some of the behavioral and neurobiological features of autism in humans, such as impaired social interaction and communication, repetitive behaviors, and altered brain development and function.

One of the main differences between the two is the level of specificity in targeting autism-related genes. Autistic Cre mice allow researchers to study the effects of specific gene mutations or deletions on behavior and brain function, whereas autism mouse models often involve a broader range of genetic or environmental factors that may contribute to the development of autism.

Additionally, autistic Cre mice are often used to study the cellular and molecular mechanisms underlying autism, such as changes in synaptic function or neurotransmitter signaling, whereas autism mouse models may focus more on behavioral and phenotypic characteristics of the disorder.

Autistic Cre

 (Understanding Cre rats for my upcoming presentation, and why not learn which ones are used in autism space while I am at it)

First, what is a Cre-rat?

Empathy is the light that shines in the darkness of misunderstanding

Contemplation, one line a day.Towards a more humane society, an empathic society. 

 

In limbo

Stuck in endless hesitation,
Mind and body trapped in ambivalence's sensation.

Can't move forward, can't step back,
Caught in a loop of indecision, what do I lack?

Fruit Fly Connectome

Lay Summary: Scientists have now mapped all the neural connections/pathways of a fruit fly (connectome). Why is this important? Fruit fly model is used in autism research, so this advance potentially helps autism research. 

https://www.science.org/doi/10.1126/science.add9330

ITAKOM

Some nice comments about my talk "Redefine The Table" at the @ITAKOM conference

And again, the solution is system change. Individual approaches for the people who need it more, which means centering the most disenfranchised ND people... This benefits everyone.

Empathy is the oxygen that breathes life into relationships

Contemplation, one line a day.Towards a more humane society, an empathic society. 

 

Principles of Neural Science

This time last year, I had met with Prof Carissa Cascio during my Vanderbilt campus visit, and she had shown her copy of the Kendal textbook that awaited me in the program. Well certainly got to experience this textbook first hand this semester. 

OCD

My mind is spinning round and round
Compelled to do what can't be found
Repetitive acts, a daily grind
OCD consumes, hard to unwind.

Powerful urge, the need is great
To ease the mind, to alleviate
Thoughts plague, won't go away
OCD controls, no matter what I say

Constant struggle, day by day
To keep those obsessive compulsive behaviors at bay

Can’t give in
….Must break the spin

Embracing HOPE

as a new day begins. 

Monday Blues

It's only Monday morn, already feel worn out.
Week ahead seems like an endless bout

BAPQ - Broad Autism Phenotype Questionnaire

Lexicon [Measures] - BAPQ

 The BAPQ (Broad Autism Phenotype Questionnaire) is a self-report measure designed to assess traits associated with the broader autism phenotype (BAP) in individuals (ages 16 and up) who do not have a clinical autism dx. Its primary goal is to identify and quantify autistic-like characteristics in relatives of autistics and in the general population.

The BAPQ consists of 36 items that assess three subdomains related to the BAP: aloof personality, rigidity, and pragmatic language deficits. Each item is rated on a Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree), indicating the extent to which the statement applies to the individual.

Scoring of the BAPQ involves summing the ratings for each item or subdomain to obtain a total score or subscale scores, respectively. Higher scores indicate a greater presence of BAP characteristics. The BAPQ is typically completed by individuals themselves, reflecting their own perceptions of their behaviors and traits.

Limitations

• Self-report bias: The BAPQ relies on individuals' self-perceptions and may be subject to response biases or limited insight into their own behaviors. This can potentially affect the accuracy and reliability of the reported BAP traits.
• Lack of clinical diagnosis: The BAPQ does not provide a clinical diagnosis of autism or determine eligibility for ASD-related services. It primarily aims to identify and quantify autistic-like characteristics, but it cannot replace a comprehensive diagnostic assessment conducted by qualified professionals.

The BAPQ was developed by Dr. Jillian P. Leydon, Dr. Catherine R. Lord, and Dr. Susan F. Folstein in 2006.