https://www.cell.com/cell/pdf/S0092-8674(15)00549-8.pdf

Highly Parallel Genome-wide Expression Profiling of Individual Cells Using Nanoliter Droplets

Molecular approaches to understanding the functional circuitry of the nervous system promise new insights into the relationship between genes, brain and behaviour. The cellular diversity of the brain necessitates a cellular resolution approach towards understanding the functional genomics of the nervous system. We describe here an anatomically comprehensive digital atlas containing the expression patterns of approximately 20,000 genes in the adult mouse brain. Data were generated using automated high-throughput procedures for in situ hybridization and data acquisition, and are publicly accessible online. Newly developed image-based informatics tools allow global genome-scale structural analysis and cross-correlation, as well as identification of regionally enriched genes. Unbiased fine-resolution analysis has identified highly specific cellular markers as well as extensive evidence of cellular heterogeneity not evident in classical neuroanatomical atlases. This highly standardized atlas provides an open, primary data resource for a wide variety of further studies concerning brain organization and function.

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Genome-wide atlas of gene expression in the adult mouse brain

Prelude. Cycle 1. Introduction. Cycle 2. Structure defines function. Cycle 3. Diversity of cortical functions is provided by inhibition. Cycle 4. Windows on the brain. Cycle 5. A system of rhythms: from simple to complex dynamics. Cycle 6. Synchronization by oscillation. Cycle 7. The brain's default state: self-organized oscillations in rest and sleep. Cycle 8. Perturbation of the default patterns by experience. Cycle 9. The gamma buzz: gluing by oscillations in the waking brain. Cycle 10. Perceptions and actions are brain state-dependent. Cycle 11. Oscillations in the "other cortex:" navigation in real and memory space. Cycle 12. Coupling of systems by oscillations. Cycle 13. The tough problem. References.

Rhythms of the brain

This book explains the relationship of electrophysiology, nonlinear dynamics, and the computational properties of neurons, with each concept presented in terms of both neuroscience and mathematics and illustrated using geometrical intuition In order to model neuronal behavior or to interpret the results of modeling studies, neuroscientists must call upon methods of nonlinear dynamics This book offers an introduction to nonlinear dynamical systems theory for researchers and graduate students in neuroscience It also provides an overview of neuroscience for mathematicians who want to learn the basic facts of electrophysiology "Dynamical Systems in Neuroscience" presents a systematic study of the relationship of electrophysiology, nonlinear dynamics, and computational properties of neurons It emphasizes that information processing in the brain depends not only on the electrophysiological properties of neurons but also on their dynamical properties The book introduces dynamical systems starting with one- and two-dimensional Hodgkin-Huxley-type models and continuing to a description of bursting systems Each chapter proceeds from the simple to the complex, and provides sample problems at the end The book explains all necessary mathematical concepts using geometrical intuition; it includes many figures and few equations, making it especially suitable for non-mathematicians Each concept is presented in terms of both neuroscience and mathematics, providing a link between the two disciplines Nonlinear dynamical systems theory is at the core of computational neuroscience research, but it is not a standard part of the graduate neuroscience curriculum - or taught by math or physics department in a way that is suitable for students of biology This book offers neuroscience students and researchers a comprehensive account of concepts and methods increasingly used in computational neuroscience

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Dynamical Systems in Neuroscience

Cells, the basic units of biological structure and function, vary broadly in type and state. Single-cell genomics can characterize cell identity and function, but limitations of ease and scale have prevented its broad application. Here we describe Drop-seq, a strategy for quickly profiling thousands of individual cells by separating them into nanoliter-sized aqueous droplets, associating a different barcode with each cell's RNAs, and sequencing them all together. Drop-seq analyzes mRNA transcripts from thousands of individual cells simultaneously while remembering transcripts' cell of origin. We analyzed transcriptomes from 44,808 mouse retinal cells and identified 39 transcriptionally distinct cell populations, creating a molecular atlas of gene expression for known retinal cell classes and novel candidate cell subtypes. Drop-seq will accelerate biological discovery by enabling routine transcriptional profiling at single-cell resolution. VIDEO ABSTRACT.

Differential expression of Occludin splice variants in human placental vasculature in pregnancies complicated with gestational diabetes

Student mental health is of critical concern in higher education, with increasing numbers of students needing support. It is crucial for higher education providers to develop preventive strategies that will ensure students ' mental health and academic success not only are maintained,
 but improved, through university and beyond. This paper reports on a UK study that aimed to embed mental wellbeing and resilience skills within the neuroscience curriculum using a 'curriculum infusion' approach. A programme was designed that included a series of 'neurobiology of resilience'
 workshops and reflective activities within compulsory modules. Students were surveyed at the end of the semester using the Resilience Scale for Young Adults, as well as questions on lifestyle and growth mindset. Additionally, thematic analysis was carried out on extenuating circumstances (EC)
 claims placed to identify changes in the number of mental health-related concerns. It is perceived that this approach might be of particular benefit for 'non - traditional' or 'widening participation' students, and students from minorities or disadvantaged groups, as part of strengthening
 their internal locus of control. The study compared results from a cohort receiving the intervention (N=42) with results from a previous cohort who did not (N=28). It found that students receiving the workshops showed significantly higher mental resilience in terms of optimism, adaptability
 and a decrease in emotional reactivity. This was accompanied by a lower proportion of mental health-related ECs submitted.

Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students

Abstract Educational efforts and achievement in an individual’s youth influence their life-long social status and quality of life. Historically, higher education’s teaching relied on passive learning of hour’s long monologues delivered in person. This system puts in clear disadvantage and reduces the quality of life of many students who cannot attend lectures or keep up with the pace of learning. Fortunately, the current technology-led paradigm shift in undergraduate teaching and learning, addresses these challenges. Here we investigated: (1) what are the current assessment methods for cognitive state, memory and learning in healthy populations? (2) What types of platforms and tools offer alternative ways of learning and interacting in classrooms?; How can these platforms (3) support assessment of students’ cognitive state and learning process? and (4) support students with specific needs? To answer (1), we conducted scoping review on the current instruments and scales.; for (2) we interviewed digital learners, researchers, and faculty and created a list of platforms and tools, which were further analyzed to answer the last questions. We found that digital tools allow students to: (a) access course material remotely, (b) engage with classmates in groups/forums (c) work collaboratively on shared documents and (d) provide feedback and communicate anonymously with classmates and lecturers during and/or after lectures. We show that, while learning platforms and tools can adapt learning to the students’ abilities, learners and lectures require additional training/paradigm shift to fully benefit. We present results and discuss design implications for technologies, which, could boost learning and attainment of educational goals, particularly for “non-traditional” learners. 

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Maria Toledo-Rodriguez

Papers

Differential expression of Occludin splice variants in human placental vasculature in pregnancies complicated with gestational diabetes

Resilience in the curriculum: outcomes of a curriculum infusion intervention with neuroscience students

Technology-Enabled Assessment and Improvement of Inclusive Learning and Quality of Life in Higher Education