Test Detail:
The ABEM-EMC (ABEM Emergency Medicine Certificate) is a certification test offered by the American Board of Emergency Medicine (ABEM). It is designed to assess the knowledge, skills, and competence of physicians specializing in emergency medicine. The test evaluates the candidate's ability to diagnose and manage a wide range of emergency medical conditions, make critical decisions under time constraints, and provide effective patient care in emergency settings.
Course Outline:
The ABEM-EMC certification process involves comprehensive training and preparation in emergency medicine. The course provides a thorough understanding of emergency medicine principles, diagnostic techniques, treatment protocols, and patient management strategies. While the specific course content may vary, the following is a general outline of the key courses covered:
1. Emergency Medicine Fundamentals:
- Introduction to emergency medicine as a specialty.
- Principles of emergency medical care and patient triage.
- Legal and ethical considerations in emergency medicine.
- Communication and teamwork in emergency settings.
2. Clinical Assessment and Diagnosis:
- Comprehensive patient evaluation and history-taking skills.
- Physical examination techniques specific to emergency medicine.
- Diagnostic imaging interpretation and ordering appropriate tests.
- Differential diagnosis and recognition of emergent conditions.
3. Emergency Procedures and Skills:
- Mastery of essential emergency procedures (e.g., intubation, CPR).
- Advanced life support techniques and algorithms.
- Management of trauma, cardiac emergencies, respiratory distress, etc.
- Procedural sedation and analgesia in the emergency department.
4. Medical and Trauma Emergencies:
- Recognition and management of common medical emergencies.
- Identification and treatment of trauma-related injuries.
- Approach to pediatric emergencies and neonatal resuscitation.
- Critical care principles in the emergency department.
5. Emergency Department Operations:
- Effective management of an emergency department.
- Resource allocation and patient flow optimization.
- Disaster management and emergency preparedness.
- Quality improvement initiatives in emergency medicine.
Exam Objectives:
The ABEM-EMC test assesses the candidate's knowledge and competence in various aspects of emergency medicine. The test objectives include, but are not limited to:
1. Clinical Knowledge and Skills:
- Demonstrating an understanding of emergency medicine principles.
- Applying diagnostic reasoning and clinical decision-making skills.
- Managing emergent conditions and critical care situations.
2. Patient Management and Communication:
- Providing effective and compassionate patient care in emergency settings.
- Communicating clearly and efficiently with patients, families, and healthcare teams.
- Demonstrating professionalism and empathy in challenging situations.
3. Emergency Procedures and Interventions:
- Performing essential emergency procedures accurately and safely.
- Implementing evidence-based treatment protocols and algorithms.
- Managing resuscitation efforts and responding to life-threatening emergencies.
4. Emergency Department Operations:
- Demonstrating knowledge of emergency department operations and logistics.
- Participating in multidisciplinary team collaborations.
- Prioritizing tasks and resources effectively in a fast-paced environment.
Syllabus:
The ABEM-EMC certification program includes a detailed syllabus that outlines the specific courses covered in the exam. It encompasses a broad range of emergency medicine knowledge and skills. The syllabus may cover the following areas:
- Emergency medicine fundamentals and principles.
- Clinical assessment and diagnosis in emergency settings.
- Emergency procedures and life-saving interventions.
- Management of medical and trauma emergencies.
- Emergency department operations and administration.
- Patient communication and professionalism.
- Legal and ethical considerations in emergency medicine.
ABEM Emergency Medicine Certificate Medical Certificate information hunger
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ABEM-EMC
ABEM Emergency Medicine Certificate
https://killexams.com/pass4sure/exam-detail/ABEM-EMC Question: 163
Which of the following is not part of the Revised Trauma Score?
A. Glasgow Coma Scale
B. Pulse rate
C. Respiratory Rate
D. Systemic blood pressure Answer: B
The Revised Trauma Score is made up of a three categories: Glasgow Coma
Scale, Systolic blood pressure, and respiratory rate. The pulse rate has no relation
to trauma score. Question: 164
Which number would you likely see a in a patient that would likely be deceased
and all care should be withheld from this patient?
A. 9
B. 7
C. 5
D. 3 Answer: D
Patient is dead if the score is 3.They should not receive certain care because they
are highly unlikely to survive without a significant amount of resources Question: 165
Trauma centers vary in their specific capabilities and are identified by "Level"
designation. Which of the following is the highest level for a Trauma Center?
A. Level (I)
B. Level (II)
C. Level (III)
D. Level (V) Answer: A
Level I trauma center provides the highest level of surgical care to trauma
patients. Being treated at a Level I trauma center increases a seriously injured
patients chances of survival. Level v is the lowest. Question: 166
Which level of trauma center does not have the full availability of specialists, but
does have resources for emergency resuscitation, surgery, and intensive care of
most trauma patients?
A. level (IV)
B. level (V)
C. level (III)
D. level (II) Answer: C
According to the levels. A Level III trauma center does not have the full
availability of specialists, but does have resources for emergency resuscitation,
surgery, and intensive care of most trauma patients. A Level III center has transfer
agreements with Level I or Level II trauma centers that provide back-up resources
for the care of patients with exceptionally severe injuries. Question: 167
When triaging patients which of the following should be transported first
A. Red triage
B. Yellow triage
C. Green triage 3
D. Trauma triage has no role in transfer. Answer: A
Triage is assignment of degrees of urgency to wounds or illnesses to decide the
order of treatment of a large number of patients or casualties. Red triage needs
immediate lifesaving intervention because these are the patients who cannot
survive without immediate intervention . Question: 168
A 25 year old male was hit by a cricket ball on his head a brief interval of
dizziness and then recovered on examination he was unconscious his GCS is 8 his
left pupil is slightly dilated and sluggish in reaction to light where the patient
should be referred for proper treatment ?
A. Basic health unit
B. Rural health center
C. Tertiary care teaching hospital
D. All of these Answer: C
This is a case of extradural hematoma and the patient should be referred to tertiary
care hospital where all facilities exists for proper treatment of extradural
hematoma. Question: 169
Which triage tag in trauma requires lowest attention and transfer to hospital
during a medical emergency or disaster?
A. Red
B. Yellow
C. Green
D. Black. Answer: D
Black color shows dead it is important to prevent the expenditure of limited
resources on those who are beyond help. Their transfer to hospital is less
important than who requires medical treatment Yellow color indicates non-life
threatening injuries and their treatment can be delayed Green color indicates
minor injuries.
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https://killexams.com/exam_list/MedicalHow to Know What Medical Information to Trust
Misinformation bombards us every day, coming from multiple directions at a pace that is downright dizzying. While they might feel overwhelmed by the volume, frequency, and increasing sophistication of misinformation in all its forms -- from deepfake videos and doctored images to outright propaganda -- they can push back and regain a sense of control. The News Literacy Project, a nonpartisan national education nonprofit, can help you do just that. NLP, a news literacy education leader founded in 2008, provides programs and resources to help you gain the skills, knowledge, and mindset to be a smart consumer of news and other information. While that might sound hard to do, becoming more news-literate begins with skills that are easy to adopt. But first, you need to recognize misinformation when you see it. NLP defines it as information that is misleading, erroneous, or false. It is often created unintentionally by well-meaning people or as satire mistaken as a serious claim. Misinformation can include content that is wholly fabricated, taken out of context, or manipulated. Some content falls into the subcategory of disinformation, which is material developed and shared intentionally to mislead for financial, political, or personal gain. Those behind such content often seek to exploit their most deeply held values and beliefs to generate outrage, anger, or other strong emotions. When you become news-literate, you are less likely to fall for such tricks. To get you started, they have identified seven simple steps to help you identify credible information. As these behaviors become ingrained in your information consumption habits, youâll become savvy enough to flag misinformation when you see it, warn others about it, and protect them from being exploited. Itâs up to all of us to clean up their corner of the information landscape. Start now with the seven simple steps to learn âHow to know what to trust.â
This article is part of WebMDâs contributor program, which lets people and organizations outside of WebMD submit articles for consideration on their site. Have an idea for a submission? Email us at [email protected].
Thu, 02 Dec 2021 18:05:00 -0600entext/htmlhttps://www.webmd.com/a-to-z-guides/features/medical-information-to-trustWeâve never understood how hunger works. That might be about to change.
You havenât seen hungry until youâve seen Brad Lowellâs mice.Â
A few years ago, Lowellâa Harvard University neuroÂscientistâand a postdoc, Mike Krashes, figured out how to turn up the volume on the drive for food as high as it can go. They did it by stimulating a bundle of neurons in the hypothalamus, an area of the brain thought to play a key role in regulating their basic needs.Â
A video captures what happened next. Initially, the scene is calm as a camera pans slowly along a series of plastic cages, each occupied by a docile, well-fed mouse, reclining on a bed of wood chips. None of the eight mice shown are interested in the food pellets arrayed above them on the other side of a triangular metal grate that drops down from the ceiling. Which is not surprising, since each mouse has just consumed the rodent equivalent of a Thanksgiving dinner.
But as the seconds displayed on a timer at the bottom of the screen tick away, half the mice begin to stirâthe first evidence that a chemical agent designed to turn on specific neurons associated with appetite is reaching its targets.Â
Soon, the mice seem possessed. Some stand on their hind legs, thrusting their noses through the grates above them at the inaccessible pellets. Others climb the walls, hang from the bars of the grate, or dig frantically through the wood chips.
âIt looks like theyâre losing their minds,â Lowell says.
Lowell, who is one of the worldâs leading experts on the circuits in the brain that control hunger, satiety, and weight regulation, sometimes references this video to make a point: When youâre starving, hunger is like a demon. It awakens in the most ancient and primitive parts of the brain and then commandeers other neural machinery to do its bidding until it gets what it wants.Â
âSure, they managed to have the brain say âGo eat,ââ Lowell says. âBut thatâs not really an explanation. How does that actually work?â
What might begin as a small sensation quickly spirals. Intrusive thoughts pulled from their memory centers burst into their consciousness. Images of meatball sandwiches. The smell of bread. The imagined taste of a cork-like food pellet. The motivational and emotional areas of their brain infuse the need to eat with a nonverbal imperative that feels so powerful it eclipses all else. Our prefrontal cortex kicks into gear, considering how they might obtain food. (If they are in a dangerous situation like a war zone, they weigh how much danger they are willing to risk to get it.) Then they mobilize their sensory and motor areas. They steal a chicken, attempt to spear a fish in a pond, raid the work refrigerator, or hurl their body against a metal grate, hoping to get a taste of a food pellet.
So by exciting the hunger neurons in those mice, Lowell catalyzed a storm of neural activity that spread to the cerebral cortex and other higher-order processing centers, leading directly to a chain of complex goal-directed behaviors (ineffective though they turned out to be).Â
It also drove home for Lowell just how much they still have to learn.Â
âSure, they managed to have the brain say âGo eat,ââ he says. âBut thatâs not really an explanation. How does that actually work?âÂ
To answer that question, Lowell has teamed up with Mark Andermann, a neuroscientist who studies how motivation shapes perception (and who also happens to occupy the office next to his at Bostonâs Beth Israel Deaconess Medical Center). Together they are following known parts of the neural hunger circuits into uncharted parts of the brain, in some cases activating one neuron at a time to methodically trace new connections through areas so primitive that they share them with lizards.Â
Their work could have important implications for public health. More than 1.9 billion adults worldwide are overweight and more than 650 million are obese, a condition correlated with a wide range of chronic health conditions, including diabetes, fatty liver disease, heart disease, and some types of cancer. Understanding the circuits involved could shed new light on the factors that have caused those numbers to skyrocket in recent years.
And it could also help solve the mystery behind a new class of weight-loss drugs known as GLP-1 agonists. Many in the field of public health are billing these drugs, which include Wegovy and Ozempic, as transformative, providing the first effective method of combating obesity, and allowing some individuals to lose more than 15% of their body weight. Theyâve also become something of a cultural phenomenon; in the last three months of 2022, US health-care providers wrote more than 9 million prescriptions for the drugs. Yet no one can explain precisely how and why they work. Part of the reason is that scientists still Âhavenât decoded the complex neural machinery involved in the control of appetite.Â
âThe drugs are producing the good effects, the satiety effects, through some aspect of this larger system,â says Lowell, who has watched their emergence with surprise and genuine fascination. âOne of the most important components in figuring out how they work is to define what the system is. And that is what they are doing.âÂ
But the ultimate goal for Lowell and Andermann is far loftier than simply reverse-engineering the way hunger works. The scientists are searching for the elusive bundle of neurons that allow their instinctual urge to eat to commandeer higher-Âorder brain structures involved in human motivation, decision-Âmaking, memory, conscious thought, and action. They believe identifying these neurons will make it possible to study how a simple basic impulseâin this case, a signal from the body that energy stores are beginning to run low and need to be replenishedâpropagates through the brain to dominate their conscious experience and turn into something far more complex: a series of complicated, often well-thought-out actions designed to get food.
This quest has so consumed Lowell in recent years that his graduate students have coined a term for the elusive bundle of brain cells he is seeking: âHoly Grailâ neurons.Â
It might sound like a tired scientific trope. But for the understated Lowell, the term is perfectly apt: what heâs seeking gets at the very heart of human will. Finding it would be the culmination of decades of work, and something he never imagined would become possible in his lifetime.Â
The hunger mystery
Brad Lowell likes to joke that he is the token local at Beth Israel Deaconess Medical Center. Born in the hospital next door to where he now conducts research, he grew up 25 miles north in the town of Boxford and attended the University of Massachusetts, Amherst, a couple of hoursâ drive away.Â
Soon after arriving at UMass as an undergrad in the late 1970s, he was accepted into the physiological psychology lab of Richard Gold, a pioneering neuroscientist who was working to identify neural structures involved in regulating appetite.Â
Goldâs focus was the hypothalamusâa primitive structure deep in the brain that hasnât changed much through evolution. It is thought to be responsible for keeping the body in âhomeostasisâ by monitoring and balancing important functions like body temperature, blood pressure, their need for food and water, and other basic drives.Â
Gold suspected that the paraventricular hypothalamic nucleus (PVH), a tiny patch of roughly 50,000 neurons in the hypothalamus, played a role in controlling appetite. By todayâs standards, the tools to study it back then were âstone ageââLowell says he used a âretracting wire knifeâ to sever bundles of neuronal projections that emanated from the PVH and connected to neurons outside itâbut they were effective. When the anesthetized rodents Lowell had operated on woke up, they were crazed with hunger, and they quickly became obese.Â
The experience made a lasting impression. Lowell, then an athletic 19-year-old soccer aficionado, had always assumed that anyone who was overweight was just âlazy.â The experiment suggested there was likely far more to it than that. It also convinced Lowell to become a scientist.Â
But further research into how precisely the brain worked to control hunger and satiety had reached something of an impasse.Â
âGold and a few other labs put the PVH on the map as a site required to restrain what you eat,â Lowell explains. âBut they didnât have the tools to look any further.â
Figuring out which of the 50,000 neurons in the PVH were actually important to appetite, the ones that could essentially mute the hunger switch, was a challenge that seemed insurmountableâakin to, as Lowell puts it, trying to untangle a âhuge bowl of spaghetti.âÂ
âHow do you differentiate one strand of spaghetti from another? These being neurons, right?â he asks. âThereâs no way. They all look the same.â
When Lowell opened his own lab at Beth Israel Deaconess Medical Center in the early 1990s, after earning an MD and PhD at Boston University, he studied metabolism in tissues like muscle, organs, and fat that were connected to the brain through the peripheral nervous system. But his undergrad experience in Goldâs lab nagged at him.
âThe brain is the Lord of the Rings,â Lowell says. âItâs the one ring that rules them all. And it was not that interesting to study these other things with the master player up there.âÂ
The entry point
Early in his career, Lowell envied his colleagues who studied vision. For decades, neuroscientists had been able to trace the neural circuits involved in that function by shining light into the eyes of mice, identifying which neurons lit up, and then following them to map out the relevant brain circuits. Lowell and his peers who were interested in hunger had never had a similar entry point.Â
That changed in 1994, when Jeffrey Friedman, a researcher at Rockefeller University, gave Lowell and others a way to identify the first important neuronsâor individual âstrands of spaghettiââinvolved in hunger regulation.Â
Back in 1949, scientists at the Jackson Laboratory in Bar Harbor, Maine, had bred mice with an unidentified genetic mutation that caused them to grow massively obese. They hypothesized that the obesity stemmed from the miceâs inability to produce a crucial protein involved in weight regulation.
Decades later, Friedman was the first to apply cutting-edge genetic technologies to clone the DNA sequences that were abnormal in the obese mice; he then confirmed that their obesity was caused by an inability to produce a key hormone released by fat cells, which the brain uses to track the bodyâs available energy stores. Friedman purified the hormone and named it leptin. He also identified the DNA sequence needed to make the leptin âreceptorââthe specialized proteins that stick out of brain cells involved in appetite regulation like microscopic antennae, sensing whenever leptin is present and kicking off a chemical cascade that promotes a sense of satiety.Â
The discovery added further evidence to the idea that obesity was biologically determined, and more specifically to the concept of a âset pointâ when it comes to weightâa predetermined weight, fat mass, or other measurable physiological characteristic that the body will defend. Appetite is the means by which the body performs âerror correctionâ and mobilizes to devote energy and attention to the task of restoring homeostasis.Â
A âcureâ for obesity suddenly seemed within reach. The biotech firm Amgen licensed the rights to leptin for $20 million, hoping to develop a drug that could mimic its effects. But the drug it came up with had very little effect on most people with obesity, suggesting that leptin was only part of the storyâa hypothesis that seemed to be confirmed when other labs discovered additional hormones and signals that seemed to be involved in hunger. Further experiments showed that many obese humans in fact had normal or high levels of leptin.
It stood to reason, then, that somewhere in the brain leptin was being combined with other signals related to available energy, and that this information would then have to be compared with a homeostatic âset point.â
This suggested a highly complex set of neurological circuits involved in hunger regulation. Understanding how this process worked would require a detailed wiring diagram that might explain how all the parts fit together. And while Friedmanâs discoveries regarding leptin didnât answer all the questions, they provided the entry point that Lowell and the rest of the field had been waiting for, allowing them to begin to draw such a map.
Following the path of leptin, scientists in other labs found the hormoneâs first target, and therefore the first important way station in the hunger circuit: a specific patch of neurons known as the arcuate nucleus (ARC). Located at the base of the hypothalamus, the ARC, they now know, integrates information coming from other brain structures, as well as circulating nutrients and hormones like leptin and insulin. All of these inputs convey key information about the current state of the body, such as the level of existing energy stores and nutrient availability.
Determining how the ARC workedâand where it sent information after taking it inâwas the next question facing the field. By then, Lowell had abandoned studies on peripheral systems and joined the hunt.
Switching hunger on and offÂ
In 1997, the next part of the puzzle fell into place after Roger Cone, then a researcher at Oregon Health and Science University, discovered a key part of the switch that essentially turned hunger on and off.Â
He bred mice with a gene mutation that interferes with another class of key signaling proteins, called melanocortins. Mice with this mutation more closely resembled obese humans than did mice with leptin mutations: their obesity set in relatively late, and they had diabetes-causing levels of insulin and glucose. This particular mutation prevented key receptors from detecting melanocortin hormones, which in turn interfered with the feeling of satiety and caused mice to continue to eat. But when these melanocortin receptors were functioning normally, detecting the presence of the melanocortin hormones seemed to turn down appetite. In essence, Cone had found the brainâs âsatiety switches.â
This discovery was critical in helping scientists determine how leptin worked its magic in the ARC, the first stop in the hunger circuit. It turned out that when leptin reached the ARC, it set off a biochemical chain reaction that caused more melanocortin hormones to be released, eventually activating these âsatiety switches.âÂ
But these satiety switches were not present just in the ARC; they were on neurons distributed throughout the hypothalamus, the hindbrain, and the forebrain, suggesting that one of these areas was the next key hub in the hunger circuit. So which one was it?
It still did not answer perhaps the most fascinating question of all: How did these signals eventually make it into the conscious parts of the brain?
Some of these switches were in the paraventricular hypothalamic nucleusâthe brain area Lowell had studied in the lab of Richard Gold as an undergraduate. Since Lowell had seen with his own eyes that mice ate voraciously if you took it offline, he had long believed the PVH to be a stop in that circuit.Â
Now he had the tools to prove it. Over the years, Lowell had developed an expertise in cutting-edge genetic engineering techniques that allowed him to target and delete specific genes and create new strains of âknockoutâ miceâmeaning specific genes had been knocked out in an embryo, causing a mouse to be born without a functional copy.Â
In 2005, Lowell and a colleague, Joel Elmquist, engineered mice to carry a genetic sequence that prevented them from making functional copies of satiety switches anywhere in the brain. As expected, the mice grew obese.Â
Lowell and Elmquist then created pairs of microscopic molecular scissors. Using genes unique to neurons in the PVH as a homing beacon, they programmed these scissors to seek out only DNA associated with PVH neurons and snip away the small sequence that prevented the development of functional satiety switches in that part of the brain. In other words, they âfixedâ the satiety switches in the PVH, while they remained disabled in the rest of the brain. If the PVH was where the magic happened, restoring the satiety switches there would fix the problem of obesity.Â
Indeed, Lowellâs knockout mice were effectively âcuredâ of obesityâconfirming his hypothesis. He had proved that the PVH was the next key relay point in the hunger-satiety circuit.Â
For Lowell, confirming the PVHâs place in the circuit was hugeâ but it still did not answer perhaps the most fascinating question of all: How did these signals eventually make it into the conscious parts of the brain, the parts that could make an animal take action to get food? How did hunger, in other words, manage to commandeer the neural machinery of those crazed mice? How do intrusive thoughts of a meatball sandwich compel someone to put on shoes and a coat and track one down?
To find out, Lowell needed to determine where the signals in the PVH led, in the hopes that if he continued to follow the string it would lead him to the gateway to higher-order brain structures. This was complicated by the fact that neurons in the PVH sent signals to a number of different areas, including the brain stem, regions that affect thyroid function, and others.Â
Lowell was stymied. âWe could knock out these genes and then measure how much food the mice ate or measure how fat they got, but they couldnât go much further,â he says.
A magic âremote controlâ
In the summer of 2009, four years after the PVH discovery, Lowell was visiting Colgate in upstate New York with his high-school-age son. Lying on the grass outside the administrative building while his son did an interview, he flipped open the latest issue of the scientific journal Neuron. An article detailed a new laboratory tool developed by Bryan Roth at the University of North Carolina, Chapel Hill: a âchemical-genetic remote controlâ that could be used to turn specific neurons on and off in mice. Lowell recognized instantly it was the breakthrough he had been waiting for his entire career.Â
Instead of just knocking out populations of neurons permanently in mice, Lowell could instead create new strains of mice that were bred to have this genetic âremote controlâ switch, allowing him to turn distinct populations of neurons on and off simply by administering a chemical agent. (A separate technique known as optogenetics also allows him to do this by beaming a specific wavelength of light into the brain through a fiber-optic cable.) He could then observe the behavioral effect of turning specific neurons on and off in real time.Â
âSuddenly I was able to do things that when I was an undergraduate I never dreamed Iâd be able to do,â he says.Â
In 2014, Lowell used the remote-control tool to methodically turn each bundle of neurons leading out of the PVH on and off, to see which ones produced satiety. Once he identified the neurons that affected satiety, he followed them out of the hypothalamus. It led him to an area in the brain stem called the parabrachial nucleus (PBN)âthe third key hub involved in the hunger-satiety circuit.Â
It was a scientific watershed. Lowell had finally arrived at an area of the brain with direct connections to higher-order brain structures affecting all aspects of their conscious experience, including areas involved in motivation, reward, emotion, processing sensory stimuli, memory, selective attention, and a wide array of other functions.Â
Somewhere in that area of the brain was the last way station, the âHoly Grailâ neurons: those finally telling the rest of the brain to âgo eat.âÂ
Hunting for the Holy Grail
For the past eight years, Lowell and Andermann have been looking for the PBN neurons involved in hunger. Itâs a painstaking huntâthe PBN contains hundreds of thousands of neurons. Lowellâs lab is tracing the hunger-satiety circuit forward out of the PBN while Andermannâs lab works backwards toward it from the insular cortex, an area associated with the conscious experience of bodily states like hunger. The goal is to meet in the middle.Â
If they can trace this circuit, then they will begin to examine how it is that a simple signalâa signal that they are hungryâworks to recruit higher-order brain areas and focuses them on the completion of a task. They will have the opportunity to develop a model of how animals translate desire into action. Put simply, they might be able to characterize a complex action from beginning to end.
The sheer number of neurons in the PBN makes the task daunting. Itâs made even more complicated by the fact that the PBN isnât just involved in sending hunger signals to higher-order brain processing centers but is also the final stop for scores of other impulses and needs. It is a huge way station for all sorts of information, most of which has nothing to with hungerâlike sexual arousal; the sensations associated with pain; the detection of heat and cold, itches and nausea; and signals associated with a wide array of autonomic functions, including respiration, blood pressure, and temperature regulation. Each one of these signals likely has its own set of dedicated, genetically distinct neurons in the PBN. Most of these neurons have never been identified or studied. And they all look identical.Â
At times, the researchers have had to trace the path of nerve impulses one neuron at a timeâactivating a neuron they know is part of the hunger-satiety circuit using the âremote controlâ technologies, and then watching to see which neurons light up in response. (The DNA of the mice he works with also contains sequences for fluorescent tracers that light up when certain neurons fire, and that light can be detected, using sophisticated optical sensing technology, through a window in the skull and then reproduced on a computer screen.) This has allowed Lowell and Andermann to reduce the number of candidate neurons he is considering from hundreds of thousands to about 10,000.
To further narrow down the possibilities, Lowell spent three years sorting these 10,000 neurons into different subtypes using their genetic signatures. He has identified 37 genetically distinct subtypes.
Now Lowell and Andermann are experimenting with subtype after subtype to see which ones are involved in the hunger circuit.Â
To do so, they are exposing live mice to different conditions and watching to see which neurons fire in response. They can see if a neuron fires when, for instance, the mice are shown pictures theyâve learned to associate with a tasty treat.
Once they identify neurons that are activated in the PBN by the food cue, they are using other experimental techniques to figure out which of the 37 distinct genetic profiles these neurons carry. Â
The process, which involves sacrificing the mice and dissecting their brain tissue, can be painstaking. But Lowell and Andermann insist they are closing in on their target. They hope that within the next five years they will have found the neurons they are looking for. From there, they can proceed into higher-order areas of the brain.Â
The recent development of the new class of weight-loss drugsâand the experiences reported by patientsâtantalizingly illustrate how much power the circuits they are tracing can have on those areas. Not only is the physical experience of hunger absentâbecause the drugs seem to lower the bodyâs âset pointââbut everything else that usually goes along with hunger seems to fade away. Patients report that they are no longer plagued by intrusive thoughts of food. (These reports parallel what Andermann and Lowell are seeing in the lab. Using their neural imaging techniques, the researchers can actually tell when mice are thinking about visual cues they have seen in the last minute or hour.)Â
It remains to be seen whether Lowell and Andermannâs work will actually resolve the intense debate in the field over how these drugs work, and what parts of the brain they act on. But the researchers hope that by decoding the circuit, their findings may inform the development of new generations of drugs that are even more effective and lack side effects such as nausea, vomiting, diarrhea, abdominal pain, and, in some cases, pancreatitis and changes in vision.Â
Though this would be newsworthy, itâs still not what excites Lowell the most. He remains most committed to the idea that his research could yield new insights into motivation, decision-making, and a wide array of other functionsâinto human will and survival. To illustrate why he is excited, he talks about a video heâs seen of a hungry squirrel navigating a âMission Impossibleâ course to access food; the squirrel climbs up a pole, hurls itself through the air and lands on a windmill, and shimmies through a small opening in a plastic barrier while hanging upside-down from a clothesline. Â
âThe squirrel isnât operating on reflex,â he says. âItâs a totally novel environment. It has to use all of its higher processes to achieve that goal.â How does this very simple system manage to take over?Â
âThatâs the big question,â he says. âWe donât know how any of that works, those higher processes.â
Now that heâs finally equipped with all the tools he needs to untangle the dizzyingly complex bowl of neural spaghetti, it may just be a matter of time before he finds out.Â
Adam Piore is a freelance journalist based in New York. He is the author of The Body Builders: Inside the Science of the Engineered Human, about how bioengineering is changing modern medicine.
Mon, 01 Jan 2024 20:00:00 -0600entext/htmlhttps://www.technologyreview.com/2024/01/02/1084713/how-does-hunger-work-appetite/Medical Imaging Certificate
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This certificate is for qualified professionals who want to enhance their skill set and can be a foundation to continue toward a graduate degree. It is also valuable for degree-seeking students looking to develop a concentration that gives them an edge in their career path.
What You Need to Know
The graduate certificate in Medical Imaging program allows students to delve deeper into imaging requirements in biomedical applications, engineering and physics principles to specific biomedical imaging problems, imaging device development and theory of operation, and design of medical imaging tools. Develop an appreciation of the design, development, and applications of diagnostic and/or therapeutic imaging devices for biomedical applications. Get familiar with how to apply these skills in real-world problems and implement application-specific solutions.
Admissions
To enroll in this certificate program, students must have a bachelor's degree in any engineering discipline. See complete admissions requirements.
Current Michigan Tech undergraduates or recent alumni, get started right away. Our accelerated graduate certificates are a fast, affordable way to add graduate credentials to your bachelor's degree in as little as one semester. Be more marketable in your industry or prepare for your master's degree. Explore accelerated certificate options.
Credits
This graduate certificate requires a minimum of 10 total credits. Students may apply the credits earned for this certificate toward a graduate degree at Michigan Tech.
Related Certificates
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Wed, 12 May 2021 11:37:00 -0500entext/htmlhttps://www.mtu.edu/gradschool/programs/certificates/medical-imaging/Medical Devices and Technologies Certificate
Learn to Innovate, Evaluate, and Regulate Health Technologies
Get the skills and competences to innovate, evaluate, and regulate biomedical devices and technologies with the graduate on-campus certificate in Medical Devices and Technologies. Medical device, medical imaging, and device packaging industries innovate medical practice and provide patients with greater agency in the management of their own health. The current drive for miniaturization of medical devices, including diagnostics and wearables, has led to renewed need for continuing education and growing job demand.
Who is This Certificate For?
This certificate is for qualified professionals who want to enhance their skill set and can be a foundation to continue toward a graduate degree. It is also valuable for degree-seeking students looking to develop a concentration that gives them an edge in their career path.
What You Need to Know
In the graduate certificate in Medical Devices and Technologies program, students learn to develop specific solutions by working with experienced faculty in the Department of Biomedical Engineering. Get the knowledge you need to design, develop, and implement diagnostic and/or therapeutic devices for biomedical applications. Understand the principles and applications of medical imaging systems, and microelectromechanical system fabrication techniques. You will also learn to assess and interpret regulatory device requirements.
If you're an experienced industry professional or a Michigan Tech graduate student interested in developing skills in this field, this program can benefit you.
Admissions
To enroll in this certificate program, students must have a bachelor's degree in any engineering discipline. See complete admissions requirements.
Current Michigan Tech undergraduates or recent alumni, get started right away. Our accelerated graduate certificates are a fast, affordable way to add graduate credentials to your bachelor's degree in as little as one semester. Be more marketable in your industry or prepare for your master's degree. Explore accelerated certificate options.
Credits
This graduate certificate requires a minimum of 10 total credits. Students may apply the credits earned for this certificate toward a graduate degree at Michigan Tech.
Related Certificates
You might also be interested in:
Mon, 23 Nov 2020 21:39:00 -0600entext/htmlhttps://www.mtu.edu/gradschool/programs/certificates/medical-devices/Graduate Certificate in Information Systems
Who is the Graduate Certificate in Information Systems program for?
Drexel College of Computing & Informatics' Post-Baccalaureate/Graduate Certificate in Information Systems is designed for professionals of all backgrounds who would like to learn how to apply and manage information systems to solve organizational problems.
This certificate can be combined with other certificates and/or courses to create the Master of Science degrees listed below.
Fast Facts
Information Systems Curriculum
IMPORTANT NOTE: Drexel operates on the quarter, not semester, system, offering classes during four 10-week terms throughout the year.Â
Please visit Drexelâs Course Catalog for a full description of each required and elective course for this program. You can also find a sample Plan of Study for the certificate.
A four-year bachelor's degree from a regionally accredited institution in the United States or an equivalent international institution.
A GPA of 3.0 or higher, in a completed degree program, bachelorâs degree or above.
Official final transcripts from ALL Colleges/Universities attended. Please note: For students who have attended an institution outside of the US, it is highly recommended to submit a NACES approved course-by-course transcript evaluation (i.e., WES) for expedited review of your application. This approved evaluation will take the place of the transcript requirement to complete your application.
One letter of recommendation required, two recommended (academic, professional, or both).
Essay/Statement of Purpose (approximately 500 words).
Be in touch with us to get answers to all your questions! They can connect you with a Recruitment Specialist, one of their Graduate Deanâs Ambassadors, or a faculty member to help. Contact their recruitment team at cciinfo@drexel.edu and weâll get back to you soon.
Schedule a Visit or Register for an Online Information Session
Learn more about the College of Computing & Informatics experience through an online information session or an in-person visit. Contact their recruitment team to schedule your visit today by contacting us at cciinfo@drexel.edu!
Upcoming Events
There are currently no upcoming events
Sun, 10 Dec 2023 10:00:00 -0600entext/htmlhttps://drexel.edu/cci/academics/certificate-programs/graduate-certificate-in-information-systems/Post-Baccalaureate Certificate, Pre-Medical
The undergraduate Post Baccalaureate Pre-Medical certificate is intended to provide students who already possess a baccalaureate degree (bachelor's) the opportunity to complete or Improve their performance in courses required to successfully apply to medical school. This is an advanced undergraduate certificate for achievement. Each student will receive one-on-one advising on course selection to tailor the certificate to their individual needs. Along with coursework, this certificate program offers advising for MCAT prep, writing the personal statement, and other aspects needed to be a successful applicant. A committee letter is offered to students who complete the certificate and apply to medical school. The certificate requires 24 credits of coursework and should be completed in 12-24 months.
Required Courses (24 credits)
Choose from the following:
For additional information, contact Carol Myers, program coordinator.
Thu, 06 Oct 2022 04:04:00 -0500entext/htmlhttps://www.uml.edu/catalog/undergraduate/post-baccalaureate-certificates/pre-medical-certificate.aspxMedical Laboratory Science, Certificate
Saint Louis University's medical laboratory science certificate offers students who have already obtained an undergraduate degree in an alternate field and are pursuing a career change a certificate to become a medical laboratory professional.
The certificate has three concentration options: clinical hematology, clinical microbiology and clinical chemistry.
Curriculum Overview
SLU's medical laboratory science certificate program's curriculum provides students with a strong science background, medically applied coursework and corresponding practicum experiences in the clinical laboratory.
Each program consists of two semesters of didactic coursework at the undergraduate level, followed by a clinical practicum that varies in length between five to seven weeks. The typical program takes between 12-18 months to complete.
Clinical and Research Opportunities
Clinical internship experiences in clinical practice settings (e.g., hospitals, clinics, reference labs, etc.) are a required component of SLU's medical laboratory science certificate curricula.Â
Careers
Graduates with a certificate in medical laboratory science are prepared to conduct and manage a broad spectrum of laboratory testing. Results of these tests are used to evaluate the health status of individuals, diagnose disease and monitor treatment efficacy. Graduates of this program frequently work in diagnostic, research and/or other laboratory settings.
Upon successfully completing the program, graduates are eligible for national certification by the American Society for Clinical Pathology (ASCP) as categorical medical laboratory professionals.
Admission Requirements
Completion of a conferred degree from an institution that is accredited by one of the regional accreditation agencies is required.
Students must complete a combination of 30 credits (45 quarter credits) of biology, chemistry and/or medical sciences for program admission consideration.
A college minimum cumulative grade point average of 2.50 on a 4.00 scale, including a minimum 2.50 science/math GPA with at least a âCâ in all biological sciences, chemistry and math is required.
Transcript Evaluation
Students interested in clinical hematology, clinical microbiology or clinical chemistry should contact Amanda Reed at amanda.reed@health.slu.edu or 314-977-8686 for transcript evaluation.Â
Admission Decisions
The number of students admitted into each certificate program is based on the availability of clinical placement sites for practicum experiences. No student will be admitted until clinical placement for practicum experiences has been secured.
In the event of a limited number of available placement spots, a competitive entry process based on GPA, previous coursework, and letters of recommendation will be used to admit students. Admission decisions will be made on or before June 1 to enter the fall cohort.
All applicants must meet the professional performance standards required for the profession.
Required Background Check
Regulations require all students to complete a criminal background check and a drug test at least once during the program; either or both may be repeated as agency requirements demand. Positive results from the criminal background check or drug tests may result in ineligibility to attend clinical rotations and/or to graduate from the program. A felony conviction will affect a graduateâs professional certification and professional practice eligibility.
Tuition
Tuition Per Credit
Tuition
Cost Per Credit
Undergraduate Tuition
$1,830
Additional charges may apply. Other resources are listed below:
Students who graduated with a bachelor's degree and are seeking a second bachelor's degree or post-baccalaureate certificate do not qualify for most SLU and federal financial aid.                                                                                         Financial aid may be available in the form of federal loans, which require repayment. Federal loan eligibility is based on what was borrowed as an undergraduate student. (Find more information on loan limits.) Federal loan consideration requires a completed Free Application for Federal Student Aid (FAFSA).  Information on Federal and Private Loans
The Medical Laboratory Science program at Saint Louis University has been continuously accredited since the graduation of its first class in 1933.
We are one of the oldest programs in the nation, founded in 1929, and boast over 90 years of educational service to the medical laboratory science profession.
Students must maintain a minimum 2.50 grade point average (GPA).
Tue, 31 May 2022 05:27:00 -0500entext/htmlhttps://www.slu.edu/doisy/degrees/undergraduate/medical-laboratory-science-certificate.phpGlobal food prices declined from record highs in 2022, the UN says. Except for these two staplesNo result found, try new keyword!Global prices for food commodities like grain and vegetable oil fell last year from record highs in 2022, when Russiaâs war in Ukraine, drought and other factors helped worsen hunger ...Fri, 05 Jan 2024 00:11:50 -0600en-ustext/htmlhttps://www.msn.com/Certificate in Information Technology
The Certificate in IT Management is a four course, affordable option for professionals who need to gain or upgrade their IT skills to meet current market demands focusing on the managerial aspects of information technology.
This program is suitable for students who would like to become IT Managers, IT Project Managers, IT Consultants, IT Strategists, Chief Information Officers (CIO), or Chief Technology Officers (CTO) among others.
You will be prepared to create IT strategies that support the business, innovate with IT, and manage projects, as well as develop and maintain the IT architecture and infrastructure of an organization.
A completed admission Application and non-refundable application fee
Graduate Program Advisement with an admission counselor
Official Transcript(s) from a regionally accredited college or university verifying the applicantâs bachelorâs degree. Normally, a grade point average of approximately 3.0 or higher in upper division undergraduate work is expected
Benefits
After completing the certificate program in IT Management, students will be able to:
Understand the methods used to design and implement IT solutions in modern organizations
Learn how to manage IT strategically in order to gain or sustain competitive advantage and business value
Design the IT governance, architecture and infrastructure in modern organizations
Learn about project management phases, knowledge areas, tools and techniques and their applications
Strategically manage emergent technologies in modern organizations
Program Completion Time
The certificate can be completed in as little as six months, and is based on a sequence of four 3-unit graduate courses for a total of twelve credits. This requires enrollment for at least two terms, based on 11-week term schedules. The completion time does not account for any pre-requisite courses a student may need.
Admission Requirements
The program requires a background rooted in general business, computer programming and quantitative tools.
At a minimum, all students entering the program need to have completed the following courses which are pre-requisites into the program:
At least one business course (e.g. Organizational Management, Organizational Behavior).
Object Oriented Programming.
Quantitative methods for business or Business statistics.
These courses are offered at Cal Lutheran (and are not part of the certificate program). Relevant work experience in the IT field will also be considered.
An undergraduate degree in information systems, business, computer science, engineering, math, physics, and other natural sciences or related fields is required for admission to the program. Students with other backgrounds will be considered based on their work experience and/or completion of pre-requisite courses as noted above.
International students (who have completed a degree outside of the US) need to submit English proficiency requirements such as Toefl of minimum 88 or IELTS or minimum 6.5.
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Courses
The curriculum consists of four courses total. The following are required courses:
This course introduces students to important concepts and techniques needed to understand and leverage information technology within an organizational context. Students will learn the fundamentals of design and implementation of information systems in the modern organization, business process improvement thorough the use of information technology, organizational data modeling, project management concepts, data governance mechanisms, technology-enabled change management among other topics.
This course introduces the elements and architecture of computer and data communication networks, demonstrates the fundamental principles of computer networking, and provides experience in the practical use of current networking technology. Students will also learn to make knowledgeable decisions pertaining to strategies and architectures for the deployment of telecommunication technologies in organizations.
*Students who successfully complete IT 512 would meet the educational hours required to sit for either CAPM or PMP exams based on PMI standards. These courses must be taken first in the certificate program.
Students will also choose any two of the electives below:
This is a required course that must be taken first in the certificate program. The course provides students with an introduction to the fundamental concepts, techniques and tools used in design, development and application of relational database technology in organizations. courses include data modelling based on organizational requirements and data manipulation via structured query language tools.
This course uses structured software development methodologies to develop an understanding of the overall process of developing an information system starting with planning, analysis, design and implementation of the system. The course also exposes students to various graphic modeling processes such as data flow diagrams used in business process reengineering, design of user interfaces and system behaviors.
This course introduces the elements and architecture of computer and data communication networks, demonstrates the fundamental principles of computer networking, and provides experience in the practical use of current networking technology. Students will also learn to make knowledgeable decisions pertaining to strategies and architectures for the deployment of telecommunication technologies in organizations.
The purpose of this course is to prepare students to recognize threats and vulnerabilities present in current information systems and how to plan for such risks. Students will have the opportunity to try real security and attack tools to understand how they work and how they might be used and counteracted.
This course provides students an understanding of the principles on which the Internet and other distributed systems are based, their architecture, algorithms and design and how they meet the demands of contemporary distributed applications. The course addresses the skills needed to design and maintain software for distributed applications through courses such as client/server software and N-tier architectures, middleware, Internet technologies, application development, system management, mobile and ubiquitous computing and distributed multimedia systems. Students will also learn the distributed systems infrastructure that supports Google both in terms of core search functionality and the increasing range of additional services offered by Google.
This course explores strategic information technology management issues associated with doing business in digital times. It provides a framework to understand how information technology strategy aligns with business strategy and focuses on developing an understanding of the key information requirements for developing an information technology strategy and systems architecture. The course will focus on digital technology trends transforming how business is done, information management and architecture, e-business models and strategies, mobile commerce, social networking, engagement and social metrics and business process innovation.
The current trend towards computerizing the healthcare industry through interoperable electronic health records (EHR) is creating very exciting opportunities for IT and business professionals in a diverse range of organizations including hospitals, IT firms (EHR vendors), government departments and health funds. This course is designed to introduce students to the various aspects of information management in healthcare organizations. At the same time, the course focuses on unintended consequences resulting from deployment of advanced technologies in the healthcare filed including user responses and usability considerations. Privacy and security laws in HIPAA will also be discussed.
Enterprise systems attempt to integrate all departments and functions across an organization onto a single computer system that can serve every departmentâs particular needs for up-to-date and accurate data. These systems dictate a standard data format across the entire organization, they are modular and multifunctional. This course examines various types of enterprise systems such as enterprise resource planning (ERP) systems, supply chain management systems (SCM), customer relationship management systems (CRM) and knowledge management systems (KM) that support and enhance business activities.
The ability to respond dynamically to changing business requirements is paramount for IT infrastructure and operations (I&O) organizations. Virtualization, IT
modernization, and real-time infrastructure architecture are increasingly essential to this agility. This class will balance hands on interaction with infrastructure technologies and equipment as well as applications of technologies and services. Other courses include enterprise architecture and governance, cloud computing, enterprise-wide efficiency, green computing.
This course provides students with a basic understanding of emerging technologies as they relate to innovation and information systems in organizations, and the management strategies required to understand, leverage, and benefit from these technologies. Students will identify current, real technologies that are emerging or about to emerge into the mainstream, investigate those technologies, and ones from recent history, from a number of perspectives, to look at the impact of technologies on systems, business operations, and corporate and technology strategy. They will study the impact, benefits, and downsides of standards as they relate to information technology and delve into how those standards, and other factors, might affect the timing for implementation of emerging technologies in organizations.
Special courses courses vary and are used to introduce students to new courses in the Information Technology field.
Tuition & Fees
Fall 2023 - Summer 2024
Tuition
Alumni: $480 per credit Non-Alumni: $595 per credit
Technology Fee
$60 per term
Application Fee
$25 online $50 paper
Late Registration Fee for registration submitted after the add/drop deadline
$50
Late Transaction Fee for employer reimbursement applications received after the second week of the semester
$50
Transcript Fee
$5.00 minimum Additional fees may apply, refer to the Registrar's site
All fees are subject to change without notice. The University reserves the right to change, delete or add to this pricing schedule as deemed appropriate. Transcripts and diploma will not be released for any student who has an outstanding balance owed to Cal Lutheran.
Tue, 10 May 2022 16:12:00 -0500entext/htmlhttps://www.callutheran.edu/academics/graduate/certificates/it-management.htmlPutin critic Navalny ill on hunger strike, moved to prison medical ward with respiratory illnessPutin critic Navalny ill on hunger strike, moved to prison medical ward with respiratory illness - CBS News
Alexei Navalny, the jailed Russian opposition leader who is nearly a week into a hunger strike at a penal colony, is in a medical wing suffering with a suspected respiratory illness. Russian police detained nine people outside, who were Navalny supporters that gathered outside the facility, and as Holly Williams reports authorities turned away a doctor who tried to see him.
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