Neuro Newsflash Issue 2 Spring 2024

mainly potassium and sodium, from the intracellular to the extracellular space. The nervous system’s electricity-conducting potential allows for the brain-computer interface or technology that records brain activity and translates it into an output, to work. Neurostimulation was first introduced in 1924 by Hanns Berger, who invented electroencephalography (EEG). EEGs enable researchers to record human bra in activity by placing several electrodes around the scalp. Shortly after the introduction of EEG, brain stimulation techniques like DBS and TMS emerged as effective treatments for psychological disorders such as depression.

Neurostimulation consists of two subcategories: invasive and non-invasive brain-computer interface. Invasive braincomputer interfaces record brain activity from devices implanted dire ctly in deep brain structures and/or the cortex (5). Treatment techniques like DBS are minimally invasive; they work by attaching the device to a deep brain structure and delivering electrical impulses ac DBS has traditionally been used Parkinson’s

symptoms; however, its benefits extend to other psychological disorders such as depression (8) Though the exact target of DBS varies on the disorder, the typical placement of electrodes is within the diencephalon (6) The diencephalon, a region in the brain responsible for hormone regulation, circadian rhythm control, and information integration from the body, offers effective targets for DBS to address abnormal rhythmic neural firing, with key structures such as the thalamus and hypothalamus playing a pivotal role in neuromodulation For individuals receiving treatment for Parkinson’s, DBS electrode placement often targets the subthalamic nucleus, an integral structure for movement, motivation, and behavior (7). For the treatment of depression and obsessive-compulsive disorder (OCD), DBS electrode placem ent focuses on the subcallosal cingulate (SCC), an area associated with mood regulation (8). Once placed, the electrode is attached to an implanted wire underneath the skin, which is attached to an implantable pulse generator (IPG) located underneath the collarbone and works to inhibit abnormal neuron firings. In depression, the decreased irregular firing of AgRP neurons inhibits overall neuronal excitability. Hence, DBS is programmed to deliver targeted electrical stimulation to modulate activity and restore a more balanced firing pattern.

BRAINCOMPUTER BRAINCOMPUTER INTERFACE INTERFACE

The following neurostimulation, invasive neurosti frequency neuron VNS fall under they do not invol Instead, devices l the skin of the c threaded through

Subsequently, elec to the brainstem information with other hand, TMS stimulate various TMS consists o frequency transc (HF-TMS) and magnetic stimulat targets the left d which is essent decision-making, been found to inc overactive ne neurogenesis, relie

Conversely, LF-T

same brain region, except it targets the right dorsolateral prefrontal cortex, following a similar approa ch. Both HF-TMS and LF-TMS have been found effective in mitigating the symptoms associated with depression. Treatment involves the administration of numerous electrical currents per session, custom to the patient's needs, in an attempt to modify dysfunctional neural firing associated with disorders like depression (5).

The invention and integration of neurotechnology practices, such as neurostimulation, marks the beginning of more effective and personalized therapy interventions for depression. Through techniques like DBS, TMS, and VNS, researchers can utilize a neuron’s electrophysiological tissue to target specific brain areas to relieve symptoms for a multitude of neurological and psychological disorders, including depression. Through research on the electricity required to regulate neuronal firings, neurostimulation offers hope to millions suffering from the oppressive symptoms of depression (10). As we continue to learn more and refine our understanding of neurostimulation on the human brain, our understanding of brain function and treatment methods will grow. Neurostimulation not only provides relief for those battling depression but also points to a healthier future for those affected by mental illness.

Author: Matt McCormick General Editor: Anna Callahan

Matthew R. Hayes, a researcher dedicated to unraveling the roles of hormones in the domains of appetite, hunger, satiety, and nausea, has found significant insights regarding the underlying mechanisms of glucagon-like peptide 1 (GLP-1) and gastric inhibitory peptide (GIP). Beginning with his research in 2011, Hayes has committed years to understanding and defining the influence GLP-1 and GIP have on ingestive behavior to tackle the obesity epidemic and type-2 diabetes.

The consumption of food is far more than just a simple task of chewing and swallowing; eating is at the forefront of energy balancing which is essential for cellular processes. Satiation signals, stemming from mechanisms such as stomach distension and an array of hormones, are the first point in signaling if we’ve consumed enough to balance our energy. Among the hormones contributing to these signals are cholecystokinin, serotonin, bombesin, peptide YY, enterostatin, glucagon-like peptide, and gastric-inhibitory polypeptide. Each of these hormones plays a unique role in regulating hunger cues, but GLP-1 and GIP serve the most interesting purpose to researchers like Hayes. GIP is associated with the hormone incretin, which mainly focuses on regulating blood glucose levels. GLP-1 is commonly used in pharmaceuticals aimed towards weight reduction and alleviating symptoms of diabetes, but has a very common side effect of nausea. When GIP is introduced to GLP-1 receptors, the nausea is counteracted.

GLP-1 receptors are disturbed throughout the brain and body.. These locations include the hypothalamus, processing centers in the limbic system, as well as in the gastrointestinal tract created by L cells. L cells, according to the National Institutes of Health, are cells that secrete GLP-1 and peptide YY in response to the ingestion of food1. However, the sites mediating the appetite effects of GLP-1 agonists are not quite clear. According to Hayes, this distribution is what makes energy balance such an efficient process in weight loss, specifically by deriving regulation from anatomical and behavioral responses all driven by the peripheral nervous system and the brainstem. Hayes conducted a clever study involving rats, these rats were injected with fluorescent dye to highlight the neurons with c-fos activation. The dye was able to demonstrate if there were any suppressive effects in the GLP-1R agonist by creating a visual difference. Hayes found that there is a suppressive effect, meaning that GLP-1 is a factor in food intake and body weight.

Inside the dorsal medulla is the dorsal vagal complex (DVC), which contains GLP-1 receptor cells. The DVC plays a role in dictating suppressive effects and is responsible for controlling nausea, emesis, and food intake. Blocking these hindbrain receptors attenuates food intake and overall body weight, as shown through Hayes’ work with rats and shrews. A group of shrews were closely monitored and the act of GLP-140 and its association with emesis were recorded. Hayes found that GLP-140 did suppress food intake and body weight, but created a dose-dependent increase in emetic events. Hayes’ next goal was to record the long-lasting effects of GIP receptors without emesis in both the shrews and mice. It was found that the GIP receptor does attenuate the GLP-1 receptor agonist and lowers the amount of illness-like behaviors in both the mouse and shrew.

Hayes explained that when looking at the behavior emitted from the rats and shrews, the goal was to “block and only block one site”. Essentially, the goal was to block sites associated with GLP-1 receptors gradually in succession to find which specific receptors were responsible for the anti-nausea effects. This was completed by having the shrews introduced to an unpleasant-tasting item that would be expected to create an emetic or vomiting response. Hayes would then measure their aversion to the solution over time and assess the antiemetic effects of the administered GIP agonist through frequency and duration testing. Next, Hayes determined the ramifications of the dorsal vagal complex and its effects on appetite.

GLP-1 and GIP, though historically under-researched, represent revolutionary aspects of neuroscience that, when further explored, have the potential to significantly improve the lives of thousands. Matthew Hayes’ has worked diligently through his research to deepen our understanding of GLP-1 and GIP. Hayes aided in the discovery of a whole new medical pathway for understanding and counteracting problems relating to nausea and food intake affecting people with diabetes and obesity. Through his work, Hayes has opened doors to new treatment possibilities and continues to pave the way for groundbreaking advancements in the area of metabolic and gastrointestinal disorders.

author: Hope Bassett

general editor: Vidhi Channa

VIBHA RAO

is a freshman CLA Neuroscience honors student from Great Valley High School in Malvern, PA.

Through interviews with Vibha Rao, a College of Liberal Arts Neuroscience major, and Apurva Jadhav, a College of Science & Technology Neuroscience major, one can see many differences between these majors. However, looking into the curriculum and major requirements, the first difference is the general education classes they take. CST Neuroscience majors take two science and technology GenEd courses and one quantitative literacy GenEd course, while CLA Neuroscience majors must take one quantitative literacy course. CST Neuroscience majors must complete at least four biology courses at Temple. This causes most CST neuroscience majors to take neuroscience courses in their junior year. In contrast, CLA neuroscience majors only have to take one biology course so that they can take neuroscience courses as early as their first year.

Regarding research opportunities, CLA and CST students are exposed to the same labs, including research specific to neuroscience and psychology. They are funded by the National Science Foundation, which amounted to $242 million. Additionally, CLA and CST neuroscience students have different scholarships they are eligible for.

Why CLA?

I majored in neuroscience at CLA because it was more flexible than CST Neuroscience. There are many options when it comes to taking electives.

What do you want to do with your degree?

After completing my neuroscience major, I plan to go to medical school. I have always been interested in the brain and want to pursue a specialty in medicine, with neuroscience being heavily involved.

What challenges have you faced in this major?

My main challenge is balancing my major courses with my pre-med requirements. Since most of the pre-med prerequisites aren’t incorporated into the CLA neuroscience major at Temple, I must add many classes to my undergraduate years at Temple to reach those prerequisites.

When did you decide to study neuroscience?

When applying to college, I knew I had to pick a major appropriate for a pre-med track. I thought the brain was the most fascinating part of the body and wanted to study that. It was a natural extension of my curiosity to understand individuality and what makes us human.

What do you think is the most impactful technology related to

the brain?

The cochlear implant is the most impactful technology related to the brain. A cochlear implant is a small electronic device that allows a deaf person to hear. An external part is placed behind the ear, and an internal part is placed under the skin. A cochlear implant surgery is usually done when a patient is very young and is followed by therapy to learn the sense of hearing. The cochlear implant is very important because I had cochlear implant surgery when I was 5 years old, which is older than when people usually do it. Still, I received significant speech therapy before and after it! It has been a great addition to my life, allowing me to do more than I could do if I didn’t have one. I am aware of how deaf people having a cochlear implant can erase deaf culture, but I think it is the best decision my parents could have made.

is a freshman CST Neuroscience honors student from West Windsor Plainsboro High School in South New Jersey.

APURVA JADHAV

What

do you want to do with your degree?

In the future, I plan on applying to medical school. CST Neuroscience will help me reach my goal because of the intense science classes I have to take and the research opportunities in the various labs (remote, organismal, or clinical) we can work in for credit or as a work-study we are given through the major.

What do you think is the most impactful technology related to the brain?

The brain tech I find interesting is the EEg, which is imperative which is imperative because it provides information about the brain activity of patients and can be used in studying diseases which could save millions

I chose Neuroscience CST because I love its heavy concentration on Neuroscience’s scientific and cellular aspects rather than the behavioral part. Why CST?

What challenges have you faced in this major?

Studying for neuroscience classes is very hard and will only get more complicated now. So, I struggle most of the time with studying correctly and using time efficiently.

When did you decide to study neuroscience, and how did you decide on high school?

Taking AP Psychology introduced me to the brain, but I was more intrigued by its cellular structure than its behavioral aspects.

As a CLA student, Vibha can study behavioral aspects of neuroscience, and as a CST student, Apurva can study the cellular aspect of neuroscience. Both Vibha and Apurva study neuroscience and plan to go to medical school in the future, and both majors are great for a pre-med track, whether they want to continue focusing on neuroscience further in their careers.

Author: Puja Saha

General Editor: Gabrielle Vomero

her story the importance of gap years

Dr. Mansi Shah, an associate professor at the College of Science and Technology at Temple University, shares a very realistic perspective regarding gap years, what you can do during them, and how they further your career. Shah developed this insight using her own experience as well as that of colleagues and students. Shah describes her scholarly journey as slow paced, “I always felt as if I was at the every end of the things I was doing.” Although this didn’t deter Shah from discovering her passion for neuroscience in 11th grade. Shah went on to continue this pathway at the University of Pittsburgh, but even then, Shah wasn’t sure of her future. It wasn’t until the summer going into her senior year that Shah realized research was a career that she could pursue. After this discovery, she graduated with a bachelor’s degree in neuroscience and went directly into her PhD program, something that is not typical of students today. In 2020, a survey conducted by Gap Year Association determined that 88.9% of students who took the survey reported taking a gap year. Although Shah deviated from a typical timeline, she puts great emphasis on the benefits of gap years.

Shah has a unique perspective on gap years especially as someone who didn’t take the opportunity. She states that ‘I think it’s one of those things that students treat as a failure — where really, gap years are the norm.” Although Shah did not take any gap years, she is a strong advocate for them as they provide students with a myriad of opportunities, a much-needed break and allow students to have clarity about their future careers.

Shah expressed that during her time as a PhD student, she grew doubtful that research was for her, stating that “I think it would have helped me, it would’ve solidified more of what I wanted to do.” This experience contributes to the passion Shah has for gap years, as they are a powerful tool that can change the entire direction of an academic and future career.

preparing for gap years

Shah went to great lengths to normalize and encourage students to take gap years and described them as invaluable circumstances. Gap years are an amazing opportunity to use the extra time you have to prepare for entrance exams, gain research experience, and develop different skills.

Preparing for entrance exams like the MCAT is a big deal, it’s important to score high, but with seven other classes, this isn’t realistic: “just strategically, it is much smarter for you to take gap years and focus on your grades.” As opposed to rushing and completing your degree as well as entrance exams in your undergraduate, gap years allow students to have more time to complete the endless checklist that is career development as well as focusing on classes. Obtaining research experience opens a multitude of doors for post-baccalaureate careers. Research experience gives you skills that recruiters desire in a potential employee, as well as certifications. That first job is hard to get, but if an opportunity is received, certain institutions may give tuition credits or pay for certain classes.

potential pathways

Gap years can be the tool that students need to repair their undergraduate GPAs, which is something that cannot be repaired from a masters degree. Shah mentioned that, “I would not recommend anyone spending money on a masters when you don’t have to.” Although a GPA higher than 3.3 is sought after, it is not always necessary and GPA repair is obtainable. From experience, Shah advocated for a 4+1 program which creates an opportunity for students to pursue their undergraduate and graduate degrees in 5 years opposed to 6 or 7. For example, Temple has a 4+1 accelerated program for neuroscience which is research intensive and contains advanced coursework. Not only does this shorten your timeline, but it can be an opportunity to improve your undergraduate GPA. Shah went on to describe another outlet for improvement which is to pursue non-degree post-baccalaureate programs.

nondegree postbaccalaureate career options

More years of school isn’t the only outlet for experience during the post-baccalaureate period; Shah discussed many career options that only require a bachelor’s degree and make enough money to begin funding and paying towards future academic pursuits.

Science and clinically adjacent careers provide an outlet to work under researchers and learn hands-on technical skills. An example of a science adjacent career is regulatory affairs, which is a career based on data management. Regulatory affairs provides the opportunity to talk to and learn from researchers. An example of a clinical experience is a clinical research coordinator; this role is much more hands-on than regulatory affairs but is very similar. Research coordinators tend to interact with patients much more as well as facilitate data.

author: Hope Bassett

general editor: Vidhi Channa

In her advocacy for embracing gap years, Dr. Mansi Shah draws from her personal journey and insights from colleagues and students to emphasize the transformative potential of these periods of exploration for students. Despite not taking a gap year herself, Shah expressed the normative nature and invaluable benefits, including the opportunity for career exploration, GPA repair, and strategic preparation for post-baccalaureate studies and careers. These years can provide students with the outlets they require to create a successful and fulfilling academic journey.

Dr.Mansi Shah

Dr. Mansi Shah is an Associate Professor of Instruction at Temple’s CLA Psychology and Neuroscience Program and has taught there since 2016. She has been teaching Fundamentals of Neuroscience, Functional Neuroanatomy, Cellular Neuroscience, and more. Before her career at Temple, She studied neuroscience at the University of Pittsburgh as an undergraduate student and then continued her Ph.D. in neurobiology at Temple. Her graduate work

r o f e s s o r S p o t l i g h t

during her Ph.D was on Cellular Mechanisms

Underlying Peripheral Pain. She studied Gprotein-coupled receptors and protein folding/transport as part of her thesis. As for her personal life, she has many aspects that go hand in hand with her career, such as family and activities in her free time.

Below is an interview that digs deeper into her life and career:

Dr. Shah was born in India and moved to Upper Darby, PA when she was 7. She realized she was interested in neuroscience when, in 11th grade, she had a great Biology teacher who was also interested in neuroscience. Her parents inspired her to pursue neuroscience and continue it in her career. She says, “my parents were just hard workers and genuinely good people.” She also mentions that her brother was one of her biggest supporters throughout her career. She enjoys outdoor activities such as hiking and cycling in her free time.

Since Dr. Shah got her Ph.D. at Temple University, she felt she had seen the most transformation in her career there. It is “where I gained the confidence to be an instructor.” she said. She felt she impacted a studen t when she got a few of her students into training programs that led them into lucrative careers. She says, “from a success perspective, I think that is exciting.” Vise versa, she felt that a student had the most impact on her during her first year of teaching, where a student stuck through a class despite struggling. This student met with her every week to get help. She says, “the student continued to do that for more classes even though they did not need these classes for their major. It made me realize how transformative offering help was for students and its impact on me. ”

With the theme of this publication cycle’s newsletter, “The Brain and Technology,” I asked Dr. Shah a few questions about her thoughts on utilizing technology in the neurosciences and some of the ethical issues that may arise. Her thoughtful approach to neurotechnological advancements is reassuring. She believes that CRISPR, or Clustered Regularly Interspaced Short Palindromic Repeats, used to edit the D NA of living organisms, is the most impactful technology related to the brain. She states, “ one ethical consideration that needs to be considered is that what we consider a gene that should be edited out is not always universally considered a 'negative' gene, especially by those who might have a mutation in that gene. For example, CRISPR has been used on those who are congenitally deaf, but the deaf communi ty feels it could be erasing their culture.” Her insights highlight the complex ethical landscape of neurotechnological advancements.

When asked about the importance of being a Woman of Color (WoC) as a professor or as a WoC in STEM, she responds, "I think it's critical to have a WoC as a professor who may have grown up in a similar immigrant/first-generation household as many of my students. Students may see that I can more easily identify with their lives than other professors.” When students have representation in professions they want to enter, they are more motivated to pursue it and can receive the best guidance.

author: Puja Saha

general editor: Gabrielle Vomero

Citations

Depression and Neurostimulation

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2- Amer can Psych atry Association (n d ) Fifth edition text revis on dsm-5-trmredsc rc eoftrust com https //www mredsc rc eoftrust com/storage/app/media/DSM%205%20TR.pdf

3- Wu, D (2023, May) IEEE Xplore https //ieeexplore ieee org/abstract/document/10138775

4- Tozer, A (n d ) E ectrophysio ogy fundamentals, membrane potential and electrophysiological techn ques Neuroscience from Technology Networks https //www technologynetworks com/neuroscience/articles/electrophysiologyfundamenta s-membrane-potential-and-e ectrophysio og ca -techn ques6 # El h i l % % h % % f h d

11-Akhtar, H , Bukhari F , Nazir, M , Anwar M N , & Shahzad, A. (2016 February) Therapeutic efficacy of neurostimulat on for depress on Techn ques current modal ties and future chal enges Neuroscience bullet n https://www ncbi nlm nih gov/pmc/art cles/PMC5563754/

12-Luechter, A (2023, March 14) After years of depression, electromagnetic st mulat on of the brain may prov de rel ef UCLA Health https://www uclahealth org/news/after-years-depression-e ectromagneticst mulat on-brain-may

13-Fang, H , & Yang, Y (2023, February 15) Pred ct ve neuromodu ation of cingu o-frontal neural dynamics in major depress ve disorder using a braincomputer nterface system: A s mu ation study Frontiers h // f i i / i / 8 /f 68 /full ck ens ng and