The Inevitability of Collision: Creating Empathy Through Fiction

While the stigma for mental illnesses has greatly declined in the last decade, there is still a disconnect between individuals without neurological illnesses and those with neurological illnesses, especially those that cause individuals to lose contact with reality. The goal of this interdisciplinary paper is to create empathy for these individuals, specifically people with schizophrenia, Alzheimer disease, and post-traumatic amnesia. Through a collection of four stories told from the perspective of these unreliable narrators, I used fiction writing techniques from the field of cognitive literary studies such as gapping and defamiliarization to create more empathy in the reader. In reading stories through the first-person perspective of these individuals with neurological disorders, the reader gains a better understanding of what it would be like to experience these disorders and how disorienting it would be to lose contact with reality or your memories. The stories are followed by an appendix outlining the history, symptomology, neurobiological basis, and treatment options for each of the diseases. This helps the reader connect the behavior seen in the stories to the neuroscience behind it, as well as understand the history and stigma behind each disorder. After all, we are more similar than we think because we are all the unreliable narrators of our own stories

Letters of Heroines

There are moments in life when making progress feels arduous, goals seem unattainable, and attempts at resolution prove only to create more conflict. This contemporary jazz piece explores the physical and emotional connotations of the idiom taking “one step forward and two steps back.” In a physical sense, the movement depicts progress followed by relapse. In a figurative sense, dancers explore emotions of frustration, struggling to break down the barriers that they encounter. This piece serves as a metaphor for persistence in the face of obstacles

BRCA2 polymorphic stop codon K3326X and the risk of breast, prostate, and ovarian cancers

Background: The K3326X variant in BRCA2 (BRCA2*c.9976A>T; p.Lys3326*; rs11571833) has been found to be associated with small increased risks of breast cancer. However, it is not clear to what extent linkage disequilibrium with fully pathogenic mutations might account for this association. There is scant information about the effect of K3326X in other hormone-related cancers. Methods: Using weighted logistic regression, we analyzed data from the large iCOGS study including 76 637 cancer case patients and 83 796 control patients to estimate odds ratios (ORw) and 95% confidence intervals (CIs) for K3326X variant carriers in relation to breast, ovarian, and prostate cancer risks, with weights defined as probability of not having a pathogenic BRCA2 variant. Using Cox proportional hazards modeling, we also examined the associations of K3326X with breast and ovarian cancer risks among 7183 BRCA1 variant carriers. All statistical tests were two-sided. Results: The K3326X variant was associated with breast (ORw = 1.28, 95% CI = 1.17 to 1.40, P = 5.9x10- 6) and invasive ovarian cancer (ORw = 1.26, 95% CI = 1.10 to 1.43, P = 3.8x10-3). These associations were stronger for serous ovarian cancer and for estrogen receptor–negative breast cancer (ORw = 1.46, 95% CI = 1.2 to 1.70, P = 3.4x10-5 and ORw = 1.50, 95% CI = 1.28 to 1.76, P = 4.1x10-5, respectively). For BRCA1 mutation carriers, there was a statistically significant inverse association of the K3326X variant with risk of ovarian cancer (HR = 0.43, 95% CI = 0.22 to 0.84, P = .013) but no association with breast cancer. No association with prostate cancer was observed. Conclusions: Our study provides evidence that the K3326X variant is associated with risk of developing breast and ovarian cancers independent of other pathogenic variants in BRCA2. Further studies are needed to determine the biological mechanism of action responsible for these associations

Hippocampal biomarkers of fear memory in an animal model of generalized anxiety disorder

Generalized anxiety disorder (GAD) is highly prevalent and incapacitating. Here we used the Carioca High-Conditioned Freezing (CHF) rats, a previously validated animal model for GAD, to identify biomarkers and structural changes in the hippocampus that could be part of the underlying mechanisms of their high-anxiety profile. Spatial and fear memory was assessed in the Morris water maze and passive avoidance test. Serum corticosterone levels, immunofluorescence for glucocorticoid receptors (GR) in the dentate gyrus (DG), and western blotting for hippocampal brain derived neurotrophic factor (BDNF) were performed. Immunohistochemistry for markers of cell proliferation (bromodeoxiuridine/Ki-67), neuroblasts (doublecortin), and cell survival were undertaken in the DG, along with spine staining (Golgi) and dendritic arborization tracing. Hippocampal GABA release was assessed by neurochemical assay. Fear memory was higher among CHF rats whilst spatial learning was preserved. Serum corticosterone levels were increased, with decreased GR expression. No differences were observed in hippocampal cell proliferation/survival, but the number of newborn neurons was decreased, along with their number and length of tertiary dendrites. Increased expression of proBDNF and dendritic spines was observed; lower ratio of GABA release in the hippocampus was also verified. These findings suggest that generalized anxiety/fear could be associated with different hippocampal biomarkers, such as increased spine density, possibly as a compensatory mechanism for the decreased hippocampal number of neuroblasts and dendritic arborization triggered by high corticosterone. Disruption of GABAergic signaling and BDNF impairment are also proposed as part of the hippocampal mechanisms possibly underlying the anxious phenotype of this model

A roadmap for investigating the role of the prion protein in depression associated with neurodegenerative disease

viii, 167 hlm.; 21 c

Growing roots and wings: a case study on English literacy in Namibia

"Namibia, a country in Southern Africa, has had a long history of being dominated by outside forces, as do nearly all African countries. Namibia was first colonized under Germany from 1884 until 1915, a period that was followed by the long reign of South African rule and apartheid from 1915 until 1990. The new educational policies developed by independent Namibia were based on Western curricula (Nekwheva, 1999). English is the language of education beginning in grade 4, though this is a second or third language for nearly all learners