Hello everyone! Welcome to advanced neurobiology! Neuroscience is a wonderful branch of science on how our brain perceives the external world, how our brain thinks, how our brain responds to the outside of the world, and how during disease or aging the neuronal connections deteriorate. We’re trying to understand the molecular, cellular nature and the circuitry arrangement of how nervous system works. Through this course, you'll have a comprehensive understanding of basic neuroanatomy, electral signal transduction, movement and several diseases in the nervous system. This advanced neurobiology course is composed of 2 parts (Advanced neurobiology I and Advanced neurobiology II, and the latter will be online later). They are related to each other on the content but separate on scoring and certification, so you can choose either or both. It’s recommended that you take them sequentially and it’s great if you’ve already acquired a basic understanding of biology. Thank you for joining us!
Liqun Luo - 6
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Del curso dictado por Peking University
Advanced Neurobiology I
224 calificaciones
De la lección
Signaling within neurons & Ion channels and membrane potentials
Let's switch to the electrical properties of the neuron.
Conoce a los instructores
Yan ZhangProfessor
School of Life Sciences, Peking University
Yulong LiResearch Fellow
School of Life Sciences, Peking University
So how do you inspire
a student to generate those great ideas in the lab
they carry one to make sort of these big discovers?
What is your secret recipe in that sense?
Because your lab half already, make great contribution to only intense of two.
But also identify you see this in new two, and new principal.
That a controller, connection or [INAUDIBLE].
What is your, how the students can have those new ideas?
What do those new ideas, or interesting ideas, come from?
>> Well, it's a lot of discussion.
So first of all, because maybe it's a selection.
I was lucky that my first postdoc was very inventive and
we developed this markup very successfully.
My lab is known for developing new tools.
And people who have that type of traits wanted to come to my lab.
So, that makes it a little more adventurous.
People take risks coming, and I support them.
I support their adventure.
And tell them that when you make new tools for the first time,
you can make this great discoveries with your new tool for the first time.
And also, some of the people actually coming to my lab wants to make tool for
the tool's sake.
But I tell them, on the other hand,
that you make tool to understand a specific question.
If you want to make a tool for the tool's sake, you may not make a great tool.
You need to know what is the limit in your understanding of a biological question,
so that you make the tool to answer those questions.
As soon as your tool is ready you have biological questions to Answered.
So the combination of biology and technologies is important.
And I have people who are very inventive and
to making people who are studying biology, and they talk to each other.
>> So in essence, it's also a interdiscipline approach that you're
sort of simultaneously Looking at what has been lacking in biology and
what is required for.
And then combining them to achieve these great discoveries.
>> Yeah, yeah.
>> But a lot of students, at least from my own lab,
I feel that a lot of students feel that biology, that discovery takes so long.
Because of the, for example,
you're wanting to spend a lot of time to learn those biological techniques.
And sometimes the animals, for example, are mice, takes time to develop them,
to develop.
And also, their circuitry is so complicated for the virus injection,
the anatomy's so difficult.
And therefore, the biology seems to be very lengthy process.
And sometimes they get distracted and
sometimes they get discouraged just by the complexity of their biology system.
How do you, sort of, deal with those complexity and
still achieve those deeper understanding?
People get scared away.
>> Yeah, yeah.
But, you need to tell people that.
I guess, power through examples is useful.
Right?
If people see their lab mates take risks, they will to.
If people think their lab mates can deal with this complexity, they can do too.
So I think that our environment, creating an environment, where people take risks.
And work hard and it's important.
People learn from.
I myself, alone is not sufficient.
>> And also the, for example, the challenge at this stage.
Not only was the complexity of biology, but also the society.
For example the challenge in the States for example, the grants.
>> Yeah, yeah, yeah. >> The job situation and
students spend quite some time for
their training posts as a PhD student, and then post-doctorate training.
And when it comes to jobs there's.
It's very competitive.
There's less opportunities.
What will be your words for them?
How do they deal with this stress?
>> Yeah, so that's actually a problem because of the funding rate.
I have quite a few very talented Students decided to,
not because they are not productive.
Actually they are very productive.
But they decided looking ahead that they see
like the problem that you described, and they gave up science, or
at least academic science, to pursue other things.
But I think in the end, still, the burning desire of making new discoveries,
coming from students themselves, help overcome these limitations.
I mean actually, we have very good jobs, right?
We are paid for to pursue our interest.
Science.
>> So can they, can you offer some advice?
How do they prepare themselves for
these challenges that are- >> I mean, I think when you make great
discoveries, I keep telling them, focus on doing great science.
Everything else will complete take care of themselves.
If you to good science, then it's easy to published good papers,
and then it's easy to find a good jobs.
And it's easy to get grants as easy to attracts students.
So, the single most important thing for them to do is really to do a good science.
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