Intraluminal prucalopride increases propulsive motor activities via luminal 5‐HT 4 receptors in the rabbit colon

2019 ◽  
Vol 31 (10) ◽  
Author(s):  
Mitra Shokrollahi ◽  
Ji‐Hong Chen ◽  
Jan D. Huizinga
Keyword(s):  
Rabbit Colon ◽  
Motor Activities

Localization of Sodium in Normal and Inhibited Transporting Epithelia

1971 ◽  
Vol 29 ◽  
pp. 392-393
Author(s):  
G. I. Kaye ◽  
J. D. Cole
Keyword(s):  
Plasma Membrane ◽  
Similar Pattern ◽  
Fixation Method ◽  
Colonic Epithelium ◽  
Gallbladder Epithelium ◽  
Rabbit Colon ◽  
Rabbit Gallbladder

For a number of years we have used an adaptation of Komnick's KSb(OH)6-OsO4 fixation method for the localization of sodium in tissues in order to study transporting epithelia under a number of different conditions. We have shown that in actively transporting rabbit gallbladder epithelium, large quantities of NaSb(OH)6 precipitate are found in the distended intercellular compartment, while localization of precipitate is confined to the inner side of the lateral plasma membrane in inactive gallbladder epithelium. A similar pattern of distribution of precipitate has been demonstrated in human and rabbit colon in active and inactive states and in the inactive colonic epithelium of hibernating frogs.

Evidence for Scripts for Everyday Motor Activities

1992 ◽  
Author(s):  
Terry R. Greene ◽  
Susan E. Houston ◽  
Candace C. Reinsmith ◽  
Edward S. Reed
Keyword(s):  
Motor Activities

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

scholarly journals Socio-emotional and motor engagement during musical activities in older adults with major neurocognitive impairment

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Lise Hobeika ◽  
Matthieu Ghilain ◽  
Loris Schiaratura ◽  
Micheline Lesaffre ◽  
Dominique Huvent-Grelle ◽  
...  
Keyword(s):  
Older Adults ◽  
Music Therapy ◽  
Body Motion ◽  
Emotional Engagement ◽  
Live Performance ◽  
Rhythmic Movements ◽  
Motor Activities ◽  
Clinical Benefits ◽  
Video Condition ◽  
Musical Activities

AbstractAlthough music therapy may engender clinical benefits in patients with neurodegenerative disease, the impacts of social and musical factors of such activities on socio-emotional and motor engagements are poorly understood. To address this issue, non-verbal behaviors of 97 patients with or without major cognitive impairment (CI) were assessed when listening to music or a metronome in front of a musician who was present physically (live) or virtually (video). Socio-emotional engagement was quantified as emotional facial expression production and gaze direction. Motor engagement was quantified as overall body motion and the production of rhythmic movements. In both groups, positive facial expressions were more frequent and rhythmic motor activities lasted longer with music than with a metronome, and during a live performance rather than a video performance. Relative to patients without CI, patients with CI moved less with music, expressed fewer emotions, and spent less time looking at the musician in the video condition and in the metronome condition. The relative reductions in motor and socio-emotional engagements in patients with CI might be markers of disease progression. However, the presence of a live partner induces older adults to engage emotionally and physically in musical activities emphasizing the relevance of using live performance as motivational levers during music therapy.

scholarly journals Preparing to React: A Behavioral Study on the Interplay between Proactive and Reactive Action Inhibition

2021 ◽  
Vol 11 (6) ◽  
pp. 680
Author(s):  
Stefania C. Ficarella ◽  
Andrea Desantis ◽  
Alexandre Zénon ◽  
Boris Burle
Keyword(s):  
Ad Hoc ◽  
Motor Preparation ◽  
Proactive Inhibition ◽  
False Alarms ◽  
Control Mechanisms ◽  
Reactive Inhibition ◽  
Inhibitory Mechanisms ◽  
Motor Activities ◽  
Errors Analysis ◽  
Action Inhibition

Motor preparation, based on one’s goals and expectations, allows for prompt reactions to stimulations from the environment. Proactive and reactive inhibitory mechanisms modulate this preparation and interact to allow a flexible control of responses. In this study, we investigate these two control mechanisms with an ad hoc cued Go/NoGo Simon paradigm in a within-subjects design, and by measuring subliminal motor activities through electromyographic recordings. Go cues instructed participants to prepare a response and wait for target onset to execute it (Go target) or inhibit it (NoGo target). Proactive inhibition keeps the prepared response in check, hence preventing false alarms. Preparing the cue-coherent effector in advance speeded up responses, even when it turned out to be the incorrect effector and reactive inhibition was needed to perform the action with the contralateral one. These results suggest that informative cues allow for the investigation of the interaction between proactive and reactive action inhibition. Partial errors’ analysis suggests that their appearance in compatible conflict-free trials depends on cue type and prior preparatory motor activity. Motor preparation plays a key role in determining whether proactive inhibition is needed to flexibly control behavior, and it should be considered when investigating proactive/reactive inhibition.

Heterogeneous activity level of jaw-closing and -opening muscles and its association with arousal levels during sleep in the guinea pig

2010 ◽  
Vol 298 (1) ◽  
pp. R34-R42 ◽  
Author(s):  
Takafumi Kato ◽  
Yuji Masuda ◽  
Hayato Kanayama ◽  
Norimasa Nakamura ◽  
Atsushi Yoshida ◽  
...  
Keyword(s):  
Heart Rate ◽  
Eye Movement ◽  
Rem Sleep ◽  
Muscle Activity ◽  
Guinea Pigs ◽  
Nrem Sleep ◽  
Activity Level ◽  
Jaw Muscles ◽  
High Activity Level ◽  
Motor Activities

Exaggerated jaw motor activities during sleep are associated with muscle symptoms in the jaw-closing rather than the jaw-opening muscles. The intrinsic activity of antagonistic jaw muscles during sleep remains unknown. This study aims to assess the balance of muscle activity between masseter (MA) and digastric (DG) muscles during sleep in guinea pigs. Electroencephalogram (EEG), electroocculogram, and electromyograms (EMGs) of dorsal neck, MA, and DG muscles were recorded with video during sleep-wake cycles. These variables were quantified for each 10-s epoch. The magnitude of muscle activity during sleep in relation to mean EMG activity of total wakefulness was up to three times higher for MA muscle than for DG muscle for nonrapid eye movement (NREM) and rapid-eye-movement (REM) sleep. Although the activity level of the two jaw muscles fluctuated during sleep, the ratio of activity level for each epoch was not proportional. Epochs with a high activity level for each muscle were associated with a decrease in δEEG power and/or an increase in heart rate in NREM sleep. However, this association with heart rate and activity levels was not observed in REM sleep. These results suggest that in guinea pigs, the magnitude of muscle activity for antagonistic jaw muscles is heterogeneously modulated during sleep, characterized by a high activity level in the jaw-closing muscle. Fluctuations in the activity are influenced by transient arousal levels in NREM sleep but, in REM sleep, the distinct controls may contribute to the fluctuation. The above intrinsic characteristics could underlie the exaggeration of jaw motor activities during sleep (e.g., sleep bruxism).

An ultrastructural study of nerve profiles in the myenteric plexus of the rabbit colon

Neuroscience ◽  
1982 ◽  
Vol 7 (1) ◽  
pp. 295-305 ◽  
Author(s):  
T. Komuro ◽  
P. Baluk ◽  
G. Burnstock
Keyword(s):  
Ultrastructural Study ◽  
Myenteric Plexus ◽  
Rabbit Colon
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