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<!DOCTYPE HTML>
<!--
Dimension by HTML5 UP
html5up.net | @ajlkn
Free for personal and commercial use under the CCA 3.0 license (html5up.net/license)
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<html>
<head>
<title>Electrophysiological Signals</title>
<meta charset="utf-8" />
<meta name="viewport" content="width=device-width, initial-scale=1, user-scalable=no" />
<link rel="stylesheet" href="assets/css/main.css" />
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<body class="is-preload">
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<header id="header">
<div class="content">
<div class="inner">
<h1>Electrophysiological <br> Signals</h1>
<img src="images/coverart.png" alt="Cover art goes here!">
<p>GENERATION AND CHARACTERISATION</p>
offered to Bioengineering Master students <a
href="https://unimore.coursecatalogue.cineca.it/corsi/2024/10904?annoOrdinamento=2024"> at UNIMORE</a> <br>
<a href="https://www.giugliano.info/lab">Prof. Ing. M. GIUGLIANO, PhD</a>.
</p>
</div>
</div>
<nav>
<ul>
<li><a href="#aims">Aims</a></li>
<li><a href="#schedule">Schedule</a></li>
<li><a href="#content">Content</a></li>
<li><a href="#resources">Resources</a></li>
<li><a href="#teams">Teams</a></li>
<!--<li><a href="#elements">Elements</a></li>-->
</ul>
</nav>
</header>
<!-- Main -->
<div id="main">
<!-- Intro -->
<article id="aims">
<h2 class="major">Aims</h2>
<span class="image main"><img src="images/pic01.jpg" alt="" /></span>
<p> Students will be presented with a selection of elementary topics in the genesis of electrical signals in nervous tissue, biochemical and molecular signals in excitable and non-excitable cells, and the measurement of such signals by means of artificial devices. Students will understand the rationale for a mechanistic dissection of the functioning of the mammalian nervous system at the cellular, microcircuit and population levels. Students will ultimately acquire skills in this area and will be able to apply their knowledge to capture an in-depth quantitative component in cutting-edge scientific publications.
<p> Students will begin to make quantitative judgments and assessments in the areas of Electrophysiology and Cellular Biophysics, analyzing how significant progress can be made in these areas and where the availability of solid theoretical tools has proven to be extremely fruitful. Students will become fluent in this progression and skill.
<p> Students will be introduced to a quantitative style of neural systems biophysics, as an opportunity to expand their learning capabilities beyond "enumeration" in biology and toward a new approach of "synthesis" and "analysis".
<p> Prerequisites: a basic knowledge of cell biology, elements of infinitesimal calculus, fundamentals of electromagnetism, proficiency in the use of a PC, the Internet, elements of scientific programming.</p>
</article>
<!-- Schedule -->
<article id="schedule">
<h2 class="major">Schedule</h2>
<span class="image main"><img src="images/pic02.jpg" alt="" /></span>
<ul>
<li><b>Preliminaries (if needed)</b></li>
<ul>
<li><a href="./module1.html" target="_blank">📺 Math preliminaries</a> (self-paced, online, 5h
videos)</li>
</li>
<ul>
<li><b>Week 1</b></li>
<ul>
<li> Oct 1st 2024 (14:00 - 17:00) - room L1.4 (Physics building)</li>
<li> Oct 4th 2024 (10:00 - 13:00) - room L1.7 (Physics building)</li>
</ul>
<br>
<li><b>Week 2</b></li>
<ul>
<li> Oct 8th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
</ul>
<br>
<li><b>Week 3</b></li>
<ul>
<li> Oct 15th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
<li> Oct 18th 2024 (10:30 - 13:30) - room M2.4 (Math building)</li>
</ul>
<br>
<li><b>Week 4</b></li>
<ul>
<li> Oct 22nd 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
</ul>
<br>
<li><b>Week 5</b></li>
<ul>
<li> Oct 29th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
</ul>
<br>
<li><b>Week 6</b></li>
<ul>
<li> Nov 5th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
<li> Nov 8th 2024 (09:30 - 11:30) - room L1.1 (Physics building)</li>
</ul>
<br>
<li><b>Week 7</b></li>
<ul>
<li> Nov 12th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
</ul>
<br>
<li><b>Week 8</b></li>
<ul>
<li> Nov 19th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
<li> Nov 22nd 2024 (09:30 - 12:30) - room M2.4 (Math building)</li>
</ul>
<br>
<li><b>Week 9</b></li>
<ul>
<li> Nov 29th 2024 (09:30 - 12:30) - room M2.4 (Math building)</li>
</ul>
<br>
<li><b>Week 10</b></li>
<ul>
<li> Dec 2th 2024 (14:00 - 17:00) - room L1.4 (Physics building)</li>
</ul>
<br>
<li><b>Week 11</b></li>
<ul>
<li> Dec 10th 2024 (14:00 - 17:00) - room M2.3 (Math building)</li>
<li> Dec 13th 2024 (14:00 - 17:00) - room M2.4 (Math building)</li>
</ul>
<br>
</ul>
<p><b>In class:</b> classes start at 14:00 (sharp) or 10:00am (sharp), and break for 10-15min, every 45-50min.</p>
<p><b>There is no stupid question.</b> Read it again, please! The Professor does NOT judge you or even remember/care of your questions at the final exam. His task is to make sure that you understand the material. If you do not understand something, it is likely that others do not understand it either, but maybe they are shy to ask. Ask your questions! The Professor is available for questions during the class or its breaks, as well as before its start and after its end.</p>
<p><b>Office hours:</b> no explanation is provided by the Professor over email or instant messaging. Office hours are available to all students only in person (Via Campi 287, building Biomedical Sciences, office MO-15) and upon prior appointment (or on Goole Meet if you are abroad). Consider posting your question in public, on our Teams group: other students are encouraged to try answering to their peers' questions.</p>
</article>
<!-- Content -->
<article id="content">
<h2 class="major">content</h2>
<span class="image main"><img src="images/pic03.jpg" alt="" /></span>
<b>0. Mathematical Preliminaries - if needed (watch <a href="./module1.html" target="_blank">📺 here</a>)</b>
<ul>
<li>Mathematical functions and their graphs</li>
<li>Derivatives and Integrals</li>
<li>The Dirac's Delta and the Convolution Integral</li>
<li>Ordinary differential equations and their solution</li>
<li>Numerical solutions and the Euler forward method</li>
</ul>
<b>1. Introduction</b>
<ul>
<li>Definition of Computational Neuroscience</li>
<li>The Concept of a (mathematical) model</li>
<li>Large-scale projects in Neuroscience</li>
</ul>
WORK IN PROGRESS - COME BACK SOON!
</article>
<!-- Community -->
<article id="teams">
<h2 class="major">Teams Group & Code of Conduct</h2>
<span class="image main"><img src="images/pic04.jpg" alt="" /></span>
<p> UNIMORE graciously makes available to us a <i>Teams group</i> as an (online, real-time) virtual meeting place and as an (offline, asynchronous) forum for questions and answers, for discussions on topics of the course, as well as for the students to offer mutual assistance during their study process. Access is reserved only to students attending the course.
<p>
<ul class="icons">
<center>
<li><a href="https://teams.microsoft.com/l/team/19:[email protected]/conversations?groupId=96b1360f-b546-4d6d-bb64-a9f3344aef40&tenantId=e787b025-3fc6-4802-874a-9c988768f892" class="icon brands fa-discord"><span
class="label">Teams</span></a></li>
</center>
</ul>
<p> If you do qualify as a legitimate member of our community, simply click on the icon above.
<p>Before joining, please do take a serious look at our Code of Conduct, below:</p>
<p><b>Code of Conduct of our Class Teams Group</b></p>
<p>We are committed to creating a collaborative, open, and inclusive teaching and learning environment.
All students, teaching assistants, affiliated faculty, organizers and contributors are expected to
adhere to this Code of Conduct.</p>
<p>Participants or affiliates who are asked to stop any inappropriate behaviour are expected to comply
immediately. This applies to any events and platforms, either online or in-person. If a participant
engages in behaviour that violates this Code of Conduct, the organisers may warn the offender, ask
them to leave the event or platform, or engage UniTs/SISSA’s Ombuds Offices to investigate the
Code of Conduct violation and impose appropriate sanctions.</p>
<p>Violations of the Code of Conduct should be reported to MG.</p>
<p><b>1. Be inclusive</b></p>
<p>We welcome and support people of all backgrounds and identities. This includes, but is not limited to
members of any sexual orientation, gender identity and expression, race, ethnicity, culture,
national origin, social and economic class, educational level, color, immigration status, sex, age,
size, family status, political belief, religion, and mental and physical ability.</p>
<p><b>2. Be considerate</b></p>
<p>We all depend on each other to produce the best work we can as an organization. Your decisions will
affect students, teaching assistants, and colleagues around the world, and you should take those
consequences into account when making decisions.</p>
<p><b>3. Be respectful</b></p>
<p>We won’t all agree all the time, but disagreement is no excuse for disrespectful behavior. We
will all experience frustration from time to time, but we cannot allow that frustration become
personal attacks. An environment where people feel uncomfortable or threatened is not a productive
or creative one.
<p><b>4. Choose your words carefully</b></p>
<p>Always conduct yourself professionally. Be kind to others. Do not insult or put down others.
Harassment and exclusionary behavior aren’t acceptable. This includes, but is not limited to:
</p>
<ul>
<li>Threats of violence</li>
<li>Insubordination</li>
<li>Discriminatory jokes and language</li>
<li>Sharing sexually explicit or violent material via electronic devices or other means</li>
<li>Personal insults, especially those using racist or sexist terms</li>
<li>Unwelcome sexual attention</li>
<li>Advocating for, or encouraging, any of the above behavior.</li>
</ul>
<p><b>5. Don’t harass</b></p>
<p>In general, if someone asks you to stop something, then stop. When we disagree, try to understand
why. Differences of opinion and disagreements are mostly unavoidable. What is important is that we
resolve disagreements and differing views constructively.</p>
<p><b>6. Make differences into strengths</b></p>
<p>We can find strength in diversity. Different people have different perspectives on issues, and that
can be valuable for solving problems or generating new ideas. Being unable to understand why someone
holds a viewpoint doesn’t mean that they’re wrong. Don’t forget that we all make
mistakes, and blaming each other doesn’t get us anywhere. Instead, focus on resolving issues
and learning from mistakes.
<p><b>7. Act honestly and with academic integrity</b></p>
<p>We expect you to respect basic academic integrity principles and take academic integrity to mean
adherence to the following values:</p>
<ul>
<li>Honesty</li>
<li>Trust</li>
<li>Fairness</li>
<li>Respect</li>
<li>Responsibility</li>
<li>Courage.</li>
</ul>
<p>More information on academic integrity and these values can be found at the <a
href="https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-Values_R12.pdf"><span
class="label">International Center of Academic Integrity</span></a>.</p>
<p>Be honest in your applications and in your potential reasons for missing classes, or project assignments.
Take responsibility for your mistakes and work to remedy them. Don’t take the course under
someone else’s name or identity.</p>
</article>
<!-- Resources -->
<article id="resources">
<h2 class="major">Resources</h2>
<img loading="lazy" src="images/github.jpg" width=" 30" alt="GitHub icon" />
<br><b>GitHub Repository</b>
<ul>
<li><a href="https://github.com/mgiugliano/ePhysSignals/tree/main/notebooks"
target="_blank">notebooks</a>
</li>
<li><a href="https://github.com/mgiugliano/ePhysSignals/tree/main/overheads"
target="_blank">overheads</a>
</li>
</ul>
<img loading="lazy" src="images/youtube.png" width=" 30" alt="YouTube icon" />
<br><b>Video Material</b>
<ul>
<li><a href="https://youtu.be/7I5DKrzO-GM" target="_blank">HowTo Google Colab: breaking the ice!</a>
</li>
<li><a href="https://youtu.be/E4FwD8b0C1M" target="_blank">HowTo Google Colab: intro to
Markdown.</a>
</li>
<!-- <li><a href="https://youtu.be/ApOT7ciPSJc" target="_blank">Julia on Google Colab: an invitation to
experiment.</a>
</li>
<br>
<li><a href="https://youtu.be/siDxG6pnlmY" target=" _blank">Neuroelectronics: preliminaries on
biophysics (available from Oct 9th 2023).</a>
</li>
<li><a href="https://youtu.be/N1AjjpN-Nn8" target=" _blank">Hodgkin-Huxley's model: the Mass Action
Law
biophysics (available from Oct 9th 2023).</a>
</li>
<li><a href="https://youtu.be/78b5H3lLLyw" target=" _blank">Modelling Synaptic Transmission:
neurobiological preliminaries (available from Oct 23rd 2023).</a>
</li>
<li><a href="https://youtu.be/tXMCt78oC_Y" target=" _blank">Firing Rate Models: the mean-field
approximation (available from Nov 6th 2023)</a>
</li>
-->
</ul>
<img loading="lazy" src="images/hyperlinks.png" width=" 30" alt="Hyperlink icon" /><br><b>Mathematical
Preliminaries</b>
<ul>
<li><a href="http://www.mathsisfun.com/data/function-grapher.php" target="_blank" </li>Plotting
functions on the web (web applet)</a></li>
<li><a href="https://www.khanacademy.org/math/calculus-1" target="_blank" </li>Khan Academy on
Calculus (eLearning)</a></li>
<li><a href="https://www.amazon.it/Calculus-II-Dummies-Mark-Zegarelli/dp/111816170X" target="_blank"
</li>Calculus for Dummies (text book)</a></li>
<li><a href="https://www.amazon.it/Calculus-Dummies-Math-Science/dp/1119293499" </li>Calculus 2 for
Dummies (text book)</a></li>
<li><a href="https://www.amazon.it/Statistics-Terrified-Biologists-Helmut-Emden/dp/1405149566"
target="_blank" </li>Statistics for terrified biologists (text book)</a></li>
<br>
<li><a href="https://www.amazon.it/Joy-Guided-Tour-Mathematics-Infinity/dp/1848878451"
target="_blank" </li>The Joy of X (light book)</a></li>
<li><a href="https://www.amazon.it/Infinite-Powers-Calculus-Language-Universe/dp/1786492970"
target="_blank" </li>Infinite powers (light book)</a></li>
<li><a href="https://youtu.be/YX_OxBfsvbk" target="_blank" </li>Why is 'x' the unknown? (TED
Talk)</a></li>
<li><a href="https://youtu.be/S1gXA4B8DL0" target="_blank" </li>The Story of Calculus - Steven
Strogatz 2022 (Ulam Memorial Lecture)</a></li>
</ul>
<img loading="lazy" src="images/hyperlinks.png" width=" 30" alt="Hyperlink icon" /><br><b>Introductory
Lecture</b>
<ul>
<li><a href="https://doi.org/10.1113/jphysiol.1959.sp006308" target="_blank" </li>On visual
receptive fields: seminal paper by Hubel & Wiesel</a></li>
<li><a href="https://www.youtube.com/watch?v=jIevCFZixIg" target="_blank" </li>Hubel & Wiesel's
video: LGC cell of type "center ON"</a></li>
<li><a href="https://www.youtube.com/watch?v=8VdFf3egwfg" target="_blank" </li>Hubel & Wiesel's
video: V1 cortical neuron response</a></li>
<li><a href="https://www.youtube.com/watch?v=lfNVv0A8QvI" target="_blank" </li>Wilson's lab video:
place cells</a></li>
<li><a href="https://doi.org/10.1007/bf00237147" target="_blank" </li>On Place cells: seminal paper
by McNaughton et al. (1983)</a></li>
<li><a href="https://doi.org/10.1038/436781a" target="_blank" </li>On Grid cells: commentary by
Buzsaki</a></li>
<li><a href="https://doi.org/10.1038/nature03721" target="_blank" </li>On Grid cells: 2005
breakthrough discovery paper</a></li>
<br>
<li><a href="https://github.com/mgiugliano/ePhysSignals/tree/main/readings" target="_blank" </li>Reading Materials</a></li>
</ul>
<!-- <li><a href="" target="_blank" </li> </a></li> -->
<img loading="lazy" src="images/hyperlinks.png" width=" 30" alt="Hyperlink icon" /><br><b>EEG, LFP, plotting data, Neuroelectronics preliminary
Lecture</b>
<ul>
<li><a href="https://github.com/mgiugliano/ePhysSignals/tree/main/readings" target="_blank" </li>Reading Materials</a></li>
<li><a href="https://swcarpentry.github.io/python-novice-inflammation/" target="_blank" </li>Programming in Python</a></li>
<li><a href="https://swcarpentry.github.io/python-novice-gapminder/index.html" target="_blank" </li>Plotting and Programming in Python</a></li>
<li><a href="https://swcarpentry.github.io/python-novice-gapminder/index.html" target="_blank" </li>The Unix Shell</a></li>
<br>
<li><a href="https://youtu.be/vy4aPXOw0xQ" target="_blank" </li>An invitation to play with data!</a></li>
</ul>
<br>
</article>
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