The excerpts of Seung’s Connectome

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After completing reading the excerpts of Seung’s Connectome, please complete the following questions.

Question 1:

The Connectome is one example of how science can be skillfully coupled with art and in doing so can help to make our scientific understanding all the more rich. In many cases, Sebastian Seung poetically uses metaphor and/or analogy to illustrate a point. With this in mind, select the correct term from the drop down that best matches the metaphor or analogy used by Seung.

Term:

Forest:

1: Personality. 2: Genome. 3: Brain. 4: Neuronal activity. 5: Neurons. 6: DNA. 7: Branches. 8: Neuronal pathways or connectome. 9: Synapse.

Trees:

1: Personality. 2: Genome. 3: Brain. 4: Neuronal activity. 5: Neurons. 6: DNA. 7: Branches. 8: Neuronal pathways or connectome. 9: Synapse.

Streambed of conciousness:

1: Personality. 2: Genome. 3: Brain. 4: Neuronal activity. 5: Neurons. 6: DNA. 7: Branches. 8: Neuronal pathways or connectome. 9: Synapse.

Stream:

1: Personality. 2: Genome. 3: Brain. 4: Neuronal activity. 5: Neurons. 6: DNA. 7: Branches. 8: Neuronal pathways or connectome. 9: Synapse.

Question 2:

In an effort to communicate how enormous and daunting the task of studying the human brain might be, Seung stated that the brain’s complexity is so vast that it might as well be considered:

A: More complicated than any other living creature.

B: Empty

C: Infinite

D: Unknowable.

Question 3:

Write a short paragraph that:

1) Explains why is it sometimes better to study a brain that is already dead rather than one that is still alive? In other words, what are the limitations of studying live brains? Please try to paraphrase from the reading two limitations using your own words.

2) Based on the reading, answer why some neuroscientists would argue that living brains or living tissue is required to study the brain?

Question 4:

What are three ways or categories that the genome and connectome are different? After stating the category please explain how they are different using full sentences. Below is an example of a category and explanation and how I’d like you to organize your answers.

 

Sample Solution

leep” (Blake). The young chimney sweepers have to sleep on the same blanket they cleaned the chimneys with. They are covered in filth and are in hazardous living conditions. The children are very depressed by their situation and hate their jobs. They are only happy when they are “naked and white, [with] all their bags left behind” (Blake). The author is showing that the children are not happy which is a very important necessity in childhood especially. In Great Expectations, the book starts out with Pip “among the graves at the side of the church porch” (Dickens 2) visiting his dead parents to show that he wants to be loved. In stage one, Pip is lacking close friends and affection. In the book, it is not only Pip that is deprived of the basic necessities of living. Estella is also deprive of freedom. When Pip and Estella are conversing in stage two of Great Expectations about their relationship status, Estella says that she, “It’s is apart of Miss Havisham’s plans for me’” (Dickens 271). This displays how Estella is being oppressed, and Miss Havisham makes all decisions for her. Estella would like to have the right of freedom, but since she is a child she does not have those rights. These basic necessities of living were not provided for the children in Victorian Era.
In the texts, children were treated appallingly because they were viewed as a lower class by the adults in Victorian England. The children were unjustly by their family members. They were supposed to be obedient without complaining. Plus, they were destitute. Children are treated much differently today and for the better.

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