Cobbers on the Brain – Page 2 – Student Commentary on the Neurological Sciences

More than a Science Class: My Neurochemistry Experience

Posted on April 30, 2026 by edoty / 0 Comment

Feature Image from Pexels

Reflecting on my Semester in Neurochemistry:

This semester in neurochemistry has been one of the most challenging yet rewarding experiences of my time at Concordia. Entering the course, I expected to learn about brain signaling and function, but I did not anticipate how deeply the material would shape the way I think about my own life. Throughout the semester, my learning evolved from strictly memorizing the molecules in each pathway to interpreting scientific research and learning how to connect these complex biological mechanisms to real-world issues. Rather than simply understanding concepts at a surface level, I learned how to critically evaluate research articles, identify key findings, and discuss future implications as both a scientist and citizen.

In addition to analytical skills, I also developed stronger communication abilities. Writing blog posts throughout the semester forced me to translate dense scientific information into clear language the general public would understand and engage with. This process helped me realize that truly understanding a concept means being able to explain it to others. It also made me more aware of the importance of science communication among the general public, especially when discussing topics like cancer, mental health, and the effects of substances on the brain.

Neurochemistry’s Role in Becoming Responsibly Engaged in the World:

Neurochemistry has fundamentally changed how I think about what it means to be responsibly engaged in the world. Understanding the biological basis for behaviors has made me more empathetic and more aware of the factors that influence people’s actions and health. For example, learning about the neurochemical mechanisms of addiction highlighted that it is not simply a matter of personal choice, but a complex condition influenced by brain chemistry, the environment, genetics, and cultural beliefs.

This perspective aligns closely with Concordia’s goal of encouraging responsible participation in the world. With a deeper understanding of these issues, I feel much more equipped to engage in informed discussions about public health and ethical policies. Neurochemistry has also emphasized the importance of scientific literacy in today’s society. Misinformation about health and science is rapidly increasing, so having the skills to critically evaluate such claims and evidence is critical. Topics like cancer treatment, pharmaceutical development, and the use of cannabinoids and psychostimulants raised important questions about accessibility, regulation, and long-term effects. These discussions reinforced the idea that being responsibly engaged in the world involves not only understanding scientific concepts but also considering their broader social and ethical implications.

My Development of Foundational Skills and Interdisciplinary Perspectives:

Another core goal of Concordia’s liberal learning framework is the development of foundational skills and transferable intellectual capacities, and this course contributed significantly to that. Overall, I strengthened my ability to analyze experimental data, interpret intricate scientific literature, and develop evidence-based arguments for discussion. Furthermore, these skills are not only limited to neurochemistry. Rather, they can be applied across all disciplines and will be valuable in any future academic or professional setting I find myself in.

Another important aspect of my intellectual development was gaining an appreciation for interdisciplinary perspectives. Neurochemistry is inherently connected to multiple fields, including psychology, biology, and pharmacology. For instance, when studying topics like obesity or mental health disorders, it became clear that understanding the brain requires more than just biochemical knowledge. It also involves considering behavioral patterns, environmental influences, and cultural factors.

What Liberal Learning Means to Me:

Another one of the five goals of liberal learning is to instill a love for learning, and I can confidently say that this course has contributed to that goal. Despite the challenges, I found myself genuinely interested in the material and was motivated each week to explore each topic deeper.

Through studying neurochemistry, I have also gained a deeper understanding of my own behavior and experiences, which has influenced how I approach my health and well-being. It has also encouraged me to think more critically about the ethical questions of scientific research and medical practices.

Ultimately, liberal learning means becoming a more well-rounded individual who is prepared to engage with the complexities of the world. It is not just about acquiring knowledge, but about developing the skills and perspectives needed to use that knowledge responsibly.

Relation to My Future Goals:

The skills and knowledge I gained this semester also support my goal of becoming a physician assistant. Neurochemistry strengthened my understanding of how biological processes influence health and disease, which is essential for patient care. As a future PA, I will need to evaluate medical conditions and contribute to treatment decisions, and this course helped build a strong foundation for such responsibilities.

I also improved my ability to interpret and communicate scientific research. Analyzing articles and writing blog posts taught me how to break down complex information clearly, which is an important skill for collaborating with my fellow healthcare team and explaining conditions to patients.

Most importantly, this course emphasized the importance of an interdisciplinary approach. Understanding the connections between biology, psychology, and social factors will help me provide more holistic and empathetic care. Overall, this experience strengthened my critical thinking skills and reinforced my motivation to pursue a career as a physician assistant.

One Last Conclusion:

Reflecting on this semester, it is clear that this neurochemistry course has been a significant part of my liberal learning experience at Concordia, as it has changed the way I approach learning in and of itself. Overall, I am leaving this course not only with a deeper understanding of neurochemistry, but also with a stronger appreciation for lifelong learning.

As I transition into my final year of undergrad, I will continue to use the skills I have gained. Whether through my future career, continued education, or everyday interactions, I hope to apply what I have learned to contribute positively to the world around me. In that sense, this course has not only been an academic experience, but also an important step in becoming responsibly engaged in the world and truly embodying the goals of liberal learning.

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Putting a Cap on my Concordia Experience: A Cap(stone) Experience

Posted on April 29, 2026 by agriffi1 / 0 Comment

[1]

The Liberal Learning Foundation

In my opinion, the idea of a liberal arts institution means gaining knowledge in multiple fields (taking classes in different departments, the multitudes of majors and studies you are surrounded by, etc.), critical thinking, and focusing on an individual as a whole rather than one specialization or skill set. From more foundational abilities (learning how to read a research paper, how to learn, studying) to higher level skills (critical thinking, making connections, analyzing, problem solving, contemplating nuances, asking questions), Concordia emphasizes these characteristics. After I graduate, I will carry these foundational skills and ways of thinking with me in all aspects of my life.

Concordia strives to push us to all become responsibly engaged in the world (BREW). I think a large part of being responsibly engaged is being able to consider different perspectives, form your own conclusions, and caring about what is happening around you. This class built on the skills I had developed in previous courses, and allowed me to cultivate them in new ways. This was especially true for refining those high level skills mentioned above. Applying knowledge to new ideas, discussing complex topics, considering various theories, and researching are a few examples. In addition to building my foundational knowledge of neurochemistry, I developed skills that will go beyond the classroom and impact the way I perceive my surroundings and contemplate information.

A love for learning

Over the past four years hereI have had the opportunity to learn about various topics and take a variety of classes, including this Neurochemistry class. Of course, there have been a few classes I did not particularly enjoy and did not “love to learn” in. However, the majority of my classes I have absolutely loved the content. College, especially at Concordia, provides such a unique and beautiful opportunity to choose what you are interested in learning about, as well as explore that when you are not sure. When I entered college, I did not know what I wanted to study. I began as a mathematics and biology major, before quickly realizing that I was not excited about learning in those classes. I took a neuroscience class and discovered a passion I did not realize I had. Instead of struggling to pick between classes I did not want to take, I wanted to take all the classes listed, and had a hard time choosing between all the options I wanted the opportunity to learn from.

This class was no different. I was excited about all the interesting topics I got to learn about. It was hard at times and there were moments I felt like I did not understand anything, but I wanted to keep figuring out as much as I could. This class is unique in the way it applies to experiences of the world – looking at all these diseases and disorders we hear about all the time but in a completely new way, focused on the neurochemistry. My friends who “got” to hear about all the concepts I found so cool can attest to the fact that I found this class fascinating and loved learning the content, as well as the way it allowed me to think about matters in a completely new way.

[3]

The Future

In addition to the skills I developed in this class being applicable in how I think and exist in general, this class also provided experience and familiarity with topics applicable to the field I want to go into. Eventually, I would like to become a therapist and work in the mental health field. This class greatly enriched my understanding of the brain and how it functions, directly connecting to my future plans. In addition, the ability to quickly understand research articles and consider multiple causes and perspectives will be greatly beneficial in my work in the mental health field. It also has provided me the knowledge to better consider problems with an interdisciplinary lens and make more thoughtful connections.

If I were to highlight a specific skill or competency I improved upon this semester, I would include comprehensive analysis and persistence. This class had many complex topics and papers. There were moments I was so confused and was not sure how to even start bettering my understanding. I gained many tools to persist through difficult assignments and complex ideas. This class also encouraged me to connect so many ideas, pieces of knowledge, and topics in a way that no other class has done to this extent.

Another thing I think makes this class so unique is that it is interdisciplinary in and of itself. It is a neuroscience and chemistry class that includes biological understanding, biochemistry, organic chemistry, psychology, medical knowledge, etc. This class is also unique in the variety of majors that are present from the individuals that take it. Many various perspectives are presented, and it is wonderful to have a collaborative environment where we can all learn so much from each other.

Responsibly Engaged in the World

As I mentioned above, I think an important part of being responsibly engaged in the world is being able to consider different perspectives, form your own conclusions, and caring about what is happening around you. I think this class contributed to my development of these in various ways. First, I think increasing understanding provides the opportunity to increase empathy and care. In this class, we learned about many disorders and diseases that carry a lot of stigma. Learning about the biological and chemical underlying factors helps to reduce stigma and increases knowledge and understanding. Also, as I have described previously, this class helped me to see different perspectives and allowed me to critically think and form my own conclusions.

Conclusions

Understanding the underlying mechanisms of our brains is not easy. The knowledge I learned as well as skills I developed to do so will surface in many aspects of my life – from conversations about the brain to persistence, critical thinking, everything I already mentioned and more, what I have learned in this class will impact the way I engage with the world.

Footnotes

[1] Beck Benson – Canva Artstract

[2] Sweeting, D. (2019, August 22). Chaos and Order: The Extraordinary Advantages of a Christian Liberal Arts Education. Don Sweeting Blog. https://www.donsweeting.com/chaos-and-order-the-extraordinary-advantages-of-a-christian-liberal-arts-education/

[3] Unveiling the intricacies of neurochemicals: Exploring their role in brain function and mental health | Penn LPS Online. (2024, July 9). https://lpsonline.sas.upenn.edu/features/unveiling-intricacies-neurochemicals-exploring-their-role-brain-function-and-mental-health

[4] Download Mental Health Icon. Hands Brain Symbol. For free. (n.d.). Vecteezy. Retrieved April 28, 2026, from https://www.vecteezy.com/vector-art/60433863-mental-health-icon-hands-brain-symbol

[5] Free Holding Cosmic Earth Image—Universe, Galaxy, Earth | Download at StockCake. (n.d.). StockCake. Retrieved April 28, 2026, from https://stockcake.com/i/holding-cosmic-earth_1405727_1129799

Disease/Health

How brain science is changing the way we treat obesity

Posted on April 28, 2026 by canalcom / 0 Comment

More than just willpower: The Brains role in Obesity[1]

For many years, we have been told that weight management is a “simple”: eat better, do more exercise, and move more. It is a narrative of personal responsibility, where diet and exercise are said to be the primary tools for maintaining a healthy body.

However, a research from 2017, is painting this a much more complex biological picture. We now know that obesity does more than just affect peripheral organs, it induces a state of systemic, low-grade inflammation that actually alters the brain. Specifically, the consumption of calorie-dense, high-fat diets trigger inflammation in the hypothalamus, which is the brains control center for energy homeostasis. This inflammation disrupts the critical neurocircuits that signal satiety, essentially leading to insulin and leptin resistance. This means that for many, obesity is not just a failure of willpower, but a physiological disruption of the very signals that tell us when to eat and when to stop.

Therefore, if we want to effectively address and treat obesity, we have to look beyond traditional advice and understand the cellular and molecular mechanisms at play. By recognizing these inflammatory pathways in the brain, we can better appreciate how modern medical treatments which range from behavioral changes to targeted pharmaceutical interventions, work to restore the brain’s natural metabolic balance.

The Science behind this struggle [2]

To understand why “just eating less” is so hard for some people, we have to look at the hypothalamus. This tiny area of the brain integrates metabolic feedback to regulate energy homeostasis.

When our systems are working correctly, hormones like insulin and leptin act on two specific populations of neurons in the arcuate nucleus (ARC):

AgRP Neurons: The “start eating” signals (orexigenic)
POMC Neurons: The “stop eating” signals (anorexigenic)
However, high-fat diets trigger inflammatory pathways (involving mediators like JNK and IKK) that rapidly activate even before significant weight gain occurs. This inflammation essentially “breaks” the signaling loop, meaning your brain can no longer effectively “hear” the signals telling you that you are full.

Treatments

Since the root of the problem is often biological, approach to treatment has shifted from purely behavioral to more targeted, science-based interventions. Here is a breakdown of how current treatments aim to restore that balance

1. The Lifestyle Foundation[3]

Dietary changes and physical activity remain the absolute foundation of weight management

Diet: Cutting calories, choosing nutrient-dense foods, and utilizing meal replacements
Exercise: Targeting at least 150 minutes of moderate-intensity activity per week
Behavioral Support: Counseling and support groups are essential for addressing the emotional and behavioral components of eating, which helps manage anxiety and habits

2. Targeted Medications

Modern obesity drugs are revolutionary because they often target the exact hypothalamic pathways disrupted by inflammation.

GLP-1 Receptor Agonists (like Semaglutide/Wegovy and Liraglutide): These mimic natural hormones released after eating to signal fullness. They work by activating POMC neurons and inhibiting AgRP neurons, helping to suppress appetite and improve metabolic signaling. [4]
Combination Therapies (like Bupropion-Naltrexone/Contrave): These sustain activity in POMC neurons to reduce appetite and block the feedback mechanisms that usually shut those signals off, prolonging the “satiety” feeling. [5]
Gut-Targeted Options (like Orlistat): These work outside the brain by inhibiting the enzymes that break down dietary fat, preventing about 30% of fat absorption. [6]

3. Procedural and Surgical Interventions[7]

When lifestyle changes and medication are not enough, medical procedures can provide the necessary physical intervention to assist with weight loss.

Endoscopic Procedures: Options like intragastric balloons or endoscopic sleeve gastroplasty physically reduce the space available in the stomach, helping patients feel full faster with less food.
Bariatric Surgery: Gastric bypass or sleeve surgeries create smaller reservoirs for food, which drastically alters how the body processes intake and, in many cases, leads to rapid improvements in metabolic health.

Conclusion

Older treatments focused almost exclusively on calories and behavior. While those are still important, we are entering a new era where we can treat obesity by targeting specific brain pathways, like POMC, GLP-1, and melanocortin systems, that hypothalamic inflammation has disrupted.

A good thing to remember is that it’s not just about “trying harder.” It’s about working with your body’s biology to get those hunger and satiety signals back on track.

[1] Jais and Brüning, “Hypothalamic Inflammation in Obesity and Metabolic Disease.”
[2] Jais and Brüning, “Hypothalamic Inflammation in Obesity and Metabolic Disease.”
[3] “Obesity – Diagnosis and Treatment – Mayo Clinic.”
[4] Mathialagan et al., “Obesity and Current Treatment Approaches.”
[5] Obes. Med. Assoc., “Top Weight Loss Medications.”
[6] Obes. Med. Assoc., “Top Weight Loss Medications.”
[7] “Obesity – Diagnosis and Treatment – Mayo Clinic.

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Nanobots are the Future of Cancer Treatment

Posted on April 28, 2026 by ehunt4 / 0 Comment

Artstract made by Eli Hunt using Google Gemini

Glioblastoma is a category of cancer that forms in the brain and is a very rapidly advancing cancer with poor survival rates. One of the main reasons it is such a difficult disease to treat is because of the variation seen in glioblastoma, with some cells having different mutations than other cells, posessing heterogeneity not seen in other cancers. This allows glioblastoma to adjust to drugs and this makes glioblastoma pretty much impossible to treat using pharmaceutical approaches. It is also very difficult to surgically remove due to how rapidly it spreads and the fact that it is in the brain, making surgery very risky and for the most part unsuccessful long-term. For these reasons, glioblastoma and other difficult cancers to treat need a non-traditional approach to treatment and nanobots are looking more and more like the answer.

Why Glioblastoma is Uncurable with Traditional Cancer Treatment

As mentioned earlier, glioblastoma has heterogeneity not seen in most other cancers. . This heterogeneity makes glioblastoma effective at resisting drugs, and there is often much trial and error due to there not being a typical way to treat it. This trial and error takes time most patients do not have, with a median life expectancy of 12-18 months and only around 5% living 5 or more years (1). Due to this heterogeneity drug treatments just give the patient a little extra time, because as the drug kills off cells of one mutation, the cells with other mutations take over and then the drug is no longer effectively killing the cancer cells quicker than they can divide. Additionally, drugs must pass through the blood brain barrier to get to the tumor, an obstacle drugs do not need to pass for other forms of cancer. This makes it difficult to get high enough concentrations of drugs into the brain to effectively treat the cancer.

Some of the most common mutations seen are EGFR mutations, seen in around 40% of glioblastoma cases. These mutations occur on the receptors where growth hormones bind, leading to overexpression of growth in the cell. TP53 mutations are also relatively common in glioblastoma cases. TP53 is a key tumor suppressor, it works by stopping cells with mutated DNA from duplicating. So when there is a mutation resulting in a lack of this, it leads to cancer. Most glioblastoma cases involve mutations involving growth factor genes or tumor suppressant genes. The cocktail of mutations varies case to case, with is what makes a universal form of treatment difficult.

Another traditional cancer treatment is tumor removal through surgery. Well glioblastoma has a counter for this as well. Not only is it located in the brain, arguably the most dangerous part of the body to get surgery with very little margin for error, but it is difficult to get every last bit of glioblastoma. It is a very invasive form of cancer, spreading microscopically into healthy tissue and often not having a defined boundary of where the tumor begins and ends. This results in invisible cancer cells that cannot be seen in surgery or MRIs due to how little of a concentration there is. This invasiveness means that often with surgery, there is going to be residual glioblastoma leftover that will only grow back within a matter of months. This makes surgery another form of increasing patients lifespan rather than curing them.

These are just a few examples of why glioblastoma is so difficult to treat. To see the full science and more reasons why, check out this article. For all of these reasons, developing further traditional cancer treatments for glioblastoma is, in my opinion, never going to work. To treat glioblastoma, brand new areas of cancer treatment are required and the area with the most promise is nanobots. Nanobots are such a promising and inexpensive form of treatment for not just glioblastoma but all forms of cancer. Pursuing nanobots as treatment could possibly lead us to a future where cancer is no longer nearly as deadly and will be easy to treat.

Using Nanobots as Treatment

Using nanobots as a treatment option is essentially artificially remaking the bodies natural defenders to cancer. T-cells are typically seen as the “frontline soldiers” in the fight against cancer. But sometimes cancer can disguise itself from these cell, making these cells no longer effective. What cancer cannot do however, is trick a computer. Additionally, we can modify nanobots to our needs, something we can’t really do to the same extent to T-cells. Nanobots offer a non-invasive solution to all cancers, giving us the effectiveness of surgical removal while maintaining the non-invasiveness of drug treatment. Best of all, it offers a more targeted removal of cancer cells compared to the scorched Earth effect of typical cancer drugs. This can help patients avoid the negative side effects of chemotherapy drugs.

Nanobots are a lot closer to being used than many people think as well, they are something that is realistically possible to see in the next couple decades and most likely to be seeing use at some point in our lives. They work in a variation of ways, but in general, they all work in a more or less similar way. They are inserted into our bloodstream and travel throughout the body and scan cells to identify malignant cancer cells. The debate for their use comes after this point, with some scientists thinking they should be used to deliver traditional cancer medications in a more targeted ways. Other scientists think the nanobots should be used to destroy cancer cells directly, whether its through some sort of mechanical or thermal device, some scientists believe the nanobots should be equipped to destroy the cancer themselves. By using nanobots we can effectively identify cancer cells, destroy them in a targeted way, and help us avoid the negative effects seen in traditional cancer treatment. But there are still some hurdles to nanobot treatment.

Some hurdles that need to be figured out before nanobots are used on a wide scale are, where do the nanobots go after they are done, large scale production, and lowering costs of creation. The latter two problems are things that should naturally solve themselves with how rapidly technology is advancing and the high demand that these nanobots will create but are still nonetheless a problem currently. Especially as AI advances and the rapid rate we are building computers smaller and smaller and faster than ever before the production cost problems should naturally lower as these technologies become more common But the biggest problem is where do these nanobots go when they are done? Many nanobots are being designed to be biodegradable through natural bodily processes and be removed through natural methods such as urination. Other paths for nanobot removal being explored are programming them to go to certain parts of the body or being removed through external magnets. These safety issues are critical to future development but are challenges that can realistically be solves. So while nanobots still have quite a ways to go before we see them in clinical use, they are not as far as some of us may think and their likelihood of being used in our lifetime as a treatment for cancer and other diseases is quite high. For a comprehensive review on the advances of nanobot treatments, this article is a great place to get further information.

Sources

1. (2026). Glioblastoma survival rates. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/glioblastoma/survival-rates/gnc-20596050

2. Pietrango, A. (2018). Scientists developing nanobots whose mission is to kill cancer tumors. Healtline.com. https://www.healthline.com/health-news/scientists-developing-nanorobots-to-kill-cancer-tumors

3. Frellick, M. (2017). Poll: half of doctors, nurses have put off giving bad news. Medscape.com. https://www.medscape.com/viewarticle/889116

Information about glioblastoma- Fung, N. H., Grima, C. A., Widodo, S. S., Kaye, A. H., Whitehead, C. A., Stylli, S. S., & Mantamadiotis, T. (2019). Understanding and exploiting cell signalling convergence nodes and pathway cross-talk in malignant brain cancer. Cellular signalling, 57, 2–9. https://doi.org/10.1016/j.cellsig.2019.01.011

Information about nanobots- Kong, X., Gao, P., Wang, J., Fang, Y., & Hwang, K. C. (2023). Advances of medical nanorobots for future cancer treatments. Journal of hematology & oncology, 16(1), 74. https://doi.org/10.1186/s13045-023-01463-z

Community

From Brain Chemistry to The Bigger Picture

Posted on April 27, 2026 by jwolf6 / 0 Comment

Featured Image created by Julia Wolf and Microsoft CoPilot

Reflecting on Growth and Learning

As I approach the beginning of finals week and graduation here at Concordia, it feels right to be thinking about how this last semester, and how this neurochemistry course, has shaped not only what I have learned, but how I think. Throughout my time here, I have taken a wide range of courses that have contributed to my education, but this semester, and especially neurochemistry, stood out in a different way. It challenged not only what I knew, but how I approached learning itself.

Coming into neurochemistry, I expected a fairly traditional science course structure. Most of my previous experiences in science classes followed a predictable rhythm: attend lectures, memorize material. study for exams, and demonstrate understanding through testing. While that approach can be effective, it often kept my learning contained to the classroom. Neurochemistry, however, disrupted that pattern. It pushed me to think more critically, ask deeper questions, and make connections across multiple areas of knowledge. At times, this was uncomfortable because it required me to move away from the structured learning style I had become used to, but ultimately, that discomfort lead to growth.

Expanding My Definition of Learning

One of the most important ways this course impacted me was by expanding my understanding of what learning actually looks like. Before this semester, I often viewed learning as something that happened through absorbing information and then demonstrating that knowledge on quizzes and exams. While that is still an important part of education, neurochemistry showed me that learning can also be interconnected, non-linear, and based on asking questions. There were many moments in this class where I didn’t immediately understand a concept, and instead of moving on, I had to sit with that uncertainty and work through it. This often meant revisiting introduction material, discussing concepts with classmates, and approaching problems from different angles. Through that process, I gained a deeper and more meaningful understanding than I would have through memorization alone.

This experience directly connects to Concordia’s goal of developing foundational skills and transferable intellectual capacities. I strengthened my ability to think critically, analyze complex pathways, and approach problems with patience. More importantly, I began to appreciate learning as an ongoing process rather than just a task to be completed. This shift in mindset is something I know will stay with me long after graduation.

Building Skills for the Future

The skills I developed in neurochemistry feel especially relevant as I prepare for optometry school. In many ways, this course served as a bridge between my undergraduate education and my future career. The ability to understand complex systems, interpret scientific information, and communicate it clearly will be essential in a clinical setting. For example, optometry is not just about diagnosing vision problems, it also involves understanding how the brain processes visual information and how neurological factors can influence vision. Neurochemistry gave me a deeper appreciation for these connections, helping me see how what I’m learning now will apply directly to patient care in the future.

In addition to content knowledge, I also developed practical skills that will transfer into my career. I became more confident in analyzing scientific concepts in academic papers, asking questions, and explaining ideas in a way that others can understand. This is especially important in healthcare, where clear communication can significantly impact patient outcomes. Another key skill I developed was adaptability. Neurochemistry did not always follow a straightforward path, and I had to learn how to adjust my approach when something didn’t make sense right away. This ability to adapt, problem-solve, and continue learning in challenging situations will be critical as I move into a rigorous academic and professional environment.

Liberal Learning in Action

One of the central ideas behind Concordia’s liberal learning is becoming responsibly engaged in the world, and this course helped me see what that actually looks like in practice. Neurochemistry is not just an abstract and complicated field of study, it has real-world implications that affect people’s lives in meaningful ways. Throughout the class, we explored topics related to neurological disorders and mental health, which highlighted the connection between scientific research and human experience. These discussions made me more aware of the ethical responsibilities that come with working in science and healthcare. It’s not enough to simply understand the biology behind a condition; it’s also important to consider how that knowledge is applied and how it impacts individuals and communities. This aligns closely with the goal of encouraging responsible participation in the world. As a future optometry student, I will need to approach my work with both scientific knowledge and a strong sense of empathy and ethical responsibility. Neurochemistry helped reinforce the importance of balancing these perspectives.

Personal Growth Through Challenge

Neurochemistry was not a “typical” class for me, and that was part of what made it so impactful. It pushed me outside of the educational norms I had grown comfortable with and required me to engage with material in a more active and thoughtful way. At first, this shift was challenging. I had to rethink how I studied, how I approached assignments, and how I measured my own understanding. Instead of focusing solely on getting the “right answer,” I had to focus on the process of learning and the connections between ideas. Over time, I became more comfortable with this approach, and I started to see the value in it.

This experience contributed to my personal growth by helping me develop a more examined sense of self as a learner. I became more aware of my strengths, as well as the areas where I needed to grow. I also gained a greater appreciation for the role of challenge in the learning process. Rather than avoiding difficult material, I learned to engage with it more directly. In this way, the course helped instill a deeper love for learning, one that goes beyond grades or outcomes and focuses on curiosity and understanding.

Solving Problems Across Disciplines

A clear example of interdisciplinary learning in this course was how we approached complex neurological topics. Instead of viewing problems through a single lens, we had to consider multiple perspectives in order to fully understand them. For instance, when examining neurological disorders, like Autism Spectrum Disorder, we looked at the chemical processes involved, such as neurotransmitter imbalances (ex. dopamine dysfunction) and genetics, but we also considered how these changes affect behavior, cognition, and overall quality of life. This required integrating knowledge from chemistry, biology, and psychology, as well as thinking about broader social and ethical implications. This approach reinforced the importance of interdisciplinary thinking, which is a key component of liberal learning. It showed me that real-world problems are rarely simple, and that meaningful solutions require drawing from multiple areas of knowledge.

Skills Worth Highlighting

If I were to highlight a skill on my resume that I strengthened this semester, it would be interdisciplinary problem-solving. This course required me to pull information from different fields and apply it in meaningful ways, which is a skill that will be highly valuable in both academic and professional settings. I would also highlight my growth in scientific communication. Being able to clearly explain complex concepts is an essential skill, especially in healthcare, where effective communication can directly impact patient understanding and care. Additionally, I developed stronger critical thinking skills, particularly in analyzing complex systems and working through challenging material. These skills are not limited to neurochemistry, they are transferable to many different areas and will continue to be valuable in the future.

Looking Ahead: From Concordia to Optometry School

As I look ahead to optometry school, I feel more prepared not just because of what I’ve learned, but because of how I’ve learned. Neurochemistry helped me develop the ability to approach complex material with confidence and persistence, which will be essential in a rigorous academic environment. More importantly, it reinforced the idea that learning is a lifelong process. Graduation is not the end of my education, it is simply the next step. The skills and mindset I’ve developed at Concordia will continue to shape how I approach new challenges and opportunities.

Learning at a liberal arts institution like Concordia means gaining more than just knowledge, it means developing the ability to think critically, make connections, and engage with the world in a meaningful way. It means being open to new perspectives, embracing challenges, and understanding the broader impact of what we learn. This semester, and this course in particular, embodied those values. Neurochemistry was not just about understanding the brain, it was about learning how to think in a more connected, thoughtful, and engaged way.

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My Neurochemistry Journey: A Semester Recap

Posted on April 27, 2026 by kleppke / 0 Comment

Feature Image from: https://rdsic.edu.vn/blog/blog-4/neurochemistry-vi-cb.html

Not Just a Normal Class

As I enter finals week, I have been reflecting on new understandings I have gained from taking neurochemistry. The learning style of this course goes further than normal classes, which may simply involve memorizing neurotransmitters or signaling pathways. This class incorporated many skills I have developed through my college experience and has pushed me to think critically, connect ideas, and reflect on how neuroscience fits into more broad human health topics. In many ways, this course represented the greater purposes of Concordia’s liberal education goals and the idea of becoming responsibly engaged in the world.

One of the most significant kinds of learning I experienced in this class came in the form of integrative learning. Beginning this class, I had limited neurochemistry knowledge. I assumed this would be a highly complex class. While the course has been complex, it was complex dur to the broad categories neurochemistry is connected with. Instead of treating it as isolated content, throughout the class we connected topics to psychology, biology, ethics, and other social issues. For example, when studying neurotransmitter systems like dopamine or glutamate, we didn’t just analyze the molecular pathways. We dug deeply into how these systems relate to mental health disorders, addiction, treatment options, and patient care. I truly believe that this shifted my learning from passive memorization for exams to a more active application that I will remember long past my time at Concordia.

New Skills for the Future

This neurochemistry course both strengthened foundational and transferable skills, acting as the perfect course to wrap up my undergraduate degree. My scientific literacy improved greatly as I gradually became more comfortable with how to interpret research articles, analyze experimental data, and evaluate the current and future states of the research. Critical thinking was absolutely essential in this process, especially when conflicting findings came up in the readings. I also felt my science communication skills developed, specifically with explaining complex neurochemical processes and their subsequent effects in a clear way that could be understood by people with limited background knowledge. This is something that will be crucial in any healthcare-related field and is something that will transfer to my future education and occupation.

Looking back on all the topics we covered, I would also say I have gotten much more comfortable with interdisciplinary problem-solving. Neurochemistry integrated knowledge and background from multiple fields, and I’ve become more confident in understanding and interpreting language from a variety as well. For example, of the more recent areas of research we explored involved potential treatments for glioblastoma. In our discussions of the topic, we discussed how to break the news of a glioblastoma diagnosis and discussing treatment. This allowed us to step our of the neurochemistry aspect alone and think about molecular biology as a whole, pharmacology, clinical considerations, and broader ethics and professional relay of information. By combining these perspectives, we discussed how each of us would evaluate potential therapeutic strategies and how we would navigate the communication and interpersonal aspects.

This example also reflects my favorite aspect of this course, the real-world problems we dug into that allowed us to explore ethical and future aspects of neuroscience. Addressing complex issues like neurological diseases pulled together various fields with various interpretations of what is best for society, and this class helped me practice the mindset of interpreting and sorting these issues. This aspect of the class showed me that being responsibly engaged in the world includes the ability of taking in and drawing on diverse forms of knowledge and being able to apply them thoughtfully. As someone pursuing a future in medicine, particularly as a CRNA, the ability to think through the complex issues and the reflective skills I gained in this course are directly relevant. I received a great background on the pharmacological interactions with neurotransmitter systems.

Beyond this understanding, this course also reinforced the importance of approaching patient care holistically, incorporating biological mechanisms with environmental situations, such as psychological and social factors. This is not only a skill I have developed from this class, but also a new aspect to my worldview. Many times throughout the semester, our discussions came back to the idea that the brain is all connected and dysfunction of one aspect can lead to a whole cascade of issues. This has opened my eyes to the health of the human body as a whole, since this same idea can be applied to the entire body. When treating someone, there will be times when there is a deeper issue of what can just be seen by the eye. While at first this makes healthcare seem incredibly complicated, I am confident that the skills I have gained in my liberal arts education will carry over and my love of learning will be a great driver in tackling these topics in future education. This has been a great lesson for my future, that effective healthcare requires both technical expertise in a field and empathy for the bodily dysfunction not seen on the surface.

How Neurochemistry Has Contributes to My Liberal Learning

Throughout my college years, I have always known that learning at a liberal arts institution, like Concordia, comes with more educational implications than just a degree. It truly means being challenged each and everyday to see connections between disciplines, to question assumptions, and to reflect on personal values with new knowledge. This semester in neurochemistry encouraged me to think about ethical implications in science, such as the treatment of neurological disorders, the use of experimental drugs, and when treatment methods go too far in “correction”. It also pushed me to examine my own motivations and responsibilities as a future healthcare provider, with an additional perspective of knowledge many other CRNA will not have due to this unique class.

In conclusion, this neurochemistry course honestly strengthened my love for learning due to its unique structure and method of diving into topic. It challenged me by bringing real world and ongoing research topics into course material, making it feel relevant and impactful. I am leaving this class with a deeper understanding of brain signaling pathways as well as with a greater appreciation for how my education at Concordia has prepared me to think critically, act ethically, and contribute meaningfully to my future education and career.

Disease/Health/Hot topics

Glioblastoma: The Resilient Brain Cancer

Posted on April 26, 2026 by kleppke / 0 Comment

Feature image from Medical Treatment in Germany. [2]

What is Glioblastoma?

Glioblastoma is one of the deadliest cancers with extremely low survival rates, of about 14 months.[1] Most other cancers have possible treatment options with the removal of tumors. Glioblastoma, however, spreads cancer cells very quickly and easily. This makes recurrence extremely common, even when tumor was completely removed. Surgery, radiation, and the chemotherapy drug temozolomide are the current “treatment” options, but they rarely cure it.[1] Learning more about the development and mechanisms within glioblastoma such as the communication, breakdown, and adaptation of cells signaling inside the brain may direct possible ways to combat this deadly disease.

Glioblastoma Mechanisms

To understand how glioblastoma is so resilient, it is central to understand how cells communicate and take over. Inside the brain thousands signaling pathways are constantly occurring. These act like chains of molecular interactions that control behavior, growth, movement, and survival[1]. There are three major signaling pathways that glioblastoma hijacks:

MAPK
- Regulates cell proliferation and survival
- In glioblastoma, it is overactivated due to mutations in receptors like EGFR

PI3K
- Controls metabolism, invasion, and resistance to cell death
- In glioblastoma, it is overactivated due to loss of the tumor suppressor PTEN

cAMP
- Acts as a tumor suppressor and promotes cancer cell death
- In glioblastoma, levels of cAMP are typically reduced

Pathway Cross-Talk

These pathways don’t occur independently. They are actually interacting constantly, known as cross-talk.

MAPK can activate PI3K
PI3K can suppress MAPK
cAMP can inhibit or enhance signaling

Therefore, when one pathway is inhibited, another pathway compensates with its signaling. This also applies when these pathways are targeted by drugs. The tumor will reroute to use another pathway. This is why single-drug therapies often fail, because cancer adapts fast [1].

Figure 1: This image shows the interaction between the three key signaling pathways in glioblastoma. When receptors, RTKs and GPCRs, are activated, they initiate signaling that controls cell survival and proliferation. The MAPK pathway and PI3K pathway promote tumor growth, while the cAMP pathway has both inhibitory and regulatory effects. Cross-talk between these pathways enables signaling adaptability, contributing to therapeutic resistance seen in glioblastoma. All three pathways converge on the transcription factor CREB, which controls gene expression of processes like metabolism and survival. The orange stars show potential intervention points targeting the pathway or convergence points.

New Target?

Instead of targeting individual pathways, research has focused on convergence points where multiple signals meet. One main point is the protein CREB, which is a transcription factor that integrates signals from MAPK, PI3K, and cAMP pathways to regulate genes involved in cell growth, survival, and invasion [3].

But if CREB is inhibited, many of the cancer promoting genes are also inhibited. This provides a route for how future treatments might improve. Scientists are exploring using combination therapies to target both PI3K and MAPK pathways, drugs that restore cAMP signaling, and targeting CREB in hopes of better glioblastoma outcomes[4].

Figure 2: CREB-mediated gene expression promotes cell survival and proliferation, making it contribute to cancer resilience, especially in glioblastoma. CREB inhibitors lead to reduced cell survival and increased apoptosis. [5]

Conclusion

Therefore, these treatments would make it more difficult for the tumor to survive and grow. However, drug resistance, toxicity, and the difficulty of crossing the blood-brain barrier remain issues in treatment development.

Glioblastoma is a devastating form of cancer, which currently feels impossible to overcome. It behaves like a dynamic system that constantly adapts in response to treatment. As researchers discover more about its growth, development, and targeting the points where signaling converge, there will be more hopeful outcomes for treatment.

References

[1] Hong J, Wu Y, Li M. (2025). cAMP response element–binding protein: A credible cancer drug target. The Journal of Pharmacology and Experimental Therapeutics; 392

[2] Medical Treatment in Germany. (2026). Treatment for Glioblastoma. Treatment in Germany. https://treatmentingermany.de/blog-details/treatment-for-glioblastoma-full-guide-new-and-standard-treatment

[3] Xie, F., Li, B. X., Kassenbrock, A., Xue, C., Wang, X., Qian, D. Z., Sears, R. C., & Xiao, X. (2015). Identification of a Potent Inhibitor of CREB-Mediated Gene Transcription with Efficacious in Vivo Anticancer Activity. Journal of medicinal chemistry, 58(12), 5075–5087. https://doi.org/10.1021/acs.jmedchem.5b00468

[4] Sapio, L., Salzillo, A., Ragone, A., Illiano, M., Spina, A., & Naviglio, S. (2020). Targeting CREB in Cancer Therapy: A Key Candidate or One of Many? An Update. Cancers, 12(11), 3166. https://doi.org/10.3390/cancers12113166

[5] Dawson, T., Ginty, D. CREB family transcription factors inhibit neuronal suicide. Nat Med 8, 450–451 (2002). https://doi.org/10.1038/nm0502-450

Disease/Health

Breaking Through the Brain’s Defenses: A New Fight Against Glioblastoma

Posted on April 24, 2026 by jwolf6 / 0 Comment

Featured image created by Julia Wolf and Microsoft Copilot

The Science of Glioblastoma

Glioblastoma (GBM) is the most aggressive and deadly form of brain cancer. What makes it especially challenging isn’t just how fast it grows, but how complex it is. GBM tumors are highly heterogeneous, meaning no two tumor cells are exactly alike. This diversity allows the cancer to adapt quickly, resist treatment, and come back even after aggressive therapy [1].

Currently, standard treatment includes surgery, radiation, and chemotherapy. Even with all three, the average survival time is only about 14 months, and long-term survival is rare. One major reason for this is that GBM cells don’t stay in one place. They invade nearby brain tissue, making them nearly impossible to remove them completely through surgery. Even a few remaining cells can regrow a new tumor. Another key challenge is something called the blood-brain barrier (BBB). This protective barrier helps keep harmful substances out of the brain, but it also blocks many cancer drugs from reaching the tumor effectively. As a result, treatments that work well for other cancers often fail in GBM [1].

**Figure 1. Overview of key signaling pathways in glioblastoma cells.** The MAPK, PI3K, and cAMP pathways control important cancer behaviors like growth, survival, and spread. These pathways communicate with each other and converge on a central regulator (CREB), which influences gene activity. Orange X marks indicate potential targets where therapies could block these signals to slow tumor progression [1].

On a deeper level, GBM is driven by complex communication systems inside cells known as signaling pathways. Three major ones, PI3K, MAPK, and cAMP, control how cells grow, survive, and spread. In glioblastoma, these pathways are often overactive or disrupted, pushing cells to divide uncontrollably and resist death . Even more challenging, these pathways don’t act alone, they interact and “talk” to each other, creating backup systems that help the tumor survive even when one pathway is targeted. Because of this, researchers now believe that treating GBM effectively will require targeting multiple pathways at once—or finding ways to interrupt key “hubs” where these signals converge [1].

To learn more about the science of glioblastoma, click here!

Immunotherapy: Turning the Body Against Cancer

While traditional treatments aim to destroy tumors directly, immunotherapy takes a different approach. Instead of attacking cancer itself, it helps the body’s own immune system recognize and fight cancer cells. This makes immunotherapy fundamentally different from chemotherapy. Rather than targeting rapidly dividing cells (which can harm healthy tissue), immunotherapy works by boosting or reprogramming immune cells. This approach can be more precise, potentially leading to fewer side effects and longer-lasting results [2].

One of the most exciting features of immunotherapy is something called immunological memory. In some cases, the immune system can “remember” cancer cells and continue to fight them long after treatment, reducing the chance of recurrence. However, like all treatments, immunotherapy comes with risks. Side effects vary widely, from mild flu-like symptoms to more serious immune-related conditions that resemble autoimmune diseases [2].

Types of Immunotherapy and Their Role in GBM

Immune Checkpoint Inhibitors (ICIs)

Our immune system has built-in “brakes” (like PD-1 and CTLA-4 receptors) that prevent it from attacking healthy cells. Cancer cells often exploit these checkpoints to hide from immune attack. Checkpoint inhibitors block these brakes, allowing T-cells to stay active and attack tumors. These therapies have been highly successful in cancers like melanoma. For glioblastoma, however, results have been more limited. Drugs like nivolumab and pembrolizumab have shown only modest improvements in survival, likely due to the tumor’s complexity and its ability to suppress immune responses [3].

Cancer Vaccines

Cancer vaccines aim to train the immune system to recognize specific cancer-related markers. Some are preventive (like the HPV vaccine), while others are therapeutic [4]. In GBM, results have been mixed, but certain approaches, like dendritic cell vaccines (e.g., DCVax-L), have shown promise in improving survival in some patients [5].

Adoptive Cell Therapy and CAR T-Cells

**Figure 3: How CAR T‑cell therapy works.**
Doctors collect a patient’s immune cells, reprogram them to better recognize cancer, grow many more of these enhanced cells, and then return them to the body so they can seek out and destroy tumor cells [7].

This is one of the most advanced and personalized forms of immunotherapy. T-cells are taken from a patient, modified in a lab, and then returned to the body to attack cancer. A powerful version of this is CAR T-cell therapy, where T-cells are engineered to recognize specific proteins on tumor cells. In glioblastoma, CAR T-cells are being designed to target proteins like IL13Ra2, HER2, and EGFRvIII. Researchers are even developing “trivalent” CAR T-cells that can target multiple markers at once to overcome tumor diversity and prevent resistance. Because of the blood-brain barrier, these cells are often delivered directly into the brain or spinal fluid rather than through the bloodstream [6].

The Future: Combining Strategies and Why This Matters

The future of glioblastoma treatment likely won’t rely on a single solution. Instead, it may involve multi-layered approaches, combining:

Targeted therapies (blocking signaling pathways)
Immunotherapy (activating the immune system)
Traditional treatments (surgery, radiation, chemotherapy)

By attacking the tumor from multiple angles, scientists hope to overcome its adaptability and improve long-term outcomes.

Why this matters: GBM is so difficult to treat because it constantly changes and resists single therapies. A combined research approach could not only slow tumor growth but also extend survival, improve quality of life, and move treatment closer to long-term control, or even a cure.

References

[1] N. H. Fung et al., “Understanding and exploiting cell signalling convergence nodes and pathway cross-talk in malignant brain cancer,” Cellular Signalling, vol. 57, pp. 2–9, Jan. 2019, doi: https://doi.org/10.1016/j.cellsig.2019.01.011.

[2] Cancer Research Institute, “What is Immunotherapy?,” Cancer Research Institute, 2023. https://www.cancerresearch.org/what-is-immunotherapy

[3] Z. Sarfraz, A. Maharaj, Vyshak Alva Venur, J. D. Lathia, Yazmin Odia, and M. S. Ahluwalia, “Immunotherapy in Glioblastoma: An Overview of Current Status,” Clinical Pharmacology Advances and Applications, vol. Volume 17, pp. 185–209, Jul. 2025, doi: https://doi.org/10.2147/cpaa.s497903.

[4] Cleveland Clinic, “Immunotherapy: Cancer Treatment, CAR T-Cell Therapy, Types, Risks,” Cleveland Clinic, Oct. 01, 2020. https://my.clevelandclinic.org/health/treatments/11582-immunotherapy

[5] L. Gatto, Vincenzo Di Nunno, A. Tosoni, S. Bartolini, L. Ranieri, and E. Franceschi, “DCVax-L Vaccination in Patients with Glioblastoma: Real Promise or Negative Trial? The Debate Is Open,” Cancers, vol. 15, no. 12, pp. 3251–3251, Jun. 2023, doi: https://doi.org/10.3390/cancers15123251.

[6] A. S. Luksik, E. Yazigi, P. Shah, and C. M. Jackson, “CAR T Cell Therapy in Glioblastoma: Overcoming Challenges Related to Antigen Expression,” Cancers, vol. 15, no. 5, p. 1414, Feb. 2023, doi: https://doi.org/10.3390/cancers15051414.

[7] Schematic of car T cell therapy for GBM | Download Scientific diagram, https://www.researchgate.net/figure/Schematic-of-CAR-T-cell-therapy-for-GBM_fig1_355420545 (accessed Apr. 24, 2026).

Uncategorized

Issues in the brain “glue”: Glioblastoma

Posted on April 24, 2026 by agriffi1 / 0 Comment

Artstract by A. Griffith – Created with OpenAi

Glioblastoma

Glioblastoma (GBM) is an aggressive and malignant form of glioma tumors and has one of the worst cancer survival rates. [1] Glioma tumors include any brain tumors that derive from glial cells. They can also be classified as the specific type of glial cell the tumor arises from. Glioma tumors are the most common type, accounting for about 33% of brain tumors. [2] They can be malignant or benign and, like all brain tumors, are categorized into 4 grades of varying level (Figure 1). Glioblastoma is classified as the highest grade, “Grade 4,” which is characterized by quick division and growth that is very aggressive. [3,4]

GBM is separated into four subtypes: classical GBM, mesenchymal GBM, proneural GBM, and neural GBM. Each subtype is connected to different gene mutations, except neural GBM which does not seem to have a consistent pattern of mutation and has the worst survival rate. GBM is extremely lethal, and new treatments are continuously being researched to potentially extend life and get rid of this cancer. Current treatments include radiotherapy, temozolomide, and surgery, but they are not very effective, and tumors almost always recur within six to nine months. [1]

Development of GBM

Fig 1. Cartoon example of glioblastoma [5]

GBM either occurs secondary, following other lower grade glioma tumors or primary, as a new tumor. Secondary tumors tend to have a longer survival time for patients. Primary tumors occur extremely rapidly without warning of previous symptoms or indicators. However, both of these types of GBM are lethal. [1]

Complicated to Treat

Glioblastoma is difficult to treat for a variety of reasons. First, the blood brain barrier (BBB) prevents many treatments from being able to penetrate and get where they need to go to be effective. In addition, glioblastoma spreads very quickly, so even when treated, there are often cancer cells that have already gotten to neighboring areas that are left untreated. Another part of what makes glioblastoma so difficult to treat is the amount of signaling pathways that are involved. Studies have found that targeting one signaling is often not effective because the cancer can adapt to using the other signaling pathways even more. There are three primary pathways thought to be involved in GBM: PI3K, MAPK, and cAMP. [1]

PI3K and MAPK Pathway

The PI3K and mitogen activated protein kinase (MAPK) pathways are amplified in GBM. The PI3K pathway is involved in cell differentiation, adhesion, motility, invasion, proliferation, and survival. The MAPK pathway is involved in cell proliferation, cell survival, and metastasis. Therefore, hyper activation of these pathways lead to tumor growth and spread. Both pathways are involved in immunosuppression, implicating immunotherapy as a possible treatment approach. Additionally, these pathways help regulate one another, augmenting the problem as they both become altered and affect one another. [1]

cAMP Pathway

Unlike the other two signaling pathways mentioned above, there is a decrease in cAMP signaling seen in tumors. There is a correlation between the malignancy of the tumor and the decrease in signaling – GBM has one of the larges decreases in cAMP signaling. The decrease in cAMP signaling may be due to alterations in the expression of adenylyl cyclase and phosphodiesterase which are involved in this pathway. There is also a possibility that cAMP activation inhibits the MAPK pathway, connecting the decrease in cAMP and increase in MAPK signaling. [1]

In the article “Understanding and exploiting cell signalling convergence nodes and pathway cross-talk in malignant brain cancer” by Fung et al., treatment approaches targeting all three of the pathways discussed above are emphasized. Continued research is crucial for the prevention and treatment of this currently lethal cancer.

Footnotes

[1] Fung, N. H., Grima, C. A., Widodo, S. S., Kaye, A. H., Whitehead, C. A., Stylli, S. S., & Mantamadiotis, T. (2019). Understanding and exploiting cell signalling convergence nodes and pathway cross-talk in malignant brain cancer. Cellular Signalling, 57, 2–9. https://doi.org/10.1016/j.cellsig.2019.01.011

[2] Brain Tumor Types. (2021, November 8). https://www.hopkinsmedicine.org/health/conditions-and-diseases/brain-tumor/brain-tumor-types

[3] Gliomas | Loma Linda University Health. (n.d.). Retrieved April 22, 2026, from https://lluh.org/conditions/gliomas

[4] Brain Tumour Research | Together we will find a cure. (n.d.). Brain Tumour Research. Retrieved April 22, 2026, from https://braintumourresearch.org/

[5] What Is Glioblastoma (GBM)? (n.d.). Cleveland Clinic. Retrieved April 22, 2026, from https://my.clevelandclinic.org/health/diseases/17032-glioblastoma

[6] Gliomas. Cancer Therapy Advisor. (2013, June 11). https://www.cancertherapyadvisor.com/slideshow/slides/gliomas/

Uncategorized

The Cause of Obesity is Not What You Think

Posted on April 24, 2026 by ehunt4 / 0 Comment

Artstract made by Eli Hunt with ChatGPT

If you were to ask people what they think causes obesity, many people would probably say it is a personal choice to eat that much, or that obese people don’t get enough physical activity. But what if I told you it was caused by the food we eat. The part of our brain that regulates hunger, the hypothalamus, can become inflamed by the food we eat. This leads it to have a hard time telling us when we are full or hungry. The foods associated with this are highly saturated fats, so by changing our diets we can help ourselves overcome or avoid obesity. Saturated fats are in many of the foods we eat and often foods we associate with obesity, to learn more about saturated fats and the foods that have them look here.

How Do High Fat Diets Cause Obesity

In the hypothalamus there are two classes of neurons that are associated with appetite. These are the AgRP neuron and the POMC neuron. When the AgRP neurons are activated, we seek out eating food and when POMC neurons are activated we do not. The way that we deactivate AgRP neurons is through leptin signaling. Leptin is a hormone released by our body when we are supposed to feel full. When saturated fats cross the blood brain barrier (BBB), they bind to receptors that activate signaling called TLR4. When this happens, it releases inflammatory cytokines around the hypothalamus, causing inflammation. When the hypothalamus is inflamed, it becomes more difficult for neurons around it to sense leptin, developing a sort of tolerance to leptin called leptin resistance. When leptin signaling cannot happen as efficiently, it becomes harder to inhibit AgRP neurons as effectively, and consequently we eat more food. This creates a dangerous cycle of eating high fat foods leading to the inflammation of the hypothalamus, and the inflammation of the hypothalamus causes us to eat more high fat foods which then cause more inflammation. This is why people with obesity eat copious amounts of food, it is not because they need to eat that much or that they ignore feelings of satiation, but it is because they simply do not feel full. To read more about the science of this process, read this article here.

What Can You Do?

The biggest thing you can do is avoid a high fat diet. In todays world, you have to be very intentional to look for this as it saturated fats are in much of the food we eat today. But this can only prevent obesity, but for someone who is already obese this can present a challenge.

Due to not feeling full, it can be difficult to stop eating if you are still hungry. But this period should be seen similarly to drug withdrawals. Your body is used to telling you you’re full after much more food than you need, so when you eat a normal amount of food, your body is telling you to keep eating. After a while though, as you lessen your leptin resistance, your body adapts to get full after eating that amount of food. The challenging part is eating that amount of food while your body is returning to this level and it takes high levels of discipline. In the modern world, it seems we are almost doomed to become obese. But being informed on what to avoid goes a long way, and having the discipline to avoid it does as well. It is important to keep in mind that saturated fats are sometimes unavoidable, and with anything in life, moderation is key. So if you want to go eat a bucket of fried chicken with some potatoes loaded up with butter, go and do that, just maybe not every day. The most important thing to remember with nutrition is that being fed is best, so if you cannot eat healthy it is better to eat unhealthy foods than not at all!

Sources

Images

British Heart Foundation. (2022). What foods add unhealthy fat?. British Heart Foundation. https://www.bhf.org.uk/informationsupport/heart-matters-magazine/nutrition/where-does-saturated-fat-come-from

ONIE Project. (n.d.). Making sense of nutrition labels. ONIE Project. https://onieproject.org/making-sense-of-nutrition-labels/

Information

Jais, A., & Brüning, J. C. (2017). Hypothalamic inflammation in obesity and metabolic disease. The Journal of clinical investigation, 127(1), 24–32. https://doi.org/10.1172/JCI88878