Effects of hippocampal inactivation with DREADDs on water maze performance

The hippocampus is an elongated brain structure related to processing episodic memory and spatial navigation. The dorsal hippocampus plays an important role in spatial tasks (Lee & Kesner, 2003), while the ventral hippocampus is known to be involved with emotion (Fanselow & Dong, 2010). Previous work in our lab has shown that the dorsal and ventral sections within the same hemisphere work together during navigation (Lee et al., 2019). The lab is currently determining how activity in the dorsal hippocampus impacts place cell firing in the ventral hippocampus. To accomplish this the dorsal hippocampus will be inactivated using Designer Receptors Exclusively Activated by Designer Drugs (DREADDs). To examine the impact of dorsal hippocampus inactivation, we analyzed the performance of rats in a spatial working memory version of the Morris Water Maze. Latency and swim path to the platform were compared under conditions with and without DREADD activation. It was found that there were no differences in spatial navigation abilities when the rats received vehicle or drug injections. Histological analysis showed that the initial DREADDs surgery was unsuccessful, explaining this finding

Comparison of Foresty Laws in the United States and Brazil as They Promote Deforestation in Southeastern Alaska and the Amazon Basin

While the world condemns the destruction of the Amazonian rain forest in Brazil, the United States government allows non-sustainable timber harvesting in the world\u27s largest nontropical rain forest, the Tongass National Forest, in southeastern Alaska. Both United States and Brazilian forest policies developed primarily to create jobs and provide economic stability. The two governments\u27 subsidies and tax incentives have resulted, instead, in powerful private industries and expansive bureaucracies, whose budgets depend in part on continued forest destruction. Although both the United States and Brazil have recently reformed their forest policies, neither country\u27s reforms are broad enough to protect the countries\u27 rain forests in perpetuity. This Note details the origins and effects of the United States and Brazil\u27s forestry laws. It then analyzes recent reforms to the two countries\u27 forestry laws and concludes with proposals for sustainable forestry practices

Evidence-Based Medicine Instruction in Integrative Medical School Curricula: A Tale of Two Libraries

Background: Many academic health sciences libraries have been moving towards active participation in the curriculum at their institutions.1 At the same time, many medical schools have completed, are working upon or are considering movement to an integrative curriculum, (the melding of basic sciences and clinical learning), based on suggested AAMC competencies.2We will discuss how libraries at two New England medical schools have successfully embraced roles in the their school’s curriculum, which are at different stages of adoption of new integrative curricula. Methods: The teaching of Evidence-Based Medicine (EBM) is an area ripe for collaboration between a medical school and its library. The libraries at both Harvard Medical School (HMS) and the University of Massachusetts Medical School (UMMS) now offer EBM instruction within their medical school curricula. HMS is refining its new integrative curriculum while UMMS is in the planning stages with implementation targeted for AY 2010. Teaching time, location within the curriculum, general content and methods between the programs at these two schools will be examined and compared. Results: UMMS conducts all of its EBM instruction within a traditional 3rd year clerkship format. HMS covers similar content online in a 1st year combined basic science/clinical course. However, the libraries at both institutions have successfully facilitated the incorporation of this important topic into required coursework. Reflection: Reflections on the following themes are included in the poster on: Staff and resources/workload Adding content into a packed curriculum Library expertise In person vs. online instruction Progressive versus single encounter instruction Conclusions: While at different phases of curriculum redesign, the academic libraries at UMMS and HMS have demonstrated the effectiveness of varied methods of teaching Evidence-Based Medicine within a medical school curriculum. 1Burrows, Suzetta, et al. Developing an evidence-based medicine and use of the biomedical literature component as a longitudinal theme of an outcomes-based medical school curriculum: year 1. Journal of the Medical Library Association 91.1 (2003):34-41. 2Association of American Medical Colleges. The Education of Medical Students: Ten Stories of Curriculum Change. New York: Milbank Memorial Funds, 2000. Presented at the Northeast Group on Educational Affairs (NEGEA) Regional Conference on May 2, 2009, in Hershey, Pennsylvania

Bostonia: v. 63, no. 3

Founded in 1900, Bostonia magazine is Boston University's main alumni publication, which covers alumni and student life, as well as university activities, events, and programs

Libraries in Medical Education (LIME): A Special Interest Group of NEGEA

Purpose: Health science librarians play key roles in medical education by providing curriculum-integrated information skills instruction; by assisting faculty with research; by purchasing and maintaining collections of information resources; by participating in the development of standards and guidelines for educational outcomes; and by creating and managing libraries conducive to education. A group of medical librarians from northeastern medical schools proposed Libraries in Medical Education (LIME) Special Interest Group (SIG) to benefit all NEGEA (Northeast Group on Educational Affairs) members. The SIG will promote communication and collaboration between librarians and NEGEA members on research and curricular initiatives; enhance librarians knowledge and skills of current trends and issues of interest to the medical education community; recognize librarians as valued components of the medical education team; and increase the professional knowledge and skills of NEGEA members through programming delivered at annual meetings by librarians. Methods: In 2006, medical librarians drafted and submitted a proposal to become an official LIME SIG. Librarians have successfully implemented special interest groups within professional organizations. The Libraries in Medical Education SIG instituted within the Central Group on Education Affairs and the active Libraries/Educational Resources Section of American Association of Colleges of Pharmacy (AACP) served as models. Results: In 2007, the LIME was officially accepted by NEGEA as a special interest group. Conclusion: An enthusiastic LIME-SIG group looks forward to an exciting future of collaboration. Presented at the Northeast Group for Educational Affairs Annual Educational Retreat held in Stony Brook, NY, on June 8, 2007

Embracing a Competency-Based Specialty Curriculum for Community-Based Nursing Roles

The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties

Chaotic advection in an archipelago

Author Posting. © American Meteorological Society, 2010. This article is posted here by permission of American Meteorological Society for personal use, not for redistribution. The definitive version was published in Journal of Physical Oceanography 40 (2010): 1988–2006, doi:10.1175/2010JPO4336.1.Techniques from dynamical systems theory have been applied to study horizontal stirring of fluid in the Philippine Archipelago. The authors’ analysis is based on velocity fields produced by two high-resolution (3 and 6 km) numerical models. Particular attention is paid to identifying robust surface flow patterns and associating them with dominant Lagrangian coherent structures (LCSs). A recurrent wind-driven dipole in the lee of the coastline is considered in detail. The associated LCSs form a template for stirring, exchange, and biological transport in and around the dipole. Chaotic advection is argued to provide a relevant framework for interpreting mesoscale horizontal stirring processes in an archipelago as a whole. Implications for the formation of filaments, the production of tracer variance, and the scale at which stirring leads to mixing are discussed in connection with an observed temperature record.This work was supported by the Office of Naval Research: Grant N00014-07-1-0590 to Woods Hole Oceanographic Institution; Grant ONR- 0601153N to Stevens Institute of Technology; Grant N00014-07-1-0417 to Institute of Marine and Coastal Sciences, Rutgers University; and Grant N00014-09-1- 0582 to Lamont-Doherty Earth Observatory of Columbia University

Regulation of Transgenic Class II Major Histocompatibility Genes in Murine Langerhans Cells

I-E is a class II major histocompatibility complex molecule normally expressed by Langerhans cells, A series of transgenic mice were developed previously that carry Eαd gene constructs with promoter-region deletions that cause expression of I-E by different cell types when maintained on a B6 (I-E[–]) genetic background. To study cis-acting gene sequences that regulate expression of class II proteins by Langerhans cells, we identified trans genie I-E expression by tissue immunoperoxidase staining and by epidermal cell suspension lmmunofluorescence cytometry. Mice with a transgene containing 1.4 kilobase pairs (kb) of flanking sequence 5' to the Eα initiation site expressed barely detectable levels of I-E on a tiny percentage of Langerhans cells, indicating that sequences promoting Langerhans cell expression of Eα exist between 2.0 and 1.4 kb 5' of the Eα initiation site. Removal of an additional 170 bp of 5' flanking sequence caused near-normal levels of expression by approximately one third of epidermal Langerhans cells, which contrasts with studies that showed minimal transgene expression by splenic dendritic cells in these animals, Thus, sequences between 1.4 and 1.23 kb 5' of the Eα initiation site decrease expression of I-E by epidermal Laugerhans cells, but enable I-E expression by splenic dendritic cells, These studies identify Langerhans cell-specific regulatory sequences and genetic regions controlling major histocompatibility complex class II gene expression in Langerhans cells and splenic dendritic cells. The genetic regions identified may be particularly important because differential regulation of class II major histocompatibility complex protein synthesis by Langerhans cells and dendritic cells may be crucial to immune functions of intact animals

Genome Sequence of the Melanin-Producing Extremophile Aeromonas salmonicida subsp. pectinolytica Strain 34melT

The genome of Aeromonas salmonicida subsp. pectinolytica strain 34melT, isolated from a heavily polluted river, contains several genomic islands and putative virulence genes. The identification of genes involved in resistance to different kinds of stress sheds light on the mechanisms used by this strain to thrive in an extreme environment.Fil: Pavan, María Elisa. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Química Biológica; ArgentinaFil: Pavan, Esteban E.. Politecnico di Milano; ItaliaFil: López, Nancy Irene. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Química Biológica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales; ArgentinaFil: Levin, Laura Noemí. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Biodiversidad y Biología Experimental; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Pettinari, María Julia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Química Biológica; Argentin

Community/Public Health Nursing Practice Leaders\u27 Views of the Doctorate of Nursing Practice

ABSTRACT Objectives: This paper presents thoughts of practice leaders in the community/public health nursing (C/PHN) specialty on advanced nursing practice (ANP) and the necessary educational preparation for such practice. Design and Sample: Practice leaders were engaged in conversations specifically focused on the Doctor of Nursing Practice (DNP) as preparation for ANP in their specialties, and asked to consider the benefits of, and challenges to, this educational program. Measures and Results: The resulting remarks were then assessed for themes by the interviewers and these are presented along with thoughts on the future of education for ANP. Conclusion: Overall, there was much agreement among the practice leaders interviewed about the importance of a broad skill set for ANP in the specialty. However, the practice leaders interviewed here also identified the practical challenges involved in educating nurses at the DNP level in the C/PHN specialty, as well as some concerns about the definitions of ANP for the future