Genetics of guanylyl cyclase pathways in the cochlea and their influence on hearing.

Although hearing loss is the most common sensory deficit in Western societies, there are no successful pharmacological treatments for this disorder. Recent experiments have demonstrated that manipulation of intracellular cyclic guanosine monophosphate (cGMP) concentrations can have both beneficial and harmful effects on hearing. In this review, we will examine the role of cGMP as a key second messenger involved in many aspects of cochlear function and discuss the known functions of downstream effectors of cGMP in sound processing. The nitric oxide-stimulated soluble guanylyl cyclase system (sGC) and the two natriuretic peptide-stimulated particulate GCs (pGCs) will be more extensively covered because they have been studied most thoroughly. The cochlear GC systems are attractive targets for medical interventions that improve hearing while simultaneously representing an under investigated source of sensorineural hearing loss.

Neuroscientists' classroom visits positively impact student attitudes.

The primary recommendation of the 2010 President's Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists' visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners' perceptions of their own potential to learn. Teacher and student surveys were administered in 4(th)-6(th) grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students' interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students' attitudes toward science and learning.

Service learning in rural communities. Medical students teach children about the brain.

Incorporating service learning into a medical school curriculum can have significant benefits for both the students and the communities they serve. The University of Minnesota Medical School-Duluth Campus has integrated an established neuroscience literacy program into a community service requirement for second-year medical students. Since 2005, medical students taking part in the program have made presentations about the brain and how it works to more than 10,000 elementary school students throughout Minnesota and northwestern Wisconsin. This article describes this initiative and the potential benefits to both the medical and elementary school students.

Morphology of neurons cultured from subdivisions of the mouse cochlear nucleus.

This study was designed to characterize the dendritic organization of cochlear nucleus (CN) cells grown in primary cell culture and to assess differences among cultures grown from different regions of CN. Cultures were prepared from postnatal mice and processed using microtubule-associated protein 2 (MAP2) or gamma-aminobutyric acid (GABA) immunohistochemistry. CN neurons were successfully cultured from preparations grown from either the anteroventral subdivision of the nucleus (AVCN), the posterior region [posteroventral (PVCN) and dorsal (DCN) subnuclei], or the whole CN, although the cultured neurons did not exhibit complex dendritic patterns characteristic of CN neurons in vivo. Neurons cultured from the entire nucleus exhibited an increased rate of survival compared to those cultured from either the anterior or posterior regions, although similar types of cells were observed in all preparations. The majority of cultured CN neurons were GABA-positive and had soma areas that were similar to the areas of immature GABAergic neurons measured in CN sections. Small cells (soma areas or=120 microm(2)) were also present in significant numbers. Overall, CN cultures consisted of a heterogeneous population of neurons that had less elaborate dendritic organizations than cells of corresponding size that have been described in adult animals in vivo.