No abstract

D-Serine is a co-agonist at the NMDA receptor glycine-binding site. Early studies have emphasized a glial localization for D-serine. However the nature of the glial cells has not been fully resolved, because previous D-serine antibodies needed glutaraldehyde-fixation, precluding co-localization with fixation-sensitive antigens. We have raised a new D-serine antibody optimized for formaldehyde-fixation. Light and electron microscopic observations indicated that D-serine was concentrated into vesicle-like compartments in astrocytes and radial glial cells, rather than being distributed uniformly in the cytoplasm. In aged animals, patches of cortex and hippocampus were devoid of immunolabeling for D-serine, suggesting that impaired glial modulation of forebrain glutamatergic signaling might occur. Dual immunofluorescence labeling for glutamate and D-serine revealed D-serine in a subset of glutamatergic neurons, particularly in brainstem regions and in the olfactory bulbs. Microglia also contain D-serine. We suggest that some D-serine may be derived from the periphery. Collectively, our data suggest that the cellular compartmentation and distribution of D-serine may be more complex and extensive than previously thought and may have significant implications for our understanding of the role of D-serine in disease states including hypoxia and schizophrenia.

We have analyzed aspects of photoreceptor topography in wholemounts of human fetal retinae in the age range 13-24 weeks of gestation. Fetal retinae were stained with cresyl violet and the sizes and packing densities of rods and cones analyzed in the conventional manner.Cones and rods were present within a differentiating region, free of mitotic figures and approximately centered on the putative fovea, represented by the foveal cone mosaic. At 13 weeks of gestation the foveal cone mosaic was clearly differentiated, cone nuclei reaching a packing density of 14,200 per mm 2 ; a small number of rods were present in the immediately adjacent region. The packing densities of both rods and cones in these regions gradually increased and the area of the foveal cone mosaic gradually decreased throughout the age range sampled, although individual variations were evident. By 24 weeks of gestation, cone density was approximately 38,000 per mm 2 in the foveal cone mosaic. The maximum rod density observed was 59,200 per mm 2 in the region surrounding the foveal cone mosaic in a specimen of 20-21 weeks of gestation. In all specimens, maximum cone density occurred within the foveal cone mosaic and gradually declined towards the periphery of the differentiating region; a pronounced inverse relationship between cone soma diameter and packing density was also observed. The evidence strongly suggests that both rods and cones migrate centripetally, that is towards the center of the developing fovea, from early in development, possibly from the time that they first differentiate. The implications of these findings for foveal development are discussed.

The development of microglial topography in wholemounts of human retina has been examined in the age range 10-25 weeks gestation (WG) using histochemistry and immunohistochemistry for CD45 and major histocompatibility complex class II antigens. Microglia were present in three planes corresponding to the developing nerve fibre layer/ganglion cell layer, the inner plexiform layer and the outer plexiform layer. Distribution patterns of cells through the retinal thickness and across the retinal surface area varied with gestational age. Microglia were elongated in superficial retina, large and ramified in the middle plane, and small, rounded and less ramified in deep retina. Intensely labeled, rounded profiles seen at the pars caeca of the ciliary processes, the retinal margin and at the optic disc may represent precursors of some retinal microglia. At 10 WG, the highest densities of microglia were present in middle and deep retina in the far periphery and at the retinal margin, with few superficial microglia evident centrally at the optic disc. At 14 WG, high densities of microglia were apparent superficially at the optic disc; microglia of middle and deep retina were distributed at more central locations although continuing to concentrate in the retinal periphery. Microglia appear to migrate into the developing human retina from two mains sources, the retinal margin and the optic disc, most likely originating from the blood vessels of the ciliary body and iris, and the retinal vasculature, respectively. The data suggest that the development of microglial topography occurs in two phases, an early phase occurring prior to vascularization, and a late phase associated with the development of the retinal vasculature.

Student engagement requires both a stimulating teaching style and provision of meaningfully learning activities involving student peer interactions. This study compares student engagement levels between two different styles and strategies for teaching first year anatomy: a stimulating (passionate) teaching style with active, self-directed experiential learning strategies versus a more traditional didactic teaching style and strategies. In 2008-2011, first-year JCU medicine and health science students undertaking anatomy were assessed using two cross-sectional comparative studies of all courses over consecutive years to investigate differences between the teaching approaches-a traditional didactic teaching style and strategies-and a stimulated, innovative teaching style with guided, self-directed strategies (n=510; response rate=79 %). A content analysis of an openended question, asking which aspect of the anatomy course had most benefit to learning, further illuminated findings. Students whom experienced a stimulating teaching style with active, selfdirected experiential learning strategies rated engagement variables significantly higher (p<0.05) than their counterparts experiencing a more traditional didactic teaching style and strategies, including overall enjoyment of anatomy; overall quality of anatomy learning experiences; general level of interest in anatomy teaching activities; importance of anatomy learning activities to later years of their course and future professional career; and overall level of interaction with both peers and teachers. Those experiencing the stimulating teaching style with active, experiential learning strategies also tended to prefer less structured learning and more self-directed learning. Stimulating teaching and active, experiential learning approaches in anatomy appears to produce students who are achieving desired learning outcomes, and who are also confident, pro-active, motivated, and selfdirected learners.