Two tonotopically organized cortical fields, the primary (A1) and rostral (R) fields, comprise a core of auditory cortex in the owl monkey. Injections of tritiated proline were made into each of these fields to determine their projections to the auditory fields in the ipsilateral and contralateral hemispheres using autoradiographic methods. Neurons in R project to the rostromedial (RM) and primary fields in both hemispheres, and to the posterolateral (PL) and anterolateral (AL) fields in the ipsilateral hemisphere. In addition, the rostral fields in the two hemispheres are connected. Neurons in the primary field project to RM and R in both hemispheres and to AL, Pl, and the caudomedial (CM) field in the ipsilateral hemisphere. The primary fields in the two hemispheres are connected. Single injections into A1 and R often result in labeling of two or more columns of tissue in the ipsilateral and contralateral target fields. Cortico-cortical axon terminations are concentrated in layer IV of fields AL and RM and in upper layer III and layer IV of R and CM. In A1, axon terminals of neurons whose cell bodies lie in A1 in the opposite hemisphere are concentrated in upper layer III and layer IV; axon terminals of neurons located in field R of the same hemispheres are concentrated in layers I and II. Layer IV of Pl contains the greatest concentration of cortico-cortical axon terminals; the supragranular layers contain a somewhat lower concentration. Neurons in R project contralaterally in the anterior commissure while A1 neurons send their axons contralaterally in the corpus callosum.

Two tonotopically organized cortical fields, the primary (AI) and the rostral (R) fields, comprise the core of auditory cortex in the owl monkey. Injections of tritiated proline were made into each of these fields to determine their efferent projections using autoradiographic methods. Both AI and R project to the principal and magnocellular divisions of the medial geniculate body. In addition, R projects to the posterior part of the dorsal division of the medial geniculate. AI sends axons to the dorsomedial region and laminated portion of the central nucleus of the inferior colliculus. Labeling in the central nucleus following AI injections appears as a band of silver grains oriented parallel to isofrequency contours. Axons from R terminate in the dorsomedial region of the central nucleus of the inferior colliculus and in the pericentral and external nuclei of the inferior colliculus. In addition, the rostral field projects to a small area of the medial pulvinar just anterior to the brachium of the superior colliculus.

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

The inferior colliculus of the squirrel monkey is made up of a large central nucleus, bordered by the smaller external and pericentral nuclei. The majority of cells in the central nucleus exhibit a pronounced laminar arrangement due to the orientation of their dendrites. In medial sections of the nucleus these laminae lie in a dorsorostral to ventrocaudal direction. More laterally the layers assume a horizontal orientation and at the far lateral edge of the central nucleus come to lie in a ventrorostral to dorsocaudal orientation. A single tonotopic representation of audible frequencies is present in the central nucleus. A regular progression of best frequencies from low to high is encountered as a microelectrode advances from dorsocaudal to ventrorostral in the sagittal plane. Penetrations in more medial regions of the central nucleus encounter neurons whose best frequencies represent a higher range of frequencies than those in the lateral parts. The orientation of the isofrequency laminae determined physiologically appears congruent with the orientation of the dendritic laminae. The relative volume of the central nucleus devoted to each octave from 250 Hz to 32 kHz was determined. Frequencies up to eight kHz command successively larger amounts of collicular tissue. The octave band from 8 to 16 kHz is represented by the greatest amount of collicular tissue. Disproportionate representation of frequency may be the consequence of innervation density along the basilar membrane.

The process of acculturation often results in changes in the health behavior of international students. This study employed an open-ended, qualitative approach in an attempt to gain an in-depth understanding of the acculturation process for physical activity, diet, and drinking behavior among international students. Eighteen undergraduate international students (average age 19.20, standard deviation 1.21) were interviewed for 45-60 min. Most of the international students became more physically active after they arrived in the United States. Facilitators included accessibility, weight management, free time, and role modeling. Most international students were unsatisfied with the food on campus. Their strategies for adjusting to this included ordering food from restaurants, visiting supermarkets, and moving off campus. Most international students felt uncomfortable with the drinking culture in the United States, although some of them felt drinking was a good way to socialize with Americans and explore American culture. Colleges and universities should adopt strategies to better help their international students build lifelong healthy behaviors.