Despite the loss of locus ceruleus neurons in Alzheimer's disease, the aging-associated high concentration of CSF norepinephrine is retained in the earlier stages of Alzheimer's disease and increases further as the disease progresses. Increased brain noradrenergic activity may contribute to the agitated behaviors or cognitive deficits of patients with advanced Alzheimer's disease.

Central nervous system (CNS) adrenergic systems are involved in regulation of

Purpose Three-dimensional (3D) printing, also known as additive manufacturing, is a growing field for many professionals, including those in education. The purpose of this paper is to briefly review various ways in which 3D printing is being used to enhance classroom learning in the K-12 environment and to highlight how one academic library is supporting that endeavor. Design/methodology/approach According to “3D Printing Market in Education”, which reports on the anticipated development of 3D printing in the educational market for 2015-2019, 3D printing is expected to grow at a compound annual growth rate of 45 per cent (Business Wire). Findings In 2012, an article in The Economist declared 3D printing “the third industrial revolution”. The following year, President Obama, in his State of the Union address lauded 3D printing saying, “A once shuttered warehouse is now a state-of-the-art lab where new workers are mastering the 3D printing that has the potential to revolutionize the way we make almost everything” (Gross, 2013). Originality/value In China, 3D printer manufacturer Tiertime estimates that “90 per cent of its domestic market share comes from school laboratories, which need desktop 3D printers so students can learn, experience and design” (China taps 3D printing consumer market, 2015).

Introduction. A multi-institutional, grant-funded project employed mixed methods to study 175 fourth-grade through graduate school students’ point-of-selection behaviour. The method features the use of simulated search engine results pages to facilitate data collection. Method. Student participants used simulated Google results pages to select resources for a hypothetical school project. Quantitative data on participants’ selection behaviour and qualitative data from their think-aloud protocols were collected. A questionnaire and interviews were used to collect data on participants’ backgrounds and online research experiences. Analysis. This paper reflects on the data collection methods and highlights opportunities for data analysis. The ability to analyse data both qualitatively and quantitatively increases the rigor and depth of findings. Results. The simulation created a realistic yet controlled environment that ensures the comparability of data within and across a wide range of educational stages. Combining data on participants’ behaviour, thoughts and characteristics provides a more complete picture of factors influencing online resource selection. Conclusions. Using simulated results pages in combination with multiple data collection methods enables analyses that create deeper knowledge of participants' information behaviour. Such a complicated research design requires extensive time, expertise and coordination to execute.

Opportunities to utilize 3D printing in the K-12 classroom are growing every day. This paper describes the process of implementing a 3D printing service in the Education Library of The University of Florida, Gainesville, a large, doctoral-degree granting, research university. Included are examples of lesson plans featuring 3D printing, creation of 3D models, how to find existing models, and examples of how to integrate 3D printing into the K-12 curriculum. The author addresses the benefits and challenges of this process for library staff and patrons as well as potential uses for the future.