To further the understanding of gastrointestinal function in this species, and in particular to advance our own work concerning central emetic pathways, the cytoarchitecture and the distribution of eight neurochemicals were studied in the ferret dorsal vagal complex (DVC; area postrema, nucleus of the solitary tract [nTS] and dorsal motor nucleus of the vagus). The cytoarchitectural features of this region in the ferret were similar to those seen in other species; however, the ferret possesses a particularly large and distinct subnucleus gelatinosus of the nTS. Dense calcitonin gene-related peptide-immunoreactivity was found in the gelatinous, interstitial and commissural subnuclei of the nTS, with lesser amounts in other regions of the DVC. Enkephalin-immunoreactivity of varying densities was found throughout the DVC. Moderate to dense galanin-immunoreactivity was observed throughout the DVC, with the exception of the subnucleus gelatinosus of the nTS, from which it was virtually absent. Dense neuropeptide Y-immunoreactivity was observed in the subnucleus gelatinosus and interstitial subnucleus, with moderate staining in other regions of the DVC. Neurotensin immunoreactivity was very sparse or absent. Immunoreactivity for serotonin was sparsely distributed throughout the DVC. Moderate somatostatin-immunoreactivity was observed over a large portion of the DVC, but was virtually absent from the gelatinosus and interstitial subnuclei. Substance P immunoreactivity was observed throughout the DVC and was particularly dense in the dorsal/dorsolateral subnucleus and the dorsal aspects of the medial and commissural subnuclei. In terms of its cytoarchitecture the DVC of the ferret is more similar to the cat than the rat, especially with regard to the area postrema and the subnucleus gelatinosus of the nTS. The distribution of neuroactive substances was largely similar to other species; however, differences were present particularly in patterns of immunoreactivity for enkephalin, serotonin, neuropeptide Y and somatostatin.

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The ethmoidal nerve innervates the nasal mucosa and constitutes the afferent limb of several upper airway protective reflexes. Protective reflexes, such as sneezing, coughing, and apnea, are those reflexes that either expel foreign substances from the respiratory tract or stop them from gaining access to the lungs. The afferents for nasal receptors are thought to be a part of the trigeminal system rather than olfactory in nature. The objective of this study was to localize the cell bodies of these ethmoidal afferents and to trace the central projections of these neurons. Horseradish peroxidase was applied to the ethmoidal nerve in 11 adult cats. Following a survival period of 48-72 hours, the animals were killed and the tissue was processed according to the tetramethylbenzidine method. Reaction product was localized in cell bodies within the trigeminal ganglion, concentrated caudal to the entrance of the ophthalmic trunk of the trigeminal nerve. Transganglionic projections to the spinal trigeminal nucleus were localized primarily in the subnucleus interpolaris and in layers I and II of the subnucleus caudalis. There was also reaction product in cell bodies within the mesencephalic trigeminal nucleus. These results are in keeping with projections of other ophthalmic division receptor afferents, such as the cornea and the supraorbital nerve.

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Framed around the context of the historical policies and practices that have brought us to the current state of affairs in the education sector, this paper presents several key themes which focus on the need for schools to provide educated adults who can enter the society and the workplace fully prepared and ready to contribute to the organizations and corporations of a 21 st century global economy. This preparedness now includes both work readiness and the development of global citizenry (diversified, culturally sensitive and fully contributing social citizens). The challenge of educating such citizens becomes particularly poignant to post-secondary (PSE) institutions. The paper explores self-directed learning, a stronger focus on andragogy (versus pedagogy) and re-visiting the role of the multidimensional stakeholders who have a vested interest in the success of adult learners. A theory of action is presented as a starting point for educational leaders to leverage collaborative relationship-building, connectivity and linkage to key groups such as alumni and community leaders.