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S100 proteins are small calcium-binding proteins interacting with numerous intra- and extra cellular targets involved in diverse physiological functions. In particular, S100 proteins may be involved in the regulation of anxiety-related behaviour. In the present study, the effects of affinity-purified antibodies to S100 proteins administered orally at ultra-low doses were evaluated in pre-clinical tests for anxiolytic-like activity in the adult rat. In the Vogel conflict test in the rat, antibodies to S100 proteins increased punished drinking (anti-conflict effect) at 5 and 7.5 mL kg(-1), but not at 2.5 or 10 mL kg(-1). Antibodies to S100 proteins increased the percentage of entries into the open arms of an elevated plus-maze at 10 mL kg(-1), but not at lower doses. Taken together, these results indicate the presence of anxiolytic-like activity for antibodies to S100 proteins over the dose range 5-10 mL kg(-1) in the adult rat.

Introduction Earlier studies have shown that sildenafil may modify some aspects of male rat sexual behavior and sexual incentive motivation. Stimulation of endothelial nitric oxide synthase (eNOS) has also been reported to affect sexual motivation in old rats. Aim To determine the effects of sildenafil and a compound stimulating eNOS on copulatory behavior and sexual incentive motivation in young adult Fisher 344 and Wistar male rats. Methods The rats were selected for a low intromission ratio, and then treated with Impaza (stimulator of eNOS), sildenafil, or Impaza + sildenafil for 28 days. Tests for copulatory behavior and sexual incentive motivation were performed before the beginning of treatment and at days 7, 14, and 28 of treatment. Main Outcome Measures Standard parameters of copulatory behavior and sexual incentive motivation. Measurements of penis length at mount, intromission, and ejaculation. Results The Fisher 344 rats displayed a higher level of sexual incentive motivation than the Wistar rats, while the copulatory behavior was similar in both strains. Impaza and sildenafil enhanced the sexual incentive motivation after 28 days of treatment in the Wistar rats, but failed to do so in the Fisher 344 rats. The copulatory behavior was unaffected in the Wistar strain, while the Fisher 344 males had an enhanced intromission ratio after treatment with Impaza and sildenafil for 28 days. Conclusions The nitric oxide-guanylyl cyclase pathway seems to be of importance for sexual incentive motivation in animals with a modest baseline level. The different drug effects in the Wistar and Fisher 344 rats can be attributed to baseline differences. The importance of eNOS for sexual functions should not be overlooked.

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Despite the reduction of restrictive measures imposed due to the COVID-19 pandemic, the problem of organizing distance learning continues to be topical. Distance learning imposes a much greater responsibility on teachers, giving them more of a workload as learning technologies change rapidly and teachers have to actively adapt to innovations, devoting a lot of time to preparing appropriate materials to ensure the best learning outcomes. The aim of the study is to detect the use of the most effective means of organizing distance learning by teachers. The study is based on a survey of university professors who were teaching in the distance mode during 2020-2021 active administrative restrictions. Opportunities for the use of various services in the organization of distance learning are analyzed and the drawbacks and advantages of the distance learning system are highlighted. The study reveals previously unapparent issues that arose in the course of distance work in quarantine.These include, first and foremost, the high physical workload of teachers, the many technical problems that arose in the transition to distance learning, the lack of teachers' competencies, which needs to be urgently addressed, and the complicated coordination of the learning process. Despite the problems identified, the authors argue that the system of distance learning can and must be adopted and further developed as an additional supporting direction in the organization of the learning process, which will allow educational institutions to promptly shift to distance learning as needed.