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The brain is traditionally viewed as an immunologically privileged site; however, there are known to be multiple resident immune cells that influence the CNS environment and are reactive to extra-CNS signaling. Microglia are an important component of this system, which influences early neurodevelopment in addition to modulating inflammation and regenerative responses to injury and infection. Microglia are influenced by gut microbiome-derived metabolites, both as part of their normal function and potentially in pathological patterns that may induce neurodevelopmental disabilities or behavioral changes. This review aims to summarize the mounting evidence indicating that, not only is the Gut–Brain axis mediated by metabolites and microglia throughout an organism's lifetime, but it is also influenced prenatally by maternal microbiome and diet, which holds implications for both early neuropathology and neurodevelopment. [ABSTRACT FROM AUTHOR]

This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of colleges and universities and to other STEM disciplines. In the PLTL model, students who have done well in the course serve as peer-leaders to facilitate Workshops that supplement the lecture part of the course for new students. In the weekly Workshops, 6-8 students engage in active debate, discussion, and problem solving under the guidance of the peer leaders. A diverse faculty team led the development of instructional materials for the Workshops, methods to train peer leaders, and tactics to institutionalize PLTL. Students and leaders value the peer-led Workshops, and results from within the PLTL project (as well as numerous independent studies) demonstrate significant gains in student learning for both groups. PLTL remains an active area of research and development. We discuss our insights into the larger issues of curricular and institutional change at the college level. A central finding of the PLTL project is that students are a significant untapped resource for teaching. They partner with us to form a community of learners that bridges the gap between faculty and students. (Contains 4 figures.)

The electrochemical (EC) reduction mechanism of methylcobalamin (Me-Cbl) in a mixed DMF/MeOH (methanol) solvent in 0.2 tetrabutlammonium fluoborate electrolyte is studied as a function of temperature and solvent ratio vs a nonaqueous Ag/Agcl/Cl(super -) reference electrode. Results reveal that the mechanism is a series of stepwise homogenous equilibrium processes with an irreversible step following the initial electron transfer (ET).

Describes the Workshop Chemistry project, a coalition of faculty, students, and learning specialists, and the development of a peer-led team-learning model for teaching and learning chemistry. The model includes freedom to discuss and debate chemistry in a challenging yet supportive environment, connection to mentors, and the power of working as part of a team. Also presents workshop philosophy and implementation. (PVD)

The National Science Foundation has granted funding for four five-year chemistry curriculum development and evaluation projects between 1995 and 1999. These projects involve adopting a new teaching model that promotes participation, developing a lecture approach that reaches a broader audience including nonscience students, optimizing learning opportunities and y name, project coordinator, coordinators' addresses and funding. increasing student appreciation of science. The projects are listed by name