Immune modulation alters brain opioid activities: Evidence for a role of muramyl dipeptide in the process of neuroimmunemodulation

During the last twenty years a scientific basis for the anecdotal reports of an interaction between the brain and the immune system has established neuroimmunemodulation as a new field of study in the biomedical sciences. A means for the brain to exert a regulatory influence upon various lymphoid reactions has been well established by many investigators world wide. This dissertation was geared to test the central hypothesis that the immune system, in turn, produces signals which affect CNS functions. Specifically, it is shown through several different experiments, behavioral and electrophysiologic, that the immune modifiers interferon-alpha, gamma irradiation, cyclosporine-A and muramyl-dipeptide modify brain opioid related activities. Each agent attenuates naloxone-precipitated morphine withdrawal following either systemic or intracranial injection. Each agent also has effects upon either the acute antinociceptive or hypothermic activities of morphine. Finally, each agent modifies baseline evoked electrical activity of several brain areas of awake freely-behaving rats. Later studies demonstrate that muramyl-dipeptide modifies the unit firing rate of single neurons in the brain following either systemic or localized administration within the brain. These results suggest that the immune system produces signals which affect brain activity; and thus, support the contention of a bi-directional interaction between the brain and the immune system. ^

Assessing Distributed Leadership and the Successful Implementation of Evidence-Based Practices

Kelly and Halverson are to be congratulated on their contribution to the field of education. Their efforts in designing The Comprehensive Assessment of Leadership forLearning (CALL) represents a step forward inm the fomative assessment of distributed leadership in schools and their work is noteworthy in its rapid linking of survey assessment data to specific feedback and recommendations for users. Issues relevant to evidence-based practices, implementation, and professional common language are addressed in this commentary.

Building an Evidence-Based Approach to Address Dating Violence Prevention

Purpose: To discuss the approach and recommendations related to the adoption of school based curriculum for violence prevention. Findings: Preliminary assessments suggest that middle and high school youth experience a variety of forms of violence in social and dating relationships. Such experiences have negative academic, behavioral and emotional consequences. Conclusions: The authors have clearly illuminated the need for addressing the phenomenon of dating violence. The field could benefit from more robust evidenced-based investigations that substantiate that interventions have an impact beyond attitudinal changes toward the behavior. Such academic endeavors will provide a platform to validate the inclusion of such information in a school based curriculum as act as a call for action for broad based interventions.