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In the present study, we investigated the distribution of CXCL14 immunoreactive endocrine cells and neurons in mouse alimentary tract by immunohistochemistry. CXCL14 immunoreactive endocrine cells were found as closed-type cells in the stomach and open-type cells in the small intestine. The immunostaining of these endocrine cells corresponded with that of the somatostatin-containing endocrine cells. Only a few CXCL14 immunoreactive endocrine cells were seen in the large intestine. CXCL14 immunoreactive fibers were observed in the muscular layer from the stomach to the rectum with most abundance in the rectum. Many CXCL14 immunoreactive fibers were observed in the lamina propria and submucosal layer from the duodenum to the rectum with most abundance in the rectum; these fibers corresponded to the somatostatin-containing nerve fibers. Some CXCL14 immunoreactive neuronal somata that were also immuno-positive for somatostatin, were noted in the submucosal layer of the rectum. However, the remaining parts of the alimentary tract presented with almost negligible immunoreactive somata. The co-localization of CXCL14 and somatostatin suggests that CXCL14 contributes to the function of somatostatin, which include the inhibition of other endocrine and exocrine cells and the enteric nervous systems.
This preliminary study examined the feasibility and potential utility of mindful awareness practices (MAPs) in terms of enhancing student learning in the college classroom, as well as improving psychological well-being. One of two identical undergraduate psychology sections included a 10-minute MAP at the beginning of every class (mindfulness group n = 37; control group n = 23). Primary learning and secondary self-report outcomes were obtained. Controlling for significant demographic covariates, students in the mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared with controls. While mindfulness intervention did not lead to significant improvement in academic performance across the semester, 81% of students self-reported positive effects of MAPs on their learning. It is concluded that it is feasible to incorporate MAPs into a regular college classroom. MAPs may help improve student psychological well-being. Although students perceived themselves to benefit from their mindfulness practice, further research is needed to examine the effects of MAPs on student academic performance.