Learning and memory are important processes that occur in the brain. The brain is comprised of neurons that make connections with each other known as synapses. Synaptic plasticity is widely believed to be the physiologic mechanism by which learning and memory occur. Synapses can either be strengthened through a process known as long-term potentiation (LTP) or weakened through long-term depression (LTD). The area of the brain that is most studied for its role in learning and memory is the hippocampus, which has been shown to be involved in memory consolidation. The detection of endocannabinoids and their receptors has opened a whole new field of study in regards to synaptic plasticity. Cannabinoid receptor 1 (CB1) and transient receptor potential vanilloid 1 (TRPV1) are among the commonly studied endocannabinoid receptors found in the central nervous system. In the brain, these receptors' natural ligands, anandamide and 2-arachidonylglycerol (2-AG), are found in abundance. Yet not all forms of observed plasticity are accounted for by just these two receptors, so studies into other G-protein coupled receptors (GPCRs) continues. One GPCR, GPR55 is found in many regions of the brain, as well as lysophosphatidylinositol (LPI), its specific ligand. Here we have researched the role of GPR55 in modulating synaptic plasticity in the hippocampus. Using quantitative reverse transcription PCR and immunohistochemistry, we have found GPR55 to be expressed in the hippocampus with highest expression in pyramidal cells, the main excitatory neurons in the hippocampus. Using field and whole cell electrophysiology, we have investigated its effects on synaptic plasticity, discovering that activation of GPR55 by LPI significantly enhances LTP. In memory behavioral assays there are no significant differences between GPR55 KO mice and wild type littermates, indicating that it may not be involved in endogenous memory processes. However, our electrophysiology data makes GPR55 a potential target for treating memory disorders such as dementia. We have also investigated GPR18 and GPR119 for their potential roles in synaptic plasticity. First, we confirmed their expression in the hippocampus and then investigated the effects of their agonists on plasticity. Another receptor, TRPV1 has been studied to alter plasticity. However, the study of how protein translation and RNA transcription involvement in TRPV1 plasticity in mammals has not been investigated. While translation and transcription are known to be important in many forms of LTP, it is unknown whether these processes are important for TRPV1-induced LTD. We are investigating their necessity via whole cell patching and using translation and transcription inhibitors Anisomycin and Actinomycin D, both previously used in slice electrophysiology.

Endocannabinoids (eCBs) are small molecules that are capable of modulating synaptic plasticity of both excitatory and inhibitory synapses in the brain. While eCBs bind to transient receptor potential vanilloid 1 (TRPV1) and cannabinoid receptor 1 (CB1) in the central nervous system, we recently identified a form of non-CB1, non-TRPV1 mediated long term depression activated by the eCB anandamide at CA1 hippocampal stratum radiatum interneurons. GPR55, an orphan G-protein receptor, has been identified in the hippocampus and is capable of activation by eCBs, making it a good candidate for mediating this non-CB1, non-TRPV1 form of synaptic plasticity. Here we performed whole-cell patch clamp recordings from CA1 stratum radiatum interneurons in rat brain slices to investigate the effect of GPR55 agonist O-1602 on excitatory synapses. We also performed field recordings from CA1 pyramidal cells in rats and GPR55 knockout mice and littermate controls to investigate the effect of GPR55 agonists O-1602 and lysophosphatidylinositol (LPI) on both basal output and electrically induced long-term depression and long-term potentiation in the hippocampus. Application of O-1602 in rats depressed long-term potentiation in CA1 pyramidal cells, and depressed excitatory glutamatergic transmission onto some interneurons. O-1602 had no effect on long-term depression of CA1 pyramidal cells. GPR55 +/+ mice showed an increase in long-term potentiation in the presence of LPI compared to GPR55-/- littermates. GPR55-/-mice had no change in long-term potentiation when exposed to O-1602, though there was an increase in post-tetanic potentiation with O-1602. In order to examine whether GPR55 has a role in formation of spatial memory, GPR55 -/- mice were compared to littermate controls during a Morris water maze behavioral task, with a reversal task after 7 days of training. GPR55-/-mice did not perform in a different manner on either the training task or the reversal, though there may be a trend of difference in training worth investigating further. This study illustrates a novel pathway for synaptic plasticity modulation through GPR55 in the hippocampus, and may therefore provide valuable insight into both the effects of synthetic and endogenous cannabinoids on the brain and the processes underlying learning and memory.

The purpose of this research project was to examine whether frontline nurse managers who had attended a leadership program, perceived their leadership style as containing behaviors representative of transformational leadership. A secondary purpose was to determine the participant's opinions about the value of a leadership program for their practice. Current literature was utilized to support this research project examining a nursing systems issue.The primary instrument used to collect data about leader practice was the Leadership Practices Inventory (LPI) (University of Georgia, 2002). An evaluation tool was also designed and utilized to gather information about the participant's perception of their leadership behaviors after completion of a training program. Survey participants were selected from nurses who completed the Arizona Healthcare Leadership Academy (AzHCLA) (2007) course in the last four years.A course survey and results from the LPI revealed that study participants perceived an increase in their behaviors related to leading others as well as having learned new skills by having completed the AzHCLA course. Nurse's educational levels were compared to the five leadership practice subgroups from the LPI to examine whether a nurse's educational level could better account for an increase in leadership competencies. Research data revealed that no relationship between educational levels existed but that certain leadership skills were gained by having completed a leadership educational program. By using descriptive statistics, mean scores were used to identify differences in how nurses perceived their individual competencies and behaviors after having completed leadership education. Reported perceptions of competencies and behaviors indicated that educational programs can be beneficial to frontline nurse leaders.While results from an ANOVA showed there was no statistical significance related to education and LPI subgroups, there was a trend in the mean differences for those individuals with a master's degree. Qualitative data revealed that course participants perceived having gained new leadership skills and behaviors. The data from this study created a baseline of information that warrants further investigation to identify if indeed education makes a difference in perceived leadership practices.

Leaf area index (LAI) is the most important variable influencing the penetration of solar radiation beams through the forest stand. Currently, the airborne laser scanning, as new indirect method, suggests itself for estimation of LAI. LAI was measured terrestrially using the hemispherical photographies analysis and compared with LiDAR Penetration Index - LPI. There were created several regression models describing the dependence of LAI and LPI with coefficients of determination from 0.71 up to 0.81. Leaf area index was also applied to the Beer-Lambert law for calculation of the solar radiation in forest stands. Practical application possibilities of LPI in forestry (estimation of stocking, optimization of shelterwood cuttings etc.) have been described in conclusion of this diploma thesis.

The purpose of this research was to investigate the relationship between leaders’ self-awareness and their effectiveness. The population included leaders with at least five years of experience in a leadership role. Participants were recruited by snowball sampling methods; the researcher used a diverse network of professionals to recruit other leaders from diverse industries. Each leader completed a 35-survey questionnaire along with demographic questions (gender, education, years in leadership role, industry), and was required to ask at least four direct reports to complete the 35 questions about observed behaviors of their leader. After removing incomplete responses, the final sample included N = 179 leaders, each with at least four direct reports (N = 761). Data were collected using three well-established, validated research instruments for this quantitative correlational study: the Emotional and Social Competency Inventory (ESCI) (Boyatzis, 2007), the Leadership Practices Inventory SELF (LPI-SELF) (Kouzes & Posner, 2013b) and the Leadership Practices Inventory OBSERVER (LPI-OBSERVER) (Kouzes & Posner, 2013a). LPI surveys provided five independent leadership competency scores: Modeling the Way, Inspiring a Shared Vision, Challenging the Process, Enabling Others to Act, and Encouraging the Heart (Kouzes & Posner, 2012). Qualtrics, an approved third-party online survey platform, was used to collect and analyze study questions. The study measured direction and strength of leaders’ LPI scores and self-awareness, the direction and strength of how the direct reports’ rated their leaders’ LPI practices and the leaders’ self-awareness; it also measured if there were significant differences in how the leaders rated themselves based on gender, education and time in a leadership position. The results indicated a positive, but not strong relationship between leaders’ own LPI scores and self-awareness. The relationship of the direct reports’ observation of leaders and their self-awareness appeared positive and strong for each of the five competencies. The correlation of the five LPI-SELF competencies and self-awareness to gender did not appear significantly different. Results appeared different in four of the five leadership practices based on education. Only Challenging the Process was similar for all educational levels. Whereas, years as a leader appear similar in four of the five leadership practices, and only Modeling the Way showed different results.

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School-aged children's nutritional needs have changed from a 1946 underweight and undernourished population to rapidly increasing numbers of overweight and obese children with associated health complications. The purpose of this quantitative study was to explore leadership practices of state and system school nutrition professionals. By obtaining information regarding the past and present practices of school nutrition professionals, this researcher strove to provide insight into best practices for future leaders. Electronic mail messages linked to Kouzes and Posner's (1995) self-reporting leadership practices survey were sent to 194 Tennessee school nutrition professionals (53 state directors and 141 system supervisors). The survey had a response rate of 40.7%. Descriptive statistics and content analysis were used to analyze responses from the survey's participants. Findings of the study provided a reflection of current school nutrition professionals' leadership practices and a demographic profile of school nutrition professionals. School nutrition professionals tend to have exemplary leadership skills as measured by the LPI compared to Kouzes-Posner mean scores. Of the nutrition professionals, 68% reported plans to retire in 10 or fewer years. Current school nutrition professionals primarily come from the ranks of existing school instructional personnel. A majority of the school supervisors held associate or bachelor degrees. State directors tended to have degrees at masters or doctorate level. A small number had postsecondary professional training in nutrition and disease. Over half had some type of training in nutrition. The findings of the study resulted in several suggestions for the school nutrition professional of the future including creation of specialized degree programs and internships at the post secondary level to train future candidates for the job as school nutrition professionals. Today's school nutrition professionals' postsecondary curriculum content could be lacking essential nutrition content area and might not be reflective of the current school population's nutritional risks, needs, and best practices of preventions and/or treatments.

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