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"Bagley, Sam"
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Endogenous opioids regulate moment-to-moment neuronal communication and excitability
Fear and emotional learning are modulated by endogenous opioids but the cellular basis for this is unknown. The intercalated cells (ITCs) gate amygdala output and thus regulate the fear response. Here we find endogenous opioids are released by synaptic stimulation to act via two distinct mechanisms within the main ITC cluster. Endogenously released opioids inhibit glutamate release through the δ-opioid receptor (DOR), an effect potentiated by a DOR-positive allosteric modulator. Postsynaptically, the opioids activate a potassium conductance through the μ-opioid receptor (MOR), suggesting for the first time that endogenously released opioids directly regulate neuronal excitability. Ultrastructural localization of endogenous ligands support these functional findings. This study demonstrates a new role for endogenously released opioids as neuromodulators engaged by synaptic activity to regulate moment-to-moment neuronal communication and excitability. These distinct actions through MOR and DOR may underlie the opposing effect of these receptor systems on anxiety and fear.
The endogenous opioid system regulates fear and anxiety, but the underlying cellular mechanism is unclear. Winters
et al
. shows that in the intercalated cells (ITC) of the amygdala, endogenous opioids suppress glutamatergic inputs via the δ-opioid receptor presynaptically, and reduce the excitability of ITCs via the μ-opioid receptor postsynaptically.
Journal Article
Rural schools, social capital and the Big Society: a theoretical and empirical exposition
The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to the rural and adopts an ethnographically-informed methodological approach to provide an in-depth look at two contrasting English rural primary schools and their relationship with their village communities. The empirical investigation seeks to explore the extent to which the potential for building social capital is evidenced in current rural school–community relations within these two locales. The findings reveal a highly differentiated countryside in which any attempt to essentialise the abilities of rural schools to generate social capital in order to build the Big Society should be avoided.
Journal Article
Village schools in England : at the heart of their community?
Recent debates within UK rural studies have stressed the shifting interplay of economic, social, political and cultural forces, with a concomitant blurring as to what constitutes rural living, rural spaces and even rural occupations. This article situates the rural school within this social, cultural and political landscape and attends to the frequently heralded discursive policy conviction that 'local schools are at the heart of many rural communities'. The research applies an inclusive model of ethnography, drawing on participant observation, interviews and documentary analysis, to facilitate a multifaceted engagement, and holistic exploration of the role and place of the village school in two contrasting English rural localities. [Author abstract]
Journal Article
