Multimedia presentations that combine verbal and visual information are increasingly becoming important methods for communicating geographic information. This article discusses literature related to cognitive load theory (CLT) and offers ideas on how this theory might be used for geography education and research. By considering the limitations of the human mind, CLT offers geographers a way to assess critical components of the spatial learning processes. Methods for measuring cognitive load and reducing overloads are discussed within a map context. It is argued that managing the cognitive load experienced by learners is the key to representing geographic information.

As their name indicates, freshwater fungi occur on submerged substrates in fresh water habitats. This review brings together the chemical diversity and biological activity of 199 of the 280 known freshwater fungal metabolites published from 1992 to 2020, representing at least seven structural classes, including polyketides, phenylpropanoids, terpenoids, meroterpenoids, alkaloids, polypeptides, and monosaccharides. In addition to describing what they are, where they are found, and what they do, we also discuss strategies for the collection, isolation, and identification of fungi from freshwater habitats, with the goal of enhancing chemists' knowledge of several mycological principles. We anticipate that this review will provide a springboard for future natural products studies from this fascinating but underexplored group of Ascomycota.

No abstract

In research focused on the discovery of new chemical diversity from freshwater fungi, a peak library was built and evaluated against a prostate cancer cell line, E006AA-hT, which was derived from an African American, as this population is disproportionately affected by prostate cancer. The chemical study of the bioactive sample accessioned as G858 ( sp.) led to the isolation of eight new -pyrone derivatives (1:  - 7: , and 11: ), as well as the new 3,4-7-ethyl-4,8-dihydroxy-3,6-dimethoxy-3,4-dihydronaphthalen-1()-one (15: ). In addition, the known compounds 5-(3--hydroxybutyl)-4-methoxy-6-methyl-2-pyran-2-one (8: ), 5-(3-oxobutyl)-4-methoxy-6-methyl-2-pyran-2-one (9: ), pyrenocine I (10: ), 5-butyl-6-(hydroxymethyl)-4-methoxy-2-pyran-2-one (12: ), sporidesmin A (13: ), 6-ethyl-2,7-dimethoxyjuglone (14: ), artrichitin (16: ), and lipopeptide 15G256 (17: ) were also obtained. The structures of the new compounds were elucidated using a set of spectroscopic (NMR) and spectrometric (HRMS) methods. The absolute configuration of the most abundant member of each subclass of compounds was assigned through a modified Mosher's ester method. For 15: , the relative configuration was assigned based on analysis of values. Compounds 1, 2, 5:  - 14, 16: , and 17: were evaluated against the cancer cell line E006AA-hT under hypoxic conditions, where compound 13: inhibited cell proliferation at a concentration of 2.5 µM.

This article investigates the cognitive processes used by learners (adults and young adolescents) for tasks that require the integration of geographical information across spaces, hierarchies, and geographic scales. An experiment simulated basic GIS functions and contained four experimental conditions (Chunk, Layer, Scale, and Whole). Reaction time, accuracy, and confidence were recorded as dependent variables related to the success of the integration process. The data were used as input for a back-propagation neural-network model. The neural network model was successful in learning patterns and could be used to predict the confidence, reaction time, and accuracy for combinations of learners, experimental conditions, and map-feature categories. A multivariate analysis of variance was used to determine significant relationships among the behavioral variables and characteristics of the learners, experimental conditions related to GIS functions, and map features (points, lines, and areas). The results of the analysis generally indicated that young adolescent learners were slower, less accurate, and more confident than adult learners for all experimental conditions. Overall, subjects were more accurate and confident in tasks that required less integration of geographical information. Learners had the most success recalling information related to area symbols and the least success recalling information related to point symbols.