Solving the binding problem: cellular adhesive molecules and their control of the cortical quantum entangled network

Quantum entanglement is shown to be the only acceptable physical solution to the binding problem. The biological basis of interneuronal entanglement is described in the frames of the beta-neurexin-neuroligin model developed by Georgiev (2002) and is proposed novel mechanism for control of the neurons that are temporarily entangled to produce every single conscious moment experienced as present. The model provides psychiatrists with ‘deeper’ understanding of the functioning of the psyche in normal and pathologic conditions

Assessing the value of the information provision for enhancing the autonomy of mobility impaired users. Madrid pilot Site Study.

A City is the space where every person acquires the citizen condition, which demands access to multiple services and facilities, and develops social relations in a free and equal condition of options. A lack of accessibility limits independency and autonomy. Thus, the relationship between “sustainable development” and “accessibility for all” becomes clearer, and both goals reinforce each other. In this sense, information plays a key role in order to overcome existing barriers, specially for people who rarely use public transport, have impaired mobility, or make a particular journey for the first time. The impact and benefits is linked with public transport as a “facilitator” of mobility, and, in particular, for the aim of intermodality. The usefulness of information that should be provided (both the information itself and how is offered) to mobility impaired users (MI users) is discussed on this paper based on following of the ASK-IT project that has being carry out on Madrid. The work was done in close cooperation with representatives of all different types of MI user groups

Investigating the 'latent' deficit hypothesis : age at time of head injury, executive and implicit functions and behavioral insight

This study investigated the 'latent deficit' hypothesis in two groups of frontotemporal headinjured patients, those injured prior to steep morphological and corresponding functional maturational periods for frontotemporal networks (≤ age 25), and those injured >28 years. The latent deficit hypothesis proposes that early injuries produce enduring cognitive deficits manifest later in the lifespan with graver consequences for behavior than adult injuries, particularly after frontal pathology (Eslinger, Grattan, Damasio & Damasio, 1992). Implicit and executive deficits both contribute to behavioral insight after frontotemporal head injury (Barker, Andrade, Romanowski, Morton & Wasti, 2006). On the basis of morphological and behavioral data, we hypothesised that early injury would confer greater vulnerability to impairment on tasks associated with frontotemporal regions than later injury. Patients completed experimental tasks of implicit cognition, executive function measures and the DEX measure of behavioural insight (Behavioral Assessment of the Dysexecutive Syndrome: Wilson, Alderman, Burgess, Emslie, & Evans, 1996). The Early Injury group were more impaired on implicit cognition tasks compared to controls that Late Injury patients. There were no marked group differences on most executive function measures. Executive ability only contributed to behavioral awareness in the Early Injury Group. Findings showed that age at injury moderates the relationship between executive and implicit cognition and behavioral insight and that early injuries result in longstanding deficits to functions associated with frontotemporal regions partially supporting the latent deficit hypothesis

Smart Kitchens for People with Cognitive Impairments: A Qualitative Study of Design Requirements

Individuals with cognitive impairments currently leverage extensive human resources during their transitions from assisted living to independent living. In Western Europe, many government-supported volunteer organizations provide sheltered living facilities; supervised environments in which people with cognitive impairments collaboratively learn daily living skills. In this paper, we describe communal cooking practices in sheltered living facilities and identify opportunities for supporting these with interactive technology to reduce volunteer workload. We conducted two contextual observations of twelve people with cognitive impairments cooking in sheltered living facilities and supplemented this data through interviews with four employees and volunteers who supervise them. Through thematic analysis, we identified four themes to inform design requirements for communal cooking activities: Work organization, community, supervision, and practicalities. Based on these, we present five design implications for assistive systems in kitchens for people with cognitive deficiencies

System development guidelines from a review of motion-based technology for people with MCI or dementia

As the population ages and the number of people living with dementia or mild cognitive impairment (MCI) continues to increase, it is critical to identify creative and innovative ways to support and improve their quality of life. Motion-based technology has shown significant potential for people living with dementia or MCI by providing opportunities for cognitive stimulation, physical activity and participation in meaningful leisure activities, while simultaneously functioning as a useful tool for research and development of interventions. However, many of the current systems created using motion-based technology have not been designed specifically for people with dementia or MCI. Additionally, the usability and accessibility of these systems for these populations has not been thoroughly considered. This paper presents a set of system development guidelines derived from a review of the state of the art of motion-based technologies for people with dementia or MCI. These guidelines highlight three overarching domains of consideration for systems targeting people with dementia or MCI: (i) cognitive, (ii) physical, and (iii) social. We present the guidelines in terms of relevant design and use considerations within these domains and the emergent design themes within each domain. Our hope is that these guidelines will aid in designing motion-based software to meet the needs of people with dementia or MCI such that the potential of these technologies can be realized

Helping a visually impaired student to improve her social interaction skills at Andrés Bello University, Viña del Mar, Chile : an action research

Tesis (Pedagogía en Inglés)During the last decade, inclusion that is “Something which cannot be done to people, it is something in which people are actively involved” (Norwich, 1999), has been used by different educational institutions to define or highlight their programs and as a matter of promoting a very comprehensive education. That is why an action research was conducted, whose aim is to study and improve the social interaction between a visually impaired student and her professors and peers within the English Pedagogy Program from a university in the city of Viña del Mar. In this thesis project, several people who are part of the daily life of the subject of the study contributed to this thesis project by providing relevant information. These people were professors, previous and current classmates and family members who decided to participate in a voluntarily and active form. In order to collect the information from a qualitative nature, focus groups, semi-structured interviews, questionnaires and observations were used as instruments. Moreover, more support and guidance were delivered by professionals from the educational and medical fields, i.e a psychology and a psychopedagogue. These experts provided techniques in order to reach the objective of this research. In terms of results, these were unexpected because they changed the researchers’ perspectives and helped them to understand a reality that was present but, was not taken into account. After analyzing the results obtained from the strategies applied in the action plan, the researchers came into the conclusion that the subject improved her social interaction skills thanks to the different techniques that we applied with her. However, it was found out that the context played a key role in the interaction between the classmates and the subject because the dysfunctional characteristics of the peers made the student to react different to them as she interacted with the researchers.Durante la última década, inclusión que se refiere a “Una acción la cual no puede ser realizada por personas, es algo en que las personas están activamente envueltas” (Norwich, 1999) (Traducido por Ivette Aguirre, Camila Fernández, Bárbara Melo y Bastián Mendoza), ha sido utilizado por diferentes instituciones educacionales para definir o destacar sus programas como una manera de promover una educación completa. Por esta razón se llevó a cabo una investigación acción la cual pretende investigar y mejorar la interacción social entre un estudiante con dificultades visuales y sus profesores y compañeros en un programa de pregrado de una universidad en la región de Viña del Mar. Varias personas los cuales forman parte activa en el quehacer diario del sujeto de estudio contribuyeron con información relevante para esta investigación. Estos fueron profesores, compañeros, ex compañeros y familiares, quienes aceptaron participar de forma voluntaria y activa. Para recolectar la información de naturaleza cualitativa, se utilizó focos grupales, entrevistas semi-estructuradas, cuestionarios y observaciones como instrumentos. Además, más apoyo y guía fue entregada por parte de profesionales en el área de la educación y la salud como una psicóloga y psicopedagoga. Estas personas aportaron técnicas para el desarrollo del objetivo de nuestra investigación. En tema de resultados, fueron sorprendentes porque cambiaron mucho la perspectiva de los investigadores y ayudaron a entender una realidad que estaba presente pero no se había tomado en cuenta. Después de analizar los resultados obtenidos por las estrategias aplicadas en el plan de acción, los investigadores llegaron a la conclusión de que el sujeto mejoró en sus habilidades de interacción social gracias a las diferentes técnicas que se trabajaron con ella. Aunque, se encontró que el contexto juega un rol principal en la interacción entre los compañeros y la estudiante debido a que las características disfuncionales de los compañeros hicieron que la estudiante reaccionara diferente con ellos as que como interactuó con los investigadores