Enhancing quantitative approaches for assessing community resilience

Scholars from many different intellectual disciplines have attempted to measure, estimate, or quantify resilience. However, there is growing concern that lack of clarity on the operationalization of the concept will limit its application. In this paper, we discuss the theory, research development and quantitative approaches in ecological and community resilience. Upon noting the lack of methods that quantify the complexities of the linked human and natural aspects of community resilience, we identify several promising approaches within the ecological resilience tradition that may be useful in filling these gaps. Further, we discuss the challenges for consolidating these approaches into a more integrated perspective for managing social-ecological systems

Circadian Integration of Glutamatergic Signals by Little SAAS in Novel Suprachiasmatic Circuits

Neuropeptides are critical integrative elements within the central circadian clock in the suprachiasmatic nucleus (SCN), where they mediate both cell-to-cell synchronization and phase adjustments that cause light entrainment. Forward peptidomics identified little SAAS, derived from the proSAAS prohormone, among novel SCN peptides, but its role in the SCN is poorly understood.Little SAAS localization and co-expression with established SCN neuropeptides were evaluated by immunohistochemistry using highly specific antisera and stereological analysis. Functional context was assessed relative to c-FOS induction in light-stimulated animals and on neuronal circadian rhythms in glutamate-stimulated brain slices. We found that little SAAS-expressing neurons comprise the third most abundant neuropeptidergic class (16.4%) with unusual functional circuit contexts. Little SAAS is localized within the densely retinorecipient central SCN of both rat and mouse, but not the retinohypothalamic tract (RHT). Some little SAAS colocalizes with vasoactive intestinal polypeptide (VIP) or gastrin-releasing peptide (GRP), known mediators of light signals, but not arginine vasopressin (AVP). Nearly 50% of little SAAS neurons express c-FOS in response to light exposure in early night. Blockade of signals that relay light information, via NMDA receptors or VIP- and GRP-cognate receptors, has no effect on phase delays of circadian rhythms induced by little SAAS.Little SAAS relays signals downstream of light/glutamatergic signaling from eye to SCN, and independent of VIP and GRP action. These findings suggest that little SAAS forms a third SCN neuropeptidergic system, processing light information and activating phase-shifts within novel circuits of the central circadian clock

Effects of circadian disruption on physiology and pathology: from bench to clinic (and back)

Nested within the hypothalamus, the suprachiasmatic nuclei (SCN) represent a central biological clock that regulates daily and circadian (i.e., close to 24 h) rhythms in mammals. Besides the SCN, a number of peripheral oscillators throughout the body control local rhythms and are usually kept in pace by the central clock. In order to represent an adaptive value, circadian rhythms must be entrained by environmental signals or zeitgebers, the main one being the daily light?dark (LD) cycle. The SCN adopt a stable phase relationship with the LD cycle that, when challenged, results in abrupt or chronic changes in overt rhythms and, in turn, in physiological, behavioral, and metabolic variables. Changes in entrainment, both acute and chronic, may have severe consequences in human performance and pathological outcome. Indeed, animal models of desynchronization have become a useful tool to understand such changes and to evaluate potential treatments in human subjects. Here we review a number of alterations in circadian entrainment, including jet lag, social jet lag (i.e., desynchronization between body rhythms and normal time schedules), shift work, and exposure to nocturnal light, both in human subjects and in laboratory animals. Finally, we focus on the health consequences related to circadian/entrainment disorders and propose a number of approaches for the management of circadian desynchronization.Fil: Chiesa, Juan José. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Duhart, José Manuel. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Casiraghi, Leandro Pablo. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Paladino, Natalia. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Bussi, Ivana Leda. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Golombek, Diego Andrés. Universidad Nacional de Quilmes. Departamento de Ciencia y Tecnología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin

Identifying embodied metaphors in children's sound-action mappings

Physical activity and manipulating physical objects can be beneficial for learning. Earlier studies [2] have shown that interaction models that rely on unconscious and embodied knowledge (based on embodied metaphors) can benefit the learning process. However, more than one embodied metaphor might be applicable. In this paper, we present the results of a user study (n=65) designed to identify embodied metaphors seven to nine year old children use when enacting abstract concepts related to musical sound. The results provide evidence that multiple different embodied metaphors can unconsciously be used to structure the understanding of these concepts. In addition, we have identified and categorized commonly used metaphors based on the children's enactments of changing sound concepts. Copyright 2009 ACM

Embodied metaphors in tangible interaction design

For centuries, learning and development has been supported by physical activity and manipulating physical objects. With the introduction of embedded technologies, opportunities for employing tangible or embodied interaction for learning and development have emerged. As a result of previous research, we have seen that interaction models based on embodied knowledge (through embodied metaphors) can support children's learning in abstract domains. Although metaphorical mappings are promoted in tangible and embodied interaction research, little is known about how to identify embodied metaphors, or how to implement them effectively into interaction models. In this paper, we introduce a people-centered, iterative approach to the design of tangible learning systems with embodied metaphor-based mappings. As a design case, we implemented our approach to the design of Moving Sounds (MoSo) Tangibles; a tangible system for learning abstract sound concepts. The system consists of a set of interactive tangibles with which children can manipulate pitch, volume, and tempo of ongoing tones. In a user study with 39 participants, we found that all children were able to reproduce sound samples with MoSo Tangibles. © The Author(s) 2011

MoSo tangibles: Evaluating embodied learning

Using tangible interaction in interactive educational systems can benefit learning. This can be supported by relying on experientially originating schemata in the interaction design of learning systems. This paper presents the design and evaluation of MoSo Tangibles, a set of interactive, physical artifacts with which children manipulate the pitch, volume and tempo of ongoing tones, in order to structure their understanding of these abstract sound concepts in terms of multiple different concrete body-based concepts. The results indicate that MoSo provided children with a physical handle to reason about the targeted abstract concepts. © 2011 ACM

Emergent, situated and prospective ethics for child-computer interaction research

The increasing presence of interactive technologies in children's lives poses critical ethical questions for researchers and designers. Discourse specific to these intersecting topics is nascent, but is spread across communities and largely developed retrospectively. This workshop brings together those interested in ethical issues arising when researching, designing, and deploying technologies for children. The focus is on exploring approaches that are emergent and situated, arising during research or after deployment. Workshop activities will include: exploring ethical themes emerging in HCI research for children; synthesizing and adapting current applicable ethical guidance; identifying gaps; and developing preliminary methods and guidance to address these gaps. Outcomes will extend current best practices in ethics in ways that promote children's protection, empowerment and wellbeing