Human Cerebral Neuropathology of Type 2 Diabetes Mellitus

The cerebral neuropathology of Type 2 diabetes (CNDM2) has not been positively defined. This review includes a description of CNDM2 research from before the ‘Pubmed Era’. Recent neuroimaging studies have focused on cerebrovascular and white matter pathology. These and prior studies about cerebrovascular histopathology in diabetes are reviewed. Evidence is also described for and against the link between CNDM2 and Alzheimer\u27s disease pathogenesis. To study this matter directly, we evaluated data from University of Kentucky Alzheimer\u27s Disease Center (UK ADC) patients recruited while non-demented and followed longitudinally. Of patients who had come to autopsy (N = 234), 139 met inclusion criteria. These patients provided the basis for comparing the prevalence of pathological and clinical indices between well-characterized cases with (N = 50) or without (N = 89) the premortem diagnosis of diabetes. In diabetics, cerebrovascular pathology was more frequent and Alzheimer-type pathology was less frequent than in non-diabetics. Finally, a series of photomicrographs demonstrates histopathological features (including clinical–radiographical correlation) observed in brains of persons that died after a history of diabetes. These preliminary, correlative, and descriptive studies may help develop new hypotheses about CNDM2. We conclude that more work should be performed on human material in the context of CNDM2

Finding a Way: More Tales of Dyslexia and Dyspraxia in Psychophysical Actor Training

This article proposes a radical paradigm shift for actor training and voice training. Using heuristic practice-based research findings, the article highlights how progressive education methods at the heart of psychophysical actor training dysconsciously discriminate against students who are dyslexic and/or dyspraxic learners. It discusses the psychological and cognitive impact of experiential learning models on neurodiverse acting students and challenges the widely held “truths” in this training. The article draws on the philosophical framework proposed by Jacques Rancière in his discussion of the emancipatory pedagogy of Joseph Jacotot, The Ignorant Schoolmaster, to offer an alternative perspective on actor training that starts from an assumption of equality, rather than a position where equality is a distant objective. The author argues that it is possible to reject a hierarchical expert-novice approach to training and implement a process of collaboration with students as fellow artists. The article reviews the position of knowledge within psychophysical training, and the author rejects the use of a universal language of experiences. The author proposes that, by trusting the student’s ability to learn what is needed, actor trainers can adopt a position of ignorance in relation to a student’s own self-knowledge. Finally, the author incorporates this work into a revised vocal pedagogy that embraces neurodiversity and effectively engages all students’ will to learn with full attention

Introducing design in the development of effective climate services

Seasonal to decadal climate predictions have the potential to inform different sectors in adapting their short to medium term practices and plans to climate variability and change. The data these predictions generate, however, is still not readily usable, nor widely used in decision-making. This paper addresses two key challenges: a domain challenge pertaining to an emerging climate services market, where users, tasks and data may be unknown; and an informational challenge pertaining to the interpretation, use and adoption of novel and complex scientific data.The paper provides insights into the contributions design can offer to the development of climate services. We illustrate the key steps and share the main lessons learnt from our experience in the creation of Project Ukko (http://project-ukko.net), a fully working climate services prototype developed within the European project EUPORIAS. To address the domain challenge in climate services, extensive engagement with science and industry stakeholders was required. To address the informational challenge, we applied visualisation techniques that can help users to interpret and utilise the information as simply and quickly as possible. Fostering interdisciplinary teams of design researchers, climate scientists and communication specialists brought a wide range of expertise and competences in all stages of climate services development. Specifically, the project recognised the role of users in co-designing the product. This helped to improve the usability of climate predictions, tailor climate information to answer actual needs of users, better communicate uncertainty, and bridge the gap between state-of-the-art climate predictions and users’ readiness to apply this novel information. Keywords: Visualisation, Human-centred design, User engagement, Wind energy, Climate predictions, Prototyp

Cognitive and psychological science insights to improve climate change data visualization

Visualization of climate data plays an integral role in the communication of climate change findings to both expert and non-expert audiences. The cognitive and psychological sciences can provide valuable insights into how to improve visualization of climate data based on knowledge of how the human brain processes visual and linguistic information. We review four key research areas to demonstrate their potential to make data more accessible to diverse audiences: directing visual attention, visual complexity, making inferences from visuals, and the mapping between visuals and language. We present evidence-informed guidelines to help climate scientists increase the accessibility of graphics to non-experts, and illustrate how the guidelines can work in practice in the context of Intergovernmental Panel on Climate Change graphics