Learning to Dream, Dreaming to Learn

The importance of sleep for healthy brain function is widely acknowledged. However, it remains mysterious how the sleeping brain, disconnected from the outside world and plunged into the fantastic experiences of dreams, is actively learning. A main feature of dreams is the generation of new realistic sensory experiences in absence of external input, from the combination of diverse memory elements. How do cortical networks host the generation of these sensory experiences during sleep? What function could these generated experiences serve? In this thesis, we attempt to answer these questions using an original, computational approach inspired by modern artificial intelligence. In light of existing cognitive theories and experimental data, we suggest that cortical networks implement a generative model of the sensorium that is systematically optimized during wakefulness and sleep states. By performing network simulations on datasets of natural images, our results not only propose potential mechanisms for dream generation during sleep states, but suggest that dreaming is an essential feature for learning semantic representations throughout mammalian development

Learning cortical representations through perturbed and adversarial dreaming.

Humans and other animals learn to extract general concepts from sensory experience without extensive teaching. This ability is thought to be facilitated by offline states like sleep where previous experiences are systemically replayed. However, the characteristic creative nature of dreams suggests that learning semantic representations may go beyond merely replaying previous experiences. We support this hypothesis by implementing a cortical architecture inspired by generative adversarial networks (GANs). Learning in our model is organized across three different global brain states mimicking wakefulness, NREM and REM sleep, optimizing different, but complementary objective functions. We train the model on standard datasets of natural images and evaluate the quality of the learned representations. Our results suggest that generating new, virtual sensory inputs via adversarial dreaming during REM sleep is essential for extracting semantic concepts, while replaying episodic memories via perturbed dreaming during NREM sleep improves the robustness of latent representations. The model provides a new computational perspective on sleep states, memory replay and dreams and suggests a cortical implementation of GANs

Minimal Circuit Model of Reward Prediction Error Computations and Effects of Nicotinic Modulations

Dopamine (DA) neurons in the ventral tegmental area (VTA) are thought to encode reward prediction errors (RPE) by comparing actual and expected rewards. In recent years, much work has been done to identify how the brain uses and computes this signal. While several lines of evidence suggest the interplay of the DA and the inhibitory interneurons in the VTA implements the RPE computation, it still remains unclear how the DA neurons learn key quantities, for example the amplitude and the timing of primary rewards during conditioning tasks. Furthermore, endogenous acetylcholine and exogenous nicotine, also likely affect these computations by acting on both VTA DA and GABA (γ -aminobutyric acid) neurons via nicotinic-acetylcholine receptors (nAChRs). To explore the potential circuit-level mechanisms for RPE computations during classical-conditioning tasks, we developed a minimal computational model of the VTA circuitry. The model was designed to account for several reward-related properties of VTA afferents and recent findings on VTA GABA neuron dynamics during conditioning. With our minimal model, we showed that the RPE can be learned by a two-speed process computing reward timing and magnitude. By including models of nAChR-mediated currents in the VTA DA-GABA circuit, we showed that nicotine should reduce the acetylcholine action on the VTA GABA neurons by receptor desensitization and potentially boost DA responses to reward-related signals in a non-trivial manner. Together, our results delineate the mechanisms by which RPE are computed in the brain, and suggest a hypothesis on nicotine-mediated effects on reward-related perception and decision-making

Study on the ENRD and the NRNs’ contribution to the implementation of EU rural development policy

The European Network for Rural Development (ENRD) and National Rural Networks (NRNs) are part of the second pillar of the Common Agricultural Policy since the 2007- 2013 programming period. The ENRD brings together stakeholders from across the EU and facilitates the exchange between national networks, organisations, and administrations with an interest in EU rural development. The NRNs are mainly established at national level in each Member State and bring together stakeholders involved in Rural Development. The study highlights the causal mechanisms of networks and governance structures that contribute to the implementation of the EU Rural Development policy. The various activities carried out by the ENRD are deemed effective to involve NRNs in networking at EU level although participation is heterogeneous across Member States, notably due to language barriers. Capacity building and knowledge transfers enabled by ENRD activities improved the implementation of Rural Development Programmes (RDPs) and policy. The Evaluation Helpdesk’s substantive support to the evaluation of RDPs improved the quality of evaluations but with little use in terms of policy learning. The organisational structure of NRN’s Network Support Units influence their efficiency; a hybrid system where policy coherence is provided by the Managing Authority and outsourcing parts of the activities is among the efficient models. The ENRD activities are coherent and complementary with the activities of the NRNs. The ENRD and the EIPAGRI operated alongside each other with limited complementarity and synergies. Substantial EU added value is provided through stakeholders involvement and the provision of capacity building, in turn contributing to better RDP delivery and generating social capital

CC9 Livestock-Associated Staphylococcus aureus Emerges in Bloodstream Infections in French Patients Unconnected With Animal Farming

We report 4 bloodstream infections associated with CC9 agr type II Staphylococcus aureus in individuals without animal exposure. We demonstrate, by microarray analysis, the presence of egc cluster, fnbA, cap operon, lukS, set2, set12, splE, splD, sak, epiD, and can, genomic features associated with a high virulence potential in human

INTERVENTION POUR AMELIORER LA PROPHYLAXIE ANTITETANIQUE ET RATIONALISER LA PRESCRIPTION DE GAMMAGLOBULINES ANTITETANIQUES DANS UN SERVICE D'URGENCE (ETUDE PROSPECTIVE AVANT-APRES)

PARIS6-Bibl. St Antoine CHU (751122104) / SudocPARIS-BIUM (751062103) / SudocSudocFranceF

Entwicklung eines standardorientierten Situational Judgement Tests zur Erfassung professioneller pädagogischer Kompetenz

Kompetenzen bezeichnen „erlernbare kontextspezifische Leistungsdispositionen, die sich funktional auf Situationen und Anforderungen in bestimmten Domänen beziehen“ (Klieme & Hartig, 2007, S. 17). Für den Bereich der Lehrerbildung wurden durch die Kultusministerkonferenz (2004) Standards für die Lehrerbildung: Bildungswissenschaften formuliert, die als Explikation professioneller pädagogischer Kompetenzen gelten können. Durch die Formulierung dieser Standards sieht sich die Lehrerbildung mit der Aufgabe konfrontiert, Studierende des Lehramts so auszubilden, dass die resultierenden Kompetenzen den genannten Standards genügen. Dies impliziert eine standard- und somit kompetenzorientierte Evaluation der Lehrerbildung. Bislang wird eine Evaluation der Lehrerbildung jedoch meist durch Selbsteinschätzungsverfahren umgesetzt – eine Methodik, die im Bereich der Kompetenzdiagnostik kritisch diskutiert wird (z. B. Nerdinger et al, 2008). Der Situational Judgement Test als kompetenzdiagnostisches Instrumentarium weist die Vorteile situationsorientierter Verfahren auf und kann zusätzlich aufgrund der schriftlichen Darbietung problemlos auf große Stichproben angewandt werden. In der vorliegenden Studie wurde ein solcher Test entwickelt, um die professionelle pädagogische Kompetenz Lehramtsstudierender kontextnah und ökonomisch erfassen zu können. Die Studie hatte zum Ziel, den entwickelten standardorientierten Situational Judgement Test anhand verschiedener Außenkriterien konvergent und diskriminant zu validieren. Hierbei wurden konvergente Validitätsnachweise lediglich teilweise signifikant, wobei diskriminante Validitätsnachweise anhand des Studienfachs (Lehramtsstudium vs. Studium technisch-naturwissenschaftlicher Fächer) deutliche Signifikanzen und Effektstärken zeigten

Links between cognitive distortions and cognitive emotion regulation strategies in non-clinical young adulthood

International audienc