On the Role of Lateral Force in Texture-Induced Motion Bias During Reaching Tasks

In previous work, we reported that tactile information (tactile slip) during finger sliding and reaching actions over a textured surface contributes to the control of the hand movement. More specifically, we observed a significant bias in the motion trajectories, which was explained by the tactile estimate accounted by the tactile flow model - i.e. a perceived motion direction always perpendicular to the ridge orientation, and its integration with the muscular-skeletal proprioceptive cues. However, to which extent this observed behavior also depends on the reaction force exerted by the surface ridges on the finger pad during the dynamic interaction still represents a largely unexplored research question. If not properly addressed, this point could rise the alternative explanation that the systematic bias is determined by the insufficient compensation of the reaction force by participants. In this work, we investigate the role of the lateral component of the reaction force on the surface plane (lateral force) in texture-related motion bias. We asked participants to slide their finger straight on a lubricated ridged plate towards a target goal displayed in a virtual reality environment. They exerted two different levels of normal force, which produced two different levels of lateral force during the finger interaction with the ridges. The effect of ridge orientation was found to be larger for the high compared to the low force level. However, also in the latter case, we still observed the same biased trajectories reported in our previous work, despite the negligible value of the lateral force. This supports our hypothesis that the motor bias arises from the integration of the tactile motion estimate, biased by the texture, and the other proprioceptive cues

Towards a Technology-Based Assessment of Sensory-Motor Pathological States Through Tactile Illusions

Touch provides important information on the physical properties of external objects, and contributes to the sense of our hand position and displacement in perceptual tasks. Recent studies showed that the texture of the touched surface produced a bias on the perceived tactile motion, ultimately affecting the direction of hand motion in reaching tasks. Specifically, moving on a plate with parallel ridges, the hand motion deviates towards a direction opposite with respect to the one predicted by tactile flow mathematical model, i.e. perpendicular to the ridges. Here, we used this phenomenon to quantitatively assess an impairment in tactile channel. We asked healthy participants slide the hand on a plate with parallel ridges, either with bare fingertip or by wearing a glove. The glove condition simulated a dysfunction in tactile channel, as may occur in pathological conditions, for e.g. due to a neurological disease. Our hypothesis is that, wearing a glove, the systematic error induced by the texture orientation will be smaller because the information provided by the tactile channel is noisier. Results are in agreement with our hypothesis, and could open interesting perspectives towards a quantitative technology-based tool for the assessment of tactile impairment in pathological conditions

Sometimers, Alzheimer’s? I love That! That’s definitely me”: Readers’ Responses to Fictional Dementia Narratives

https://gtr.ukri.org/projects?ref=AH%2FS001476%2F1This article presents findings from an interdisciplinary project which invited readers to experience the impact of dementia via fictional characters’ narratives. Combining methods from critical gerontology and literary linguistics—a field that examines the language of literature—we undertook an empirical reader response study of dementia fiction. We constructed a large corpus of dementia fiction; selecting 12 extracts, each containing first-hand, focalized accounts of fictional characters’ experiences of living with dementia. Readers (31) were purposively sampled for 4 separate reading groups—student social workers (9); general public (9); family carers (6); and people with dementia (7). Over 6 weeks they engaged in separate, facilitated, on-line group discussions of extracts. Discussions were independently coded using ATLAS.ti. Although readers from all 4 groups reported that fictional characters drew them into the internal life of someone with dementia, some carers questioned whether fictional characters’ experiences were plausible. Readers with dementia recognized themselves in the extracts; viewing fictional characters as eloquent envoys of their lived experiences of diagnosis, social isolation, loss of language, and use of humor. Fictional characters offer an entry point for understanding contrasts in caregiver and care-receiver experiences of dementia. Fictional characters are potentially useful for moving dementia narratives beyond monstrous cultural metaphors and onto a disability-based rights agenda.Arts and Humanities Research Council (grant number AH/S001476/1

CD5L promotes M2 macrophage polarization through autophagy-mediated upregulation of ID3

CD5L (CD5 molecule-like) is a secreted glycoprotein that controls key mechanisms in inflammatory responses, with involvement in processes such as infection, atherosclerosis, and cancer. In macrophages, CD5L promotes an anti-inflammatory cytokine profile in response to TLR activation. In the present study, we questioned whether CD5L is able to influence human macrophage plasticity, and drive its polarization toward any specific phenotype. We compared CD5L-induced phenotypic and functional changes to those caused by IFN/LPS, IL4, and IL10 in human monocytes. Phenotypic markers were quantified by RT-qPCR and flow cytometry, and a mathematical algorithm was built for their analysis. Moreover, we compared ROS production, phagocytic capacity, and inflammatory responses to LPS. CD5L drove cells toward a polarization similar to that induced by IL10. Furthermore, IL10- and CD5L-treated macrophages showed increased LC3-II content and colocalization with acidic compartments, thereby pointing to the enhancement of autophagy-dependent processes. Accordingly, siRNA targeting ATG7 in THP1 cells blocked CD5L-induced CD163 and Mer tyrosine kinase mRNA and efferocytosis. In these cells, gene expression profiling and validation indicated the upregulation of the transcription factor ID3 by CD5L through ATG7. In agreement, ID3 silencing reversed polarization by CD5L. Our data point to a significant contribution of CD5L-mediated autophagy to the induction of ID3 and provide the first evidence that CD5L drives macrophage polarization.Peer ReviewedPostprint (published version

The association between academic pressure and adolescent mental health problems: A systematic review

BACKGROUND: Academic pressure is a potential contributor to adolescent mental health problems, but international evidence on this association has never been synthesised. METHODS: We conducted the first systematic review of the association between academic pressure and adolescent depression, anxiety, self-harm, suicidality, suicide attempts and suicide. We searched MEDLINE, PsycINFO, ERIC and Web of Science (core collection) up to November 24, 2022, for studies of school-going children or adolescents, which measured academic pressure or timing within the school year as the exposure and depression, anxiety, self-harm, or suicidal ideation, attempts or suicide as outcomes. Risk of bias was assessed using the Mixed Methods Appraisal Tool. We used narrative synthesis to summarise the evidence. The review was prospectively registered with PROSPERO (CRD42021232702). RESULTS: We included 52 studies. Most studies assessed mixed anxiety and depressive symptoms (n = 20) or depressive symptoms (n = 19). Forty-eight studies found evidence of a positive association between academic pressure or timing within the school year and at least one mental health outcome. LIMITATIONS: Most studies were cross-sectional (n = 39), adjusted for a narrow range of confounders or had other limitations which limited the strength of causal inferences. CONCLUSIONS: We found evidence that academic pressure is a potential candidate for public health interventions which could prevent adolescent mental health problems. Large population-based cohort studies are needed to investigate whether academic pressure is a causal risk factor that should be targeted in school- and policy-based interventions. FUNDING: UCL Health of the Public; Wellcome Institutional Strategic Support Fund

Desarrollo de la comprensión en lectura inferencial del grado noveno de un Colegio Público de Bogotá

Esta investigación, enmarcada en la línea de Comunicación y lenguaje de la Maestría en Educación, se centra en describir la capacidad que tiene un conjunto de estrategias metodológicas de enseñanza y aprendizaje para desarrollar la comprensión de lectura inferencial en estudiantes del grado noveno de un Colegio del Distrito. El proyecto se plantea desde un enfoque participativo de investigación – acción con el objetivo de contribuir con la mejora de la práctica pedagógica de los docentes objeto de intervención. Se buscó analizar y describir en qué casos las variables de la práctica pedagógica y la dimensión afectiva del profesor se pueden asociar positivamente con la mejora de los procesos de comprensión de lectura inferencial. Se identificaron dos grupos de intervención y se realizaron dos pruebas para establecer la base inicial y el estado final de la habilidad en comprensión de lectura inferencial. Se encontró que en las prácticas pedagógicas asociadas con el mejor desarrollo de la comprensión de lectura inferencial, el diseño, planeación y ejecución del plan de estudios está orientado por los principios del modelo pedagógico socio cultural y el método de interestructuración, se proponen objetivos constructivos y críticos frente a la lectura, se toman en consideración los conocimientos previos e intereses de los estudiantes, se concibe la compresión lectora desde un enfoque sociocultural y psicolingüístico, y las estrategias de comprensión se dan en espacios de socialización, discusión y construcción conjunta de saberes.Abstract. This research, part of the line of Communication and Language of the Master in Education, focuses on describing the ability of a set of methodological teaching and learning strategies to develop an understanding of inferential reading of ninth grade public school students. The project arises from a participatory research-action approach with the aim of contributing to the improvement of pedagogical practice of teachers, subjects of intervention. We sought to analyze and describe the cases in which the variables of educational practice and teacher affective dimension can be associated positively with improved processes of understanding of the inferential reading. Two intervention groups were identified and two tests are performed to establish the initial base and the final state of the ability inferential reading comprehension. It was found that in teaching practices associated with the better development of the understanding of inferential reading the design, planning and implementation of the curriculum is guided by the principles of teaching socio cultural model and method of interestructuración, constructive and critical objectives are proposed concerning reading, take into consideration the background and interests of students, reading comprehension is conceived from a sociocultural and psycholinguistic approach, and comprehension strategies occur in socialization and constant discussion spaces and joint construction of knowledge.Maestrí

Personal Support Networks of Young People with Mild Intellectual Disabilities during the Transition to Adult Life

Social support networks occupy a priority position requiring attention in the processes of social inclusion of people with intellectual disabilities, during their transition to adult life. The objective of the study was to analyze social support from a relational approach through Personal Network Analysis. A total of 41 young people with mild intellectual disabilities participated in the study, in two groups differentiated according to their educational stage, either compulsory secondary education or post-compulsory training. Descriptive and comparative results are presented based on the variables of structure, composition, and functional content in the social support of their personal networks. The results show that both groups have restricted personal networks, made up of members of the family and the educational environment who constitute the main providers of support. When moving towards adult life, the change in social contacts in other educational, geographical, and relational settings may mean a change in the provision of support received in previous life stages. Developing social and educational actions to support these people in the development and maintenance of social relationships is essential to their access to support resources that will affect their social inclusion

Responsible Research and Innovation: an opportunity to develop creative skills at Higher Education

[EN] During the last decades, research and innovation have experienced a revolution that has lead to new challenge, and creativity has been identified as a main skill for professional success. In this context, not only concerns about involving society in research and innovation processes have been increasing but also to make this process responsible. Responsible Research and Innovation (RRI) has been defined as the approach for making research and innovation a collaborative, intergenerational and democratic process. The HEIRRI project aims to integrate RRI at all stages of education with the creation of different programs in Higher Eduaction. The aim of this study is assess how creativity has been developed in an RRI framework in the HEIRRI Summer School programme troughout an Inquiry-Based Learning (IBL) approach. On the basis of the results, this paper highlights that the IBL approach, but also the RRI framework foster creativity development in a research proposal design but also that have an impact on how researchers’ perceive their profession. This paper concludes that integral elements of this pedagogical approach and RRI, such as discussion, multidisciplinarity and including different voices and perspectives are main ingredients to promote creativity in research and innovation processes and have a transformative potential.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Rodríguez, G.; Saladié, N.; Revuelta, G.; Vizuete, C.; Llorente, C.; Carrió, M. (2018). Responsible Research and Innovation: an opportunity to develop creative skills at Higher Education. Editorial Universitat Politècnica de València. 1255-1262. https://doi.org/10.4995/HEAD18.2018.8187OCS1255126

Effect of Genetics and Climate on Apple Sugars and Organic Acids Profiles

Apple is widely cultivated in temperate regions. The beneficial properties of apple for preventing several illnesses are widely known. Nevertheless, qualitative variables such as sweetness or sourness may influence consumer satisfaction; they are critical factors for fruit consumption and essential in plant breeding. In the present work, 155 apple accessions were assessed during five consecutive years (2014–2018). Four individual sugars and seven organic acids were analysed by HPLC. A mixed-effects model was fitted with accessions and the years’ climatic features as independent variables. A cluster analysis was applied on the mixed-effects model coefficients. Four groups were considered as optimum. Genetics seemed to have the strongest effect and showed clear differences between accession groups, while climate effects were strong only for certain compounds and had a more horizontal behaviour equally affecting the different accession groups. In fact, nonSpanish cultivars tended to concentrate, while autochthone accessions had a much wider spread. Individual sugars and acids concentrations correlated negatively with precipitation and positively with temperature range and solar radiation in all accession groups. The geographic region where the orchard is grown is thus very important in the resulting metabolites profiles. Moreover, apple genetics would also play a decisive role as highlighted in the cluster analysis.info:eu-repo/semantics/publishedVersio