Glitter-like iridescence within the bacteroidetes especially Cellulophaga spp.: optical properties and correlation with gliding motility.

This is the final version of the article. Available from the publisher via the DOI in this record.Iridescence results from structures that generate color. Iridescence of bacterial colonies has recently been described and illustrated. The glitter-like iridescence class, created especially for a few strains of Cellulophaga lytica, exhibits an intense iridescence under direct illumination. Such color appearance effects were previously associated with other bacteria from the Bacteroidetes phylum, but without clear elucidation and illustration. To this end, we compared various bacterial strains to which the iridescent trait was attributed. All Cellulophaga species and additional Bacteroidetes strains from marine and terrestrial environments were investigated. A selection of bacteria, mostly marine in origin, were found to be iridescent. Although a common pattern of reflected wavelengths was recorded for the species investigated, optical spectroscopy and physical measurements revealed a range of different glitter-like iridescence intensity and color profiles. Importantly, gliding motility was found to be a common feature of all iridescent colonies. Dynamic analyses of "glitter" formation at the edges of C. lytica colonies showed that iridescence was correlated with layer superposition. Both gliding motility, and unknown cell-to-cell communication processes, may be required for the establishment, in time and space, of the necessary periodic structures responsible for the iridescent appearance of Bacteroidetes.PV acknowledges the support of AFOSR grant FA9550-10-1-0020. BK was a PhD student with a grant from the Ministe`re de la recherche et de l’enseignement supe´rieur. ER acknowledges the support of CNRS grant AIR75515 (‘‘Bacte´ridescence’’ project). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

A Systematic Review of the Probes Method in Research with Children and Families

Since their introduction, there has been wide discussion about how probes are used in human computer interaction (HCI) research. This variation can be problematic for researchers and designers who plan on using probes in the child computer interaction space, as it can be difficult to know which approach is best suited to address their design situation. In this review, we surveyed the ways that HCI researchers have used probes in studies with children and families. Based on 25 articles, we analysed the methodological decisions that researchers have taken in their empirical studies, relating to: a.) the goals for using the probes, b.) the probe itself, c.) participant involvement, and d.) the data and data use. Based on our methodological findings, we highlight four key tensions—including probes as sources of information versus creative input--and consider questions that can guide decision making for developing probes studies with children and families

Didactic Software for Autistic Children

In this paper we describe the aims and requirements of a project devoted to designing and developing Open Source didactic Software (SW) for children in the autism disorder spectrum, conforming to the Applied Behaviour Analysis (ABA) learning technique. In this context, participatory design with therapists and child?s parents is necessary to ensure a usable product that responds to these children?s special needs and respects education principles and constraints of the ABA methodology

A web-based collaborative translation management system for public health workers

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Living in a glass house: a survey of private moments in the home

ABSTRACT As advances in technology accelerate, sensors and recording devices are increasingly being integrated into homes. Although the added benefit of sensing is often clear (e.g., entertainment, security, encouraging sustainable behaviors, etc.), the home is a private and intimate place, with multiple stakeholders who may have competing priorities and tolerances for what is acceptable and useful. In an effort to develop systems that account for the needs and concerns of householders, we conducted an anonymous survey (N = 475) focusing on the activities and habits that people do at home that they would not want to be recorded. In this paper, we discuss those activities and where in the home they are performed, and offer suggestions for the design of UbiComp systems that rely on sensing and recording

TalkingBoogie: Collaborative Mobile AAC System for Non-verbal Children with Developmental Disabilities and Their Caregivers

Augmentative and alternative communication (AAC) technologies are widely used to help non-verbal children enable communication. For AAC-aided communication to be successful, caregivers should support children with consistent intervention strategies in various settings. As such, caregivers need to continuously observe and discuss children's AAC usage to create a shared understanding of these strategies. However, caregivers often find it challenging to effectively collaborate with one another due to a lack of family involvement and the unstructured process of collaboration. To address these issues, we present TalkingBoogie, which consists of two mobile apps: TalkingBoogie-AAC for caregiver-child communication, and TalkingBoogie-coach supporting caregiver collaboration. Working together, these applications provide contextualized layouts for symbol arrangement, scaffold the process of sharing and discussing observations, and induce caregivers' balanced participation. A two-week deployment study with four groups (N=11) found that TalkingBoogie helped increase mutual understanding of strategies and encourage balanced participation between caregivers with reduced cognitive loads.SNU Undergraduate Research Program through the Faculty of Liberal Education, Seoul National University (2019-23) National Research Foundation of Korea Grant funded by the Korean Government (NRF-2019S1A5A2A01045980

Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges

The design of wearable applications supporting children with Attention Deficit Hyperactivity Disorders (ADHD) requires a deep understanding not only of what is possible from a clinical standpoint but also how the children might understand and orient towards wearable technologies, such as a smartwatch. Through a series of participatory design workshops with children with ADHD and their caregivers, we identified tensions and challenges in designing wearable applications supporting the self-regulation of children with ADHD. In this paper, we describe the specific challenges of smartwatches for this population, the balance between self-regulation and co-regulation, and tensions when receiving notifications on a smartwatch in various contexts. These results indicate key considerations—from both the child and caregiver viewpoints—for designing technological interventions supporting children with ADHD

Sensory over-responsivity: parent report, direct assessment measures, and neural architecture

BACKGROUND: Sensory processing difficulties are common across neurodevelopmental disorders. Thus, reliable measures are needed to understand the biological underpinnings of these differences. This study aimed to define a scoring methodology specific to auditory (AOR) and tactile (TOR) over-responsivity. Second, in a pilot cohort using MRI Diffusion Tensor Imaging, we performed a proof of concept study of whether children with AOR showed measurable differences in their white matter integrity. METHODS: This study included children with AOR and TOR from a mixed neurodevelopmental disorder cohort including autism and sensory processing dysfunction (n = 176) as well as neurotypical children (n = 128). We established cohorts based on sensory over-responsivity using parent report (Short Sensory Profile (SSP)) and direct assessment (Sensory Processing-Three Dimensions: Assessment (SP-3D:A)) measures. With a subset of the children (n = 39), group comparisons, based on AOR phenotype, were conducted comparing the white matter fractional anisotropy in 23 regions of interest. RESULTS: Using direct assessment, 31% of the children with neurodevelopmental disorders had AOR and 27% had TOR. The inter-test agreement between SSP and SP-3D:A for AOR was 65% and TOR was 50%. Children with AOR had three white matter tracts showing decreased fractional anisotropy relative to children without AOR. CONCLUSIONS: This study identified cut-off scores for AOR and TOR using the SSP parent report and SP-3D:A observation. A combination of questionnaire and direct observation measures should be used in clinical and research settings. The SSP parent report and SP-3D:A direct observation ratings overlapped moderately for sensory related behaviors. Based on these preliminary structural neuroimaging results, we suggest a putative neural network may contribute to AOR

An extended multisensory temporal binding window in autism spectrum disorders

Autism spectrum disorders (ASD) form a continuum of neurodevelopmental disorders, characterized by deficits in communication and reciprocal social interaction, as well as by repetitive behaviors and restricted interests. Sensory disturbances are also frequently reported in clinical and autobiographical accounts. However, surprisingly few empirical studies have characterized the fundamental features of sensory and multisensory processing in ASD. The current study is structured to test for potential differences in multisensory temporal function in ASD by making use of a temporally dependent, low-level multisensory illusion. In this illusion, the presentation of a single flash of light accompanied by multiple sounds often results in the illusory perception of multiple flashes. By systematically varying the temporal structure of the audiovisual stimuli, a “temporal window” within which these stimuli are likely to be bound into a single perceptual entity can be defined. The results of this study revealed that children with ASD report the flash-beep illusion over an extended range of stimulus onset asynchronies relative to children with typical development, suggesting that children with ASD have altered multisensory temporal function. These findings provide valuable new insights into our understanding of sensory processing in ASD and may hold promise for the development of more sensitive diagnostic measures and improved remediation strategies