Tau Isoform-Driven CBD Pathology Transmission in Oligodendrocytes in Humanized Tau Mice

The aggregation of abnormally phosphorylated tau protein in neurons and glia is a neuropathological hallmark of several neurodegenerative disorders, collectively known as tauopathies. They are further subclassified based on the preferential pathological aggregation of three carboxyl-terminal repeat domains (3R) and/or 4R tau. Corticobasal degeneration (CBD) is a rare neurodegenerative disorder classified as a 4R tauopathy. In the present study, we extend analysis of CBD-tau cell-type specific pathology transmission with 3R and 4R tau isoform distinguishable changes. We use a humanized tau (hTau) mouse line, which overexpress all six human tau isoforms in a murine tau knockout background and perform intrastriatal inoculation of control and CBD-tau enriched human brain homogenate. We show that CBD-tau causes hyperphosphorylation of tau at Ser202 predominantly in oligodendrocytes. Next, we demonstrate the spread of tau pathology from striatum to the overlaying corpus callosum and further to the contralateral side. Finally, we demonstrate that the almost exclusive oligodendrocyte-based transmission of hyperphosphorylated tau is reflected in the endogenous 4R tau isoform expression and corresponds to subclassification of CBD as a 4R tauopathy. Additionally, we identify functional changes in oligodendrocytes reflected by myelin basic protein abnormalities upon CBD-tau inoculation. These changes are not observed in murine tau knockout mice lacking both human and murine tau. Our study presents not only in vivo tau isoform–driven region- and cell-specific tau pathology, but also underlines that tau pathology seeding and transmission might be oligodendrocyte-based. These results, which need to be extended to more cases, give new insights into why tauopathies might vary greatly in both histopathological and neuroanatomical patterns

Advances in MASELTOV – Serious Games in a Mobile Ecology of Services for Social Inclusion and Empowerment of Recent Immigrants

Immigration imposes a range of challenges with the risk of social exclusion from the information society (Halfman 1998), such as, getting into communication with the local society and understanding the culture of their host nation. Failure to address these challenges can lead to difficulties in the frame of integrating into the society of the host country, leading to fragmented communities and a range of social issues. As part of a comprehensive suite of services for immigrants, the European project seeks to provide both practical tools and learning services via mobile devices, providing a readily usable resource for immigrants. We introduce recent results, such as the game-based learning aspect of the MASELTOV project is introduced, with the rationale behind its design presented. In doing so, the benefits and implications of mobile platforms and emergent data capture techniques for game-based learning are discussed, as are methods for putting engaging gameplay at the forefront of the experience whilst relying on rich data capture and analysis to provide an effective learning solution

Gastromiro vs Gastrografin vs Prontotobario in CT studies. Multicentric trial

analisi comparativa di mdc orale baritato nello studio TC dell'addome superior

Empowering University Educators for Contemporary Open and Networked Teaching

The chapter explores the competences that university educators should master in our increasingly digital, open and connected societies in order to fill their role effectively and responsibly. Starting from a brief analysis of the concepts of collaborative learning and open education, we analyse three teachers’ competencies frameworks, focusing on the digital, collaboration and openness aspects of contemporary teaching. We conclude that educators should not build radically new competences but should rather update their competences in line with emerging needs. Also, we notice that some additional competence areas should be developed by educators, if we want them to be able to bridge the work of students in formal and informal settings. We propose six competences areas in this sense: personal data management, capacity to leverage the open web, intercultural digital dialogues, critical view on media, digital ethical issues, accessibility. These areas are becoming increasingly important for educators to be able to critically engage learners in the core issues of our digital, networked and open societies, guiding them—in open and collaborative ways—towards solutions to the newly emerging problems of our times