Conduit artery structure and function in lowlanders and native highlanders: relationships with oxidative stress and role of sympathoexcitation

Research detailing the normal vascular adaptions to high altitude is minimal and often confounded by pathology (e.g. chronic mountain sickness) and methodological issues. We examined vascular function and structure in: (1) healthy lowlanders during acute hypoxia and prolonged ( 2 weeks) exposure to high altitude, and (2) high-altitude natives at 5050 m (highlanders). In 12 healthy lowlanders (aged 32 ± 7 years) and 12 highlanders(Sherpa; 33 ± 14 years) we assessed brachial endothelium-dependent flow-mediated dilatation(FMD), endothelium-independent dilatation (via glyceryl trinitrate; GTN), common carotid intima–media thickness (CIMT) and diameter (ultrasound), and arterial stiffness via pulse wave velocity (PWV; applanation tonometry). Cephalic venous biomarkers of free radical-mediated lipid peroxidation (lipid hydroperoxides, LOOH), nitrite (NO2 –) and lipid soluble antioxidants were also obtained at rest. In lowlanders, measurements were performed at sea level (334 m) and between days 3–4 (acute high altitude) and 12–14 (chronic high altitude) following arrival to 5050 m. Highlanders were assessed once at 5050 m. Compared with sea level, acute high altitude reduced lowlanders’ FMD (7.9 ± 0.4 vs. 6.8 ± 0.4%; P = 0.004) and GTN-induced dilatation (16.6 ± 0.9 vs. 14.5 ± 0.8%; P = 0.006), and raised central PWV (6.0 ± 0.2 vs. 6.6 ± 0.3 m s−1; P = 0.001). These changes persisted at days 12–14, and after allometricallyscaling FMD to adjust for altered baseline diameter. Compared to lowlanders at sea level and high altitude, highlanders had a lower carotid wall:lumen ratio ( 19%, P 0.04), attributable to a narrower CIMT and wider lumen. Although both LOOH and NO2 – increased with high altitude in lowlanders, only LOOH correlated with the reduction in GTN-induced dilatation evident during acute (n = 11, r=−0.53) and chronic (n = 7, r=−0.69; P 0.01) exposure to 5050 m. In a follow-up, placebo-controlled experiment (n=11 healthy lowlanders) conducted in a normobaric hypoxic chamber (inspiredO2 fraction (FIO2 )=0.11; 6 h), a sustained reduction in FMD was evident within 1 h of hypoxic exposure when compared to normoxic baseline (5.7±1.6 vs. 8.0 ±1.3%; P < 0.01); this decline in FMD was largely reversed following α1-adrenoreceptor blockade. In conclusion, high-altitude exposure in lowlanders caused persistent impairment in vascular function, which was mediated partially via oxidative stress and sympathoexcitation. Although a lifetime of high-altitude exposure neither intensifies nor attenuates the impairments seen with short-term exposure, chronic high-altitude exposure appears to be associated with arterial remodelling

British Animation Awards: Public Choice Award screenings, 2016

Screening 1: 27th JANUARY 2016 Screening 2: 03rd FEBRUARY 2016 Screening 3: 10th FEBRUARY 2016 Screening programme curated by BAA. Chaired and hosted by Stuart Messinger and Laura Weston with collaboration of current Students. Ticketed event to open to staff, students, Alumni and General Public

Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21 st Century

Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment

Adult Perceptions of Positive and Negative Infant Emotional Expressions

Adults' perceptions provide information about the emotional meaning of infant facial expressions. This study asks whether similar facial movements influence adult perceptions of emotional intensity in both infant positive (smile) and negative (cry face) facial expressions. Ninety‐five college students rated a series of naturally occurring and digitally edited images of infant facial expressions. Naturally occurring smiles and cry faces involving the co‐occurrence of greater lip movement, mouth opening, and eye constriction, were rated as expressing stronger positive and negative emotion, respectively, than expressions without these 3 features. Ratings of digitally edited expressions indicated that eye constriction contributed to higher ratings of positive emotion in smiles (i.e., in Duchenne smiles) and greater eye constriction contributed to higher ratings of negative emotion in cry faces. Stronger mouth opening contributed to higher ratings of arousal in both smiles and cry faces. These findings indicate a set of similar facial movements are linked to perceptions of greater emotional intensity, whether the movements occur in positive or negative infant emotional expressions. This proposal is discussed with reference to discrete, componential, and dynamic systems theories of emotion

sj-docx-1-tec-10.1177_02711214231220800 – Supplemental material for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century

Supplemental material, sj-docx-1-tec-10.1177_02711214231220800 for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century by Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin and Daniel Messinger in Topics in Early Childhood Special Education</p

sj-docx-3-tec-10.1177_02711214231220800 – Supplemental material for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century

Supplemental material, sj-docx-3-tec-10.1177_02711214231220800 for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century by Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin and Daniel Messinger in Topics in Early Childhood Special Education</p

A granular perspective on inclusion: Objectively measured interactions of preschoolers with and without autism

Children's preschool experiences have consequences for development. However, it is not clear how children's real-time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real-time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end-of-year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real-time language use and in the developing language abilities of children with ASD in inclusion classrooms. LAY SUMMARY: This study objectively measured associations between children's peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Children's centrality to social speech networks, regardless of ASD status, was associated with assessed language abilities

sj-docx-4-tec-10.1177_02711214231220800 – Supplemental material for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century

Supplemental material, sj-docx-4-tec-10.1177_02711214231220800 for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century by Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin and Daniel Messinger in Topics in Early Childhood Special Education</p

sj-docx-2-tec-10.1177_02711214231220800 – Supplemental material for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century

Supplemental material, sj-docx-2-tec-10.1177_02711214231220800 for Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century by Tiffany J. Foster, Laura Justice, Hugo Gonzalez Villasanti, Dwight Irvin and Daniel Messinger in Topics in Early Childhood Special Education</p

Reciprocal Patterns of Peer Speech in Preschoolers with and without Hearing Loss

Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children's speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. We used new objective measurement approaches to identify and quantify children's vocalizations during social contact, as determined by children's proximity and mutual orientation. The contributions of peer vocalizations to children's future vocalizations and language abilities were examined in oral language inclusion classrooms containing children with hearing loss who use hearing aids or cochlear implants and their typically hearing peers. Across over 600 hours of recorded vocal interactions of twenty-nine 2.5-3.5 year olds (16 girls) in three cohorts of children in a classroom, we found that vocalizations from each peer on a given observation predicted a child's vocalizations to that same peer on the subsequent observation. Children who produced more vocalizations to their peers had higher receptive and expressive language abilities, as measured by a standardized end-of-year language assessment. In fact, vocalizations peers had an indirect association with end-of-year language abilities as mediated by children's vocalizations peers. These findings did not vary as a function of hearing status. Overall, then, the results demonstrate the importance of dyadic peer vocal interactions for children's language use and abilities