Default-Mode-Like Network Activation in Awake Rodents

During wakefulness and in absence of performing tasks or sensory processing, the default-mode network (DMN), an intrinsic central nervous system (CNS) network, is in an active state. Non-human primate and human CNS imaging studies have identified the DMN in these two species. Clinical imaging studies have shown that the pattern of activity within the DMN is often modulated in various disease states (e.g., Alzheimer's, schizophrenia or chronic pain). However, whether the DMN exists in awake rodents has not been characterized. The current data provides evidence that awake rodents also possess ‘DMN-like’ functional connectivity, but only subsequent to habituation to what is initially a novel magnetic resonance imaging (MRI) environment as well as physical restraint. Specifically, the habituation process spanned across four separate scanning sessions (Day 2, 4, 6 and 8). At Day 8, significant (p<0.05) functional connectivity was observed amongst structures such as the anterior cingulate (seed region), retrosplenial, parietal, and hippocampal cortices. Prior to habituation (Day 2), functional connectivity was only detected (p<0.05) amongst CNS structures known to mediate anxiety (i.e., anterior cingulate (seed region), posterior hypothalamic area, amygdala and parabracial nucleus). In relating functional connectivity between cingulate-default-mode and cingulate-anxiety structures across Days 2-8, a significant inverse relationship (r = −0.65, p = 0.0004) was observed between these two functional interactions such that increased cingulate-DMN connectivity corresponded to decreased cingulate anxiety network connectivity. This investigation demonstrates that the cingulate is an important component of both the rodent DMN-like and anxiety networks

Biglycan potentially regulated angiogenesis during fracture repair by altering expression and function of endostatin

International audienceThe small proteoglycan biglycan (Bgn) is highly expressed in the organic matrix of bone and plays a role in bone formation. Previous work implicated Bgn in vessel growth during bone healing [1]. By infusing barium sulfate (BaSO4) into WT and Bgn-deficient mice we discovered the positive effect of Bgn in modulating angiogenesis during fracture healing. Using micro-computed tomography angiography we found significant differences in the vessel size and volume among other parameters. To further understand the mechanistic basis for this, we explored the relationship between Bgn and the anti-angiogenic protein endostatin. Immunohistochemistry (IHC) showed co-localization of Bgn and endostatin in regions of bone formation, with increased endostatin staining in Bgn-KO compared to WT at 14 days post-fracture. To further elucidate the relationship between Bgn and endostatin, an endothelial cell tube formation assay was used. This study showed that endothelial cells treated with endostatin had significantly decreased vessel length and vessel branches compared to untreated cells, while cells treated with endostatin and Bgn at a 1:1 M ratio had vessel length and vessel branches comparable to untreated cells. This indicated that Bgn was able to mitigate the inhibitory effect of endostatin on endothelial cell growth. In summary, these results suggest that Bgn is needed for proper blood vessel formation during fracture healing, and one mechanism by which Bgn impacts angiogenesis is through inhibition of endostatin

Mentoring and Coaching for English Language Teachers

© 2020, Springer Nature Switzerland AG. Mentoring and coaching strategies are among those used to increase knowledge, skills and professionalism among English language teachers (ELTs). Both are concerned with the induction of teachers into the profession, providing broad career guidance and support (mentoring), and targeted support to help the development of new knowledge or skills (coaching). Mentoring usually involves a relationship built over time between an experienced and a novice teacher while coaching tends to be more specific and short term. Both strategies must be seen as relational in nature, reliant upon interpersonal skills, including the establishment of rapport, trust and reciprocity. This chapter identifies key dispositions and actions required for effective mentoring and coaching and discusses how they are impacted by complex and idiosyncratic interactions of intra- and interpersonal, professional, and systemic factors that operate within school cultures and the differing cultural and sociopolitical systems in the global education context

Energy analysis of the human gait: A comparison between natural gait and with jumping stilts

The purpose of this work is to evaluate the mechanical energy exchange during the gait cycle of a subject equipped with energy storage devices (jumping stilts). For comparison, the same evaluation was carried out in a gait cycle with no jumping stilts (natural gait). First, a video of the motion was recorded, then the video frames were post-processed to obtain the sagittal plane trajectories of eleven markers (geometric points) placed onto the subject and finally a numerical code was developed to build up a multi-bodies model able to compute the mechanical energy during the gait. Further, the results from the multi-bodies model were compared with those from a simplified model based on the motion of the centre of mass of the subject

Role modelling and its impact on the self-development of academics

Academics in higher education are expected by their institutions to enhance their self-development. Role modelling is a means by which academics may achieve pertinent self-development goals. The focus of this chapter is to explore how role modelling can be used in this regard. Through a comprehensive literature review, the dynamics of role modelling in the context of higher education is explored. The author discusses the intricate processes involved in how role modelling can positively influence the personal and professional development of academics. Theoretical perspectives of professional identity construction through role modelling are examined. The author presents the position that academics will utilise role models for personal and professional development throughout their careers. In this context, the processes of role model selection are examined, and the theoretical underpinnings guiding the achievement of self-developmental goals are discussed. The author concludes that role modelling can be applied as an avenue to personal and professional development for academics. The author also proposes practical recommendations to facilitate role modelling interventions within the context of higher education and suggests avenues for future research