Acute High Fat Diet Consumption Activates the Mesolimbic Circuit and Requires Orexin Signaling in a Mouse Model

Overconsumption of palatable energy-dense foods has negative health implications and it is associated with obesity andseveral eating disorders. Currently, little is known about the neuronal circuitries activated by the acute ingestion of arewarding stimulus. Here, we used a combination of immunohistochemistry, pharmacology and neuronal tracing analysesto examine the role of the mesolimbic system in general, and the orexin neurons in particular, in a simple experimental testin which naı ̈ve mice are allowed to spontaneously eat a pellet of a high fat diet (HFD) for 2 h. We found that acute HFDactivates c-Fos expression in several reward-related brain areas, including the ventral tegmental area (VTA), nucleusaccumbens, central amygdala and lateral hypothalamic area. We also found that: i- HFD-mediated orosensory stimulationwas required for the mesolimbic pathway activation, ii- acute HFD differentially activates dopamine neurons of theparanigral, parabrachial pigmented and interfascicular sub-regions of the VTA, and iii- orexin neurons of the lateralhypothalamic area are responsive to acute HFD. Moreover, orexin signaling blockade, with the orexin 1 receptor antagonistSB-334867, reduces acute HFD consumption and c-Fos induction in the VTA but not in the other mesolimbic nuclei understudy. Finally, we found that most orexin neurons responsive to acute HFD innervate the VTA. Our results show that acuteHFD consumption recruits the mesolimbic system and that the full manifestation of this eating behavior requires theactivation of orexin signaling.Fil: Valdivia Torres, Lesly Spring. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto Multidisciplinario de Biología Celular. Provincia de Buenos Aires. Gobernación. Comisión de Investigaciones Científicas. Instituto Multidisciplinario de Biología Celular. Universidad Nacional de La Plata. Instituto Multidisciplinario de Biología Celular; ArgentinaFil: Patrone, Anabela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto Multidisciplinario de Biología Celular. Provincia de Buenos Aires. Gobernación. Comisión de Investigaciones Científicas. Instituto Multidisciplinario de Biología Celular. Universidad Nacional de La Plata. Instituto Multidisciplinario de Biología Celular; ArgentinaFil: Reynaldo, Mirta Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto Multidisciplinario de Biología Celular. Provincia de Buenos Aires. Gobernación. Comisión de Investigaciones Científicas. Instituto Multidisciplinario de Biología Celular. Universidad Nacional de La Plata. Instituto Multidisciplinario de Biología Celular; ArgentinaFil: Perello, Mario. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto Multidisciplinario de Biología Celular. Provincia de Buenos Aires. Gobernación. Comisión de Investigaciones Científicas. Instituto Multidisciplinario de Biología Celular. Universidad Nacional de La Plata. Instituto Multidisciplinario de Biología Celular; Argentin

Panorama das teorias de alfabetizaçao na América Latina nas últimas décadas (1980-2010)

Ao longo dos últimos 30 anos, mudanças fundamentais nas teorias da alfabetização têm afetado de diferentes maneiras as práticas de ensino na América Latina, ao mesmo tempo em que outras transformações também foram ocorrendo na cultura escrita. Neste artigo, com base em um levantamento bibliográfico em língua espanhola, será possível observar três teorias sobre a apropriação da língua escrita com repercussões importantes no campo da alfabetização: Whole Language, consciência fonológica e pesquisa psicogenética, amplamente difundidas no âmbito da pesquisa psicolinguística e em propostas de ensino a elas associadas. A relação língua orallíngua escrita, a concepção de erro e diversidade e a variação linguística são eixos que atravessam os pontos centrais e discrepantes entre teorias.Over the last 30 years fundamental changes have taken place in theories of literacy. In Latin America, they have affected teaching in different ways. Meanwhile other changes were occurring in literacy. From the survey of literature distributed in Latin America, in this article are studied three theories on the acquisition of written language with important implications for the field of literacy: the Whole Language, the phonological awareness and the psychogenetic theory. These theories are those that have been more reported in the region. The relationship oral-written language, the concept of error and linguistic diversity and variation are the axes that pass through the major points of agreement and disagreement between theoriesFacultad de Humanidades y Ciencias de la Educació

Panorama das teorias de alfabetizaçao na América Latina nas últimas décadas (1980-2010)

Ao longo dos últimos 30 anos, mudanças fundamentais nas teorias da alfabetização têm afetado de diferentes maneiras as práticas de ensino na América Latina, ao mesmo tempo em que outras transformações também foram ocorrendo na cultura escrita. Neste artigo, com base em um levantamento bibliográfico em língua espanhola, será possível observar três teorias sobre a apropriação da língua escrita com repercussões importantes no campo da alfabetização: Whole Language, consciência fonológica e pesquisa psicogenética, amplamente difundidas no âmbito da pesquisa psicolinguística e em propostas de ensino a elas associadas. A relação língua orallíngua escrita, a concepção de erro e diversidade e a variação linguística são eixos que atravessam os pontos centrais e discrepantes entre teorias.Over the last 30 years fundamental changes have taken place in theories of literacy. In Latin America, they have affected teaching in different ways. Meanwhile other changes were occurring in literacy. From the survey of literature distributed in Latin America, in this article are studied three theories on the acquisition of written language with important implications for the field of literacy: the Whole Language, the phonological awareness and the psychogenetic theory. These theories are those that have been more reported in the region. The relationship oral-written language, the concept of error and linguistic diversity and variation are the axes that pass through the major points of agreement and disagreement between theoriesFacultad de Humanidades y Ciencias de la Educació

Acute High Fat Diet Consumption Activates the Mesolimbic Circuit and Requires Orexin Signaling in a Mouse Model

Overconsumption of palatable energy-dense foods has negative health implications and it is associated with obesity andseveral eating disorders. Currently, little is known about the neuronal circuitries activated by the acute ingestion of arewarding stimulus. Here, we used a combination of immunohistochemistry, pharmacology and neuronal tracing analysesto examine the role of the mesolimbic system in general, and the orexin neurons in particular, in a simple experimental testin which naı ̈ve mice are allowed to spontaneously eat a pellet of a high fat diet (HFD) for 2 h. We found that acute HFDactivates c-Fos expression in several reward-related brain areas, including the ventral tegmental area (VTA), nucleusaccumbens, central amygdala and lateral hypothalamic area. We also found that: i- HFD-mediated orosensory stimulationwas required for the mesolimbic pathway activation, ii- acute HFD differentially activates dopamine neurons of theparanigral, parabrachial pigmented and interfascicular sub-regions of the VTA, and iii- orexin neurons of the lateralhypothalamic area are responsive to acute HFD. Moreover, orexin signaling blockade, with the orexin 1 receptor antagonistSB-334867, reduces acute HFD consumption and c-Fos induction in the VTA but not in the other mesolimbic nuclei understudy. Finally, we found that most orexin neurons responsive to acute HFD innervate the VTA. Our results show that acuteHFD consumption recruits the mesolimbic system and that the full manifestation of this eating behavior requires theactivation of orexin signaling.Facultad de Ciencias ExactasInstituto Multidisciplinario de Biología Celula

Seminario: Acerca de la evaluación

Es propósito de este Seminario crear un espacio para que los docentes de la Unidad Pedagógica puedan compartir con sus compañeros nuevas reflexiones acerca de cuestiones relevantes del trabajo alfabetizador. En muchos casos, re-visitaremos -considerándolas desde una mirada evaluativa- nociones y prácticas ya tratadas en los Módulos anteriores, así como en los Documentos Transversales. Desde la perspectiva didáctica desplegada en este Postítulo, acorde con el espíritu de la Resolución 174 del Consejo Federal de Educación, entendemos que la evaluación es un aspecto constitutivo de la enseñanza: como nos proponemos que la enseñanza brinde a todos los niños oportunidades de avanzar como lectores y escritores, necesitamos analizar en qué medida las situaciones puestas en acción permiten a los alumnos aprender, saber qué es lo que han aprendido, cómo están aprendiendo, cómo interpretan lo que les enseñamos. Los docentes y sus alumnos son entonces protagonistas de las acciones evaluativas.Facultad de Humanidades y Ciencias de la Educació

Seminario: Acerca de la evaluación

Es propósito de este Seminario crear un espacio para que los docentes de la Unidad Pedagógica puedan compartir con sus compañeros nuevas reflexiones acerca de cuestiones relevantes del trabajo alfabetizador. En muchos casos, re-visitaremos -considerándolas desde una mirada evaluativa- nociones y prácticas ya tratadas en los Módulos anteriores, así como en los Documentos Transversales. Desde la perspectiva didáctica desplegada en este Postítulo, acorde con el espíritu de la Resolución 174 del Consejo Federal de Educación, entendemos que la evaluación es un aspecto constitutivo de la enseñanza: como nos proponemos que la enseñanza brinde a todos los niños oportunidades de avanzar como lectores y escritores, necesitamos analizar en qué medida las situaciones puestas en acción permiten a los alumnos aprender, saber qué es lo que han aprendido, cómo están aprendiendo, cómo interpretan lo que les enseñamos. Los docentes y sus alumnos son entonces protagonistas de las acciones evaluativas.Facultad de Humanidades y Ciencias de la Educació

Seminario: Acerca de la evaluación

Es propósito de este Seminario crear un espacio para que los docentes de la Unidad Pedagógica puedan compartir con sus compañeros nuevas reflexiones acerca de cuestiones relevantes del trabajo alfabetizador. En muchos casos, re-visitaremos -considerándolas desde una mirada evaluativa- nociones y prácticas ya tratadas en los Módulos anteriores, así como en los Documentos Transversales. Desde la perspectiva didáctica desplegada en este Postítulo, acorde con el espíritu de la Resolución 174 del Consejo Federal de Educación, entendemos que la evaluación es un aspecto constitutivo de la enseñanza: como nos proponemos que la enseñanza brinde a todos los niños oportunidades de avanzar como lectores y escritores, necesitamos analizar en qué medida las situaciones puestas en acción permiten a los alumnos aprender, saber qué es lo que han aprendido, cómo están aprendiendo, cómo interpretan lo que les enseñamos. Los docentes y sus alumnos son entonces protagonistas de las acciones evaluativas.Facultad de Humanidades y Ciencias de la Educació

Escalation in high fat intake in a binge eating model differentially engages dopamine neurons of the ventral tegmental area and requires ghrelin signaling

Binge eating is a behavior observed in a variety of human eating disorders. Ad libitum fed rodents daily and time-limited exposed to a high-fat diet (HFD) display robust binge eating events that gradually escalate over the initial accesses. Intake escalation is proposed to be part of the transition from a controlled to a compulsive or loss of control behavior. Here, we used a combination of behavioral and neuroanatomical studies in mice daily and time-limited exposed to HFD to determine the neuronal brain targets that are activated – as indicated by the marker of cellular activation c-Fos – under these circumstances. Also, we used pharmacologically or genetically manipulated mice to study the role of orexin or ghrelin signaling, respectively, in the modulation of this behavior. We found that four daily and time-limited accesses to HFD induce: (i) a robust hyperphagia with an escalating profile, (ii) an activation of different sub-populations of the ventral tegmental area dopamine neurons and accumbens neurons that is, in general, more pronounced than the activation observed after a single HFD consumption event, and (iii) an activation of the hypothalamic orexin neurons, although orexin signaling blockage fails to affect escalation of HFD intake. In addition, we found that ghrelin receptor-deficient mice fail to both escalate the HFD consumption over the successive days of exposure and fully induce activation of the mesolimbic pathway in response to HFD consumption. Current data suggest that the escalation in high fat intake during repeated accesses differentially engages dopamine neurons of the ventral tegmental area and requires ghrelin signaling

Multicultural Student Center: Measuring a Transformative Campus Experience

This poster will illustrate the student engaged experience utilized by Kansas State University for its Multicultural Student Center. It will delineate the campus community partnership and the empowerment process initiated by the multicultural student organizations that led to the preliminary building design and fundraising strategies by the University. It will also address how multiple communities in a university can engage in a creative, collaborative process that not only fosters inclusion but also student learning. Ultimately, it shows how student collaboration with University Administration can result in both intended and unexpected outcomes for all involved, especially impacts for beyond stated expectations