Reinforcement versus Fluidization in Cytoskeletal Mechanoresponsiveness

Every adherent eukaryotic cell exerts appreciable traction forces upon its substrate. Moreover, every resident cell within the heart, great vessels, bladder, gut or lung routinely experiences large periodic stretches. As an acute response to such stretches the cytoskeleton can stiffen, increase traction forces and reinforce, as reported by some, or can soften and fluidize, as reported more recently by our laboratory, but in any given circumstance it remains unknown which response might prevail or why. Using a novel nanotechnology, we show here that in loading conditions expected in most physiological circumstances the localized reinforcement response fails to scale up to the level of homogeneous cell stretch; fluidization trumps reinforcement. Whereas the reinforcement response is known to be mediated by upstream mechanosensing and downstream signaling, results presented here show the fluidization response to be altogether novel: it is a direct physical effect of mechanical force acting upon a structural lattice that is soft and fragile. Cytoskeletal softness and fragility, we argue, is consistent with early evolutionary adaptations of the eukaryotic cell to material properties of a soft inert microenvironment.

A role of Eye Vergence in Covert Attention

Covert spatial attention produces biases in perceptual and neural responses in the absence of overt orienting movements. The neural mechanism that gives rise to these effects is poorly understood. Here we report the relation between fixational eye movements, namely eye vergence, and covert attention. Visual stimuli modulate the angle of eye vergence as a function of their ability to capture attention. This illustrates the relation between eye vergence and bottom-up attention. In visual and auditory cue/no-cue paradigms, the angle of vergence is greater in the cue condition than in the no-cue condition. This shows a top-down attention component. In conclusion, observations reveal a close link between covert attention and modulation in eye vergence during eye fixation. Our study suggests a basis for the use of eye vergence as a tool for measuring attention and may provide new insights into attention and perceptual disorders.

Simulació del comportament d'uns individus en un entorn i desenvolupament d'un videojoc educatiu de programació

Aquest projecte tracta la implementació d’una aplicació capaç de simular el comportament d’uns individus que segueixen el seu propi algorisme en un entorn que planteja certes dificultat per a la supervivència: hi ha obstacles i fonts que proveeixen energia que els individus necessiten per existir. S’han desenvolupat les eines necessàries perquè l’usuari pugui visualitzar, recollir dades i interactuar amb l’entorn d’una forma còmoda i intuïtiva. Sobre aquesta base, s’ha implementat un videojoc que planteja reptes a l’usuari que es poden resoldre a través de l’edició dels algorismes d’un o més individus, és a dir, a través de la programació. D’aquesta manera s’introdueix a l’usuari en els principis de l’algorismia d’una forma lúdica i molt visual.

Análisis del proceso de adquisición del código audiovisual y de la intervención de los agentes que forman a los ciudadanos en el conocimiento de los medios

The research group Gre‐TICE (Grupo de investigación en tecnologías de la Información y la Comunicación en Educación) has the acquisition of the multimedia language and their use as a form of expression as one of their lines of research. During the academic year 2002‐ 2003, following previous work in the use of ICT in Education, commenced upon the project: “The acquisition of visual and sound codes and the processes related to the visual media”. The intention of this project is to study how formal or non‐formal education context can help young adults and children to acquire visual and sound codes to become ‘critical consumers’ with the media and to use the tools in a creative way. To achieve this objective, the project team has developed a partner group which includes professional from different European regions; including teachers and managers from across the age spectrum, government institutions and cultural organisations. Whilst the project will call upon qualitative analysis of the previous projects / research, it will seek to develop ‘Good Practice’ guides and other resources/ materials to be disseminated to project partners (and others) to build innovative actions throughout the European region