Pleasant sweeping grooming touch in rhesus monkey: effects on autonomic nervous system and its codification in posterior insular and secondary somatosensory cortex

Il tatto assume un'importanza fondamentale nella vita quotidiana, in quanto ci permette di discriminare le caratteristiche fisiche di un oggetto specifico, di identificarlo e di eventualmente integrare le suddette informazioni tattili con informazioni provenienti da altri canali sensoriali. Questa è la componente sensoriale-discriminativa del tatto. Tuttavia quotidianamente il tatto assume un ruolo fondamentale durante le diverse interazioni sociali, positive, come quando abbracciamo o accarezziamo una persona con cui abbiamo un rapporto affettivo e negative, per esempio quando allontaniamo una persona estranea dal nostro spazio peri-personale. Questa componente è la cosiddetta dimensione affettiva-motivazionale, la quale determina la codifica della valenza emotiva che l'interazione assume. Questa componente ci permette di creare, mantenere o distruggere i legami sociali in relazione al significato che il tocco assume durante l'interazione. Se per esempio riceviamo una carezza da un familiare, questa verrà percepita come piacevole e assumerà un significato affiliativo. Questo tipo di tocco è comunente definito come Tocco Sociale (Social Touch). Gli aspetti discriminativi del tatto sono stati ben caratterizzati, in quanto storicamente, il ruolo del tatto è stato considerato quello di discriminare le caratteristiche di ciò che viene toccato, mentre gli aspetti affettivi sono stati solo recentemente indagati considerando la loro importanza nelle interazioni sociali. Il tocco statico responsabile dell'aspetto discriminante attiva a livello della pelle le grandi fibre mieliniche (Aβ), modulando a livello del sistema nervoso centrale le cortecce sensoriali, sia primarie che secondarie. Questo permette la codifica a livello del sistema nervoso centrale delle caratteristiche fisiche oggettive degli oggetti toccati. Studi riguardanti le caratteristiche del tocco affiliativo sociale hanno messo in evidenza che suddetta stimolazione tattile 1) è un particolare tocco dinamico che avviene sul lato peloso delle pelle con una velocità di 1-10 cm/sec; 2) attiva le fibre amieliniche (fibre CT o C-LTMRs); 3) induce positivi effetti autonomici, ad esempio la diminuzione della frequenza cardiaca e l'aumento della variabilità della frequenza cardiaca; e 4) determina la modulazione di regioni cerebrali coinvolte nella codifica del significato affiliativo dello stimolo sensoriale periferico, in particolare la corteccia insulare. Il senso del tatto, con le sue due dimensioni discriminativa e affiliativa, è quotidianamente usato non solo negli esseri umani, ma anche tra i primati non umani. Infatti, tutti i primati non umani utilizzano la componente discriminativa del tatto per identificare gli oggetti e il cibo e l'aspetto emotivo durante le interazioni sociali, sia negative come durante un combattimento, che positive, come durante i comportamenti affiliativi tra cui il grooming. I meccanismi di codifica della componente discriminativa dei primati non umani sono simili a quelli umani. Tuttavia, si conosce ben poco dei meccanismi alla base della codifica del tocco piacevole affiliativo. Pur essendo ben noto che i meccanorecettori amilienici C-LTMRs sono presenti anche sul lato peloso della pelle dei primati non umani, attualmente non ci sono studi riguardanti la correlazione tra il tocco piacevole e la loro modulazione, come invece è stato ampiamente dimostrato nell'uomo. Recentemente è stato ipotizzato (Dunbar, 2010) il ruolo delle fibre C-LTMRs durante il grooming, in particolare durante il cosiddetto swepping. Il grooming è costituito da due azioni motorie, lo sweeping e il picking che vengono eseguite in modo ritmico. Durante lo sweeping la scimmia agente muove il pelo della scimmia ricevente con un movimento a mano aperta, per poter vedere il preciso punto della pelle dove eseguire il picking, ovvero dove prendere la pelle a livello della radice del pelo con le unghie dell'indice e del pollice e tirare per rimuovere parassiti o uova di parassiti e ciò che è rimasto incastrato nel pelo. Oltre il noto ruolo igenico, il grooming sembra avere anche una importante funzione sociale affiliativa. Come la carezza nella società umana, cosi il grooming tra i primati non umani è considerato un comportamento. Secondo l'ipotesi di Dunbar l'attivazione delle C-LTMRs avverrebbe durante lo sweeping e questo porta a supporre che lo sweeping, come la carezza umana, costituisca una componente affiliativa del grooming, determinando quindi a contribuire alla sua codifica come comportamento sociale. Fino ad ora non vi è però alcuna prova diretta a sostegno di questa ipotesi. In particolare, 1) la velocità cui viene eseguito lo sweeping è compatibile con la velocità di attivazione delle fibre CT nell'uomo e quindi con la velocità tipica della carezza piacevole di carattere sociale affiliativo (1-10 cm/sec)?; 2) lo sweeping induce la stessa modulazione del sistema nervoso autonomo in direzione della modulazione del sistema vagale, come il tocco piacevole nell'uomo, attraverso l'attivazione delle fibre CT?; 3) lo sweeping modula la corteccia insulare, cosi come il tocco piacevole viene codificato come affiliativo nell'uomo mediante le proiezioni delle fibre CT a livello dell'insula posteriore? Lo scopo del presente lavoro è quella di testare l'ipotesi di Dunbar sopra citata, cercando quindi di rispondere alle suddette domande. Le risposte potrebbero consentire di ipotizzare la somiglianza tra lo sweeping, caratteristico del comportamento affiliativo di grooming tra i primati non umani e la carezza. In particolare, abbiamo eseguito 4 studi pilota. Nello Studio 1 abbiamo valutato la velocità con cui viene eseguito lo sweeping tra scimmie Rhesus, mediante una analisi cinematica di video registrati tra un gruppo di scimmie Rhesus. Negli Studi 2 e 3 abbiamo valutato gli effetti sul sistema nervoso autonomo dello sweeping eseguito dallo sperimentatore su una scimmia Rhesus di sesso maschile in una tipica situazione sperimentale. La stimolazione tattile è stata eseguita a diverse velocità, in accordo con i risultati dello Studio 1 e degli studi umani che hanno dimostrato la velocità ottimale e non ottimale per l'attivazione delle C-LTMRs. In particolare, nello Studio 2 abbiamo misurato la frequenza cardiaca e la variabilità di questa, come indice della modulatione vagale, mentre nello Studio 3 abbiamo valutato gli effetti dello sweeping sul sistema nervoso autonomo in termini di variazioni di temperatura del corpo, nello specifico a livello del muso della scimmia. Infine, nello Studio 4 abbiamo studiato il ruolo della corteccia somatosensoriale secondaria e insulare nella codifica dello sweeping. A questo scopo abbiamo eseguito registrazioni di singoli neuroni mentre la medesima scimmia soggetto sperimentale dello Studio 2 e 3, riceveva lo sweeping a due velocità, una ottimale per l'attivazione delle C-LTMRs secondo gli studi umani e i risultati dei tre studi sopra citati, ed una non ottimale. I dati preliminari ottenuti, dimostrano che 1) (Studio 1) lo sweeping tra scimmie Rhesus viene eseguito con una velocità media di 9.31 cm/sec, all'interno dell'intervallo di attivazione delle fibre CT nell'uomo; 2) (Studio 2) lo sweeping eseguito dallo sperimentatore sulla schiena di una scimmia Rhesus di sesso maschile in una situazione sperimentale determina una diminuzione della frequenza cardiaca e l'aumento della variabilità della frequenza cardiaca se eseguito alla velocità di 5 e 10 cm/sec. Al contrario, lo sweeping eseguito ad una velocità minore di 1 cm/sec o maggiore di 10 cm/sec, determina l'aumento della frequenza cardiaca e la diminuzione della variabilità di questa, quindi il decremento dell'attivazione del sistema nervoso parasimpatico; 3) (Studio 3) lo sweeping eseguito dallo sperimentatore sulla schiena di una scimmia Rhesus di sesso maschile in una situazione sperimentale determina l'aumento della temperatura corporea a livello del muso della scimmia se eseguito alla velocità di 5-10 cm/sec. Al contrario, lo sweeping eseguito ad una velocità minore di 5 cm/sec o maggiore di 10 cm/sec, determina la diminuzione della temperatura del muso; 4) (Studio 4) la corteccia somatosensoriale secondaria e la corteccia insulare posteriore presentano neuroni selettivamente modulati durante lo sweeping eseguito ad una velocità di 5-13 cm/sec ma non neuroni selettivi per la codifica della velocità dello sweeping minore di 5 cm/sec. Questi risultati supportano l'ipotesi di Dunbar relativa al coinvolgimento delle fibre CT durante lo sweeping. Infatti i dati mettono in luce che lo sweeping viene eseguito con una velocità (9.31 cm/sec), simile a quella di attivazione delle fibre CT nell'uomo (1-10 cm/sec), determina gli stessi effetti fisiologici positivi in termini di frequenza cardiaca (diminuzione) e variabilità della frequenza cardiaca (incremento) e la modulazione delle medesime aree a livello del sistema nervoso centrale (in particolare la corteccia insulare). Inoltre, abbiamo dimostrato per la prima volta che suddetta stimolazione tattile determina l'aumento della temperatura del muso della scimmia. Il presente studio rappresenta la prima prova indiretta dell'ipotesi relativa alla modulazione del sistema delle fibre C-LTMRs durante lo sweeping e quindi della codifica della stimolazione tattile piacevole affiliativa a livello del sistema nervoso centrale ed autonomo, nei primati non umani. I dati preliminari qui presentati evidenziano la somiglianza tra il sistema delle fibre CT dell'uomo e del sistema C-LTMRs nei primati non umano, riguardanti il Social Touch. Nonostante ciò abbiamo riscontrato alcune discrepanze tra i risultati da noi ottenuti e quelli invece ottenuti dagli studi umani. La velocità media dello sweeping è di 9.31 cm / sec, rasente il limite superiore dell’intervallo di velocità che attiva le fibre CT nell'uomo. Inoltre, gli effetti autonomici positivi, in termini di battito cardiaco, variabilità della frequenza cardiaca e temperatura a livello del muso, sono stati evidenziati durante lo sweeping eseguito con una velocità di 5 e 10 cm/sec, quindi al limite superiore dell’intervallo ottimale che attiva le fibre CT nell’uomo. Al contrario, lo sweeping eseguito con una velocità inferiore a 5 cm/sec e superiore a 10 cm/sec determina effetti fisiologici negativo. Infine, la corteccia insula sembra essere selettivamente modulata dallo stimolazione eseguita alla velocità di 5-13 cm/sec, ma non 1-5 cm/sec. Quindi, gli studi sul sistema delle fibre CT nell’uomo hanno dimostrato che la velocità ottimale è 1-10 cm/sec, mentre dai nostri risultati la velocità ottimale sembra essere 5-13 cm / sec. Quindi, nonostante l'omologia tra il sistema delle fibre CT nell'umano deputato alla codifica del tocco piacevole affiliativo ed il sistema delle fibre C-LTMRs nei primati non umani, ulteriori studi saranno necessari per definire con maggiore precisione la velocità ottimale di attivazione delle fibre C-LTMR e per dimostrare direttamente la loro attivazione durante lo sweeping, mediante la misurazione diretta della loro modulazione. Studi in questa direzione potranno confermare l'omologia tra lo sweeping in qualità di tocco affiliativo piacevole tra i primati non umani e la carezza tra gli uomini. Infine, il presente studio potrebbe essere un importante punto di partenza per esplorare il meccanismo evolutivo dietro la trasformazione dello sweeping tra primati non umani, azione utilitaria eseguita durante il grooming, a carezza, gesto puramente affiliativo tra gli uomini.

Structural basis for control of secondary vessels in the long-finned eel, Anguilla reinhardtii

Histological sections of primary segmental arteries and associated interarterial anastomoses and secondary vessels from the long-finned eel Anguilla reinhardtii were examined by light and transmission electron microscopy. Interarterial anastomoses were found to originate from the primary vasculature as depressions through the tunica intima and media, from where they ran perpendicularly to the adventitial layer, before coiling extensively. From here the anastomoses travelled a relatively linear path in the outer margin of the adventitia to anastomose with a secondary vessel running in parallel with the primary counterpart. In contrast to findings from other species, secondary vessels had a structure quite similar to that of primary vessels; they were lined by endothelial cells on a continuous basement membrane, with a single layer of smooth muscle cells surrounding the vessel. Smooth muscle cells were also found in the vicinity of interarterial anastomoses in the adventitia, but these appeared more longitudinally orientated. The presence of smooth muscle cells on all aspects of the secondary circulation suggests that this vascular system is regulated in a similar manner as the primary vascular system. Because interarterial anastomoses are structurally integrated with the primary vessel from which they originate, it is anticipated that flow through secondary vessels to some extent is affected by the vascular tone of the primary vessel. Immunohistochemical studies showed that primary segmental arteries displayed moderate immunoreactivity to antibodies against 5-hydroxytryptamine and substance P, while interarterial anastomoses and secondary vessels showed dense immunoreactivity. No immunoreactivity was observed on primary or secondary arteries against neuropeptide Y or calcitonin gene-related peptide.

Development and validaton of an indicator to compare antibiotic usage in secondary care in England

The use of antibiotics was investigated in twelve acute hospitals in England. Data was collected electronically and by questionnaire for the financial years 2001/2, 2002/3 and 2003/4. Hospitals were selected on the basis of their Medicines Management Self-Assessment Scores (MMAS) and included a cohort of three hospitals with integrated electronic prescribing systems. The total sample size was 6.65% of English NHS activity for 2001/2 based on Finished Consultant Episode (FCE) numbers. Data collected included all antibiotics dispensed (ATC category J01), hospital activity FCE's and beddays, Medicines Management Self-assessment scores, Antibiotic Medicines Management scores (AMS), Primary Care Trust (PCT) of origin of referral populations, PCT antibiotic prescribing rates, Index of Multiple Deprivation for each PCT. The DDD/FCE (Defined Daily Dose/FCE) was found to correlate with the DDD 100beddays (r = 0.74 psecondary care antibiotic prescribing rates for the same referral population or between the weighted mean IMD 2000 for each hospital's referral population and the hospital antibiotic prescribing rate.

Medication error in mental health:implications for primary care

Medication errors are associated with significant morbidity and people with mental health problems may be particularly susceptible to medication errors due to various factors. Primary care has a key role in improving medication safety in this vulnerable population. The complexity of services, involving primary and secondary care and social services, and potential training issues may increase error rates, with physical medicines representing a particular risk. Service users may be cognitively impaired and fail to identify an error placing additional responsibilities on clinicians. The potential role of carers in error prevention and medication safety requires further elaboration. A potential lack of trust between service users and clinicians may impair honest communication about medication issues leading to errors. There is a need for detailed research within this field.

Optimising primary care for people with dementia

This review considers key areas in primary care regarding the diagnosis of dementia. Issues surrounding assessment, policy and incentives are considered. In addition, the relevance of non-medication approaches for dementia in primary care, which aim to enhance or maintain quality of life by maximising psychological and social function in the context of existing disabilities, is deliberated. Finally, key issues about primary care medication management are considered, and relevant therapeutic strategies with recommendation for a collaborative approach that improve outcomes by linking primary and secondary healthcare services - including general practice and pharmacy - with social care needs are weighed up. A key aspect of such a collaborative approach is to support informal carers in optimising medication.

The primary amine metabolite of sibutramine stimulates lipolysis in adipocytes isolated from lean and obese mice and in isolated human adipocytes

Sibutramine is a satiety-inducing serotonin-noradrenaline reuptake inhibitor that acts predominantly via its primary and secondary metabolites. This study investigates the possibility that sibutramine and/or its metabolites could act directly on white adipose tissue to increase lipolysis. Adipocytes were isolated by a collagenase digestion procedure from homozygous lean (+/+) and obese-diabetic ob/ob mice, and from lean nondiabetic human subjects. The lipolytic activity of adipocyte preparations was measured by the determination of glycerol release over a 2-hour incubation period. The primary amine metabolite of sibutramine M2, caused a concentration-dependent stimulation of glycerol release by murine lean and obese adipocytes (maximum increase by 157 ± 22 and 245 ± 1696, respectively, p < 0.05). Neither sibutramine nor its secondary amine metabolite M1 had any effect on lipolytic activity. Preliminary studies indicated that M2-induced lipolysis was mediated via a beta-adrenergic action. The non-selective beta-adrenoceptor antagonist propranolol (10-6M) strongly inhibited M2-stimulated lipolysis in lean and obese murine adipocytes. M2 similarly increased lipolysis by isolated human omental and subcutaneous adipocytes (maximum increase by 194 ± 33 and 136 ± 4%, respectively, p < 0.05) with EC50 values of 12 nM and 3 nM, respectively. These results indicate that the sibutramine metabolite M2 can act directly on murine and human adipose tissue to increase lipolysis via a pathway involving beta-adrenoceptors. © Georg Thieme Verlag KG Stuttgart.

Care-less spaces and identity construction:transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

A Letter of Consequence: Referral Letters from General Practitioners to Secondary Mental Health Services

The referral letter is a key instrument in moving patients from primary to secondary care services. Consequently, the circumstances in which a referral should be made and its contents have been the subject of clinical guidelines. This article is based on a project that demonstrated that physicians do not adhere to clinical guidelines when referring patients to secondary mental health services. This research supports earlier findings into noncompliance with guidelines by general practitioners (GPs). The authors briefly note possible reasons, which have been the subject of some debate. They also present a content analysis of referral letters to demonstrate the important ways in which they differ from guideline criteria. However, their central argument is that the role of the referral letter in relation to the GP’s repertoire of treatments has not been understood fully. Such understanding implies the need for a reexamination of the support available for GPs.

Primary dengue haemorrhagic fever in patients from northeast of Brazil is associated with high levels of interferon-b during acute phase

Dengue is an acute febrile disease caused by the mosquito-borne dengue virus (DENV) that according to clinical manifestations can be classified as asymptomatic, mild or severe dengue. Severe dengue cases have been associated with an unbalanced immune response characterised by an over secretion of inflammatory cytokines. In the present study we measured type I interferon (IFN-I) transcript and circulating levels in primary and secondary DENV infected patients. We observed that dengue fever (DF) and dengue haemorrhagic fever (DHF) patients express IFN-I differently. While DF and DHF patients express interferon-a similarly (52,71 ± 7,40 and 49,05 ± 7,70, respectively), high levels of circulating IFN-b were associated with primary DHF patients. On the other hand, secondary DHF patients were not able to secrete large amounts of IFN-b which in turn may have influenced the high-level of viraemia. Our results suggest that, in patients from our cohort, infection by DENV serotype 3 elicits an innate response characterised by higher levels of IFN-b in the DHF patients with primary infection, which could contribute to control infection evidenced by the low-level of viraemia in these patients. The present findings may contribute to shed light in the role of innate immune response in dengue pathogenesis.

Adolescence: A useful concept for this millennium

‘Adolescence’ has become increasingly recognised as a nebulous concept. Previous conceptualisations of adolescence have adopted a ‘deficit’ view, regarding teenagers as ‘unfinished’ adults. The deficit view of adolescence is highly problematic in an era where adulthood itself is difficult to define. The terms ‘kidult’ or ‘adultescent’ have emerged to describe adult-age people whose interests and priorities match those of their teenage counterparts. Rather than relying on ‘lock-step’ models of physical, cognitive and social growth put forward by developmental psychology, adolescence can be more usefully defined by looking at the common experiences of people in their teenage years. Common experiences arise at an institutional level; for example, all adolescents are treated as the same by legal and education systems. The transition from primary to secondary schooling is a milestone for all children, exposing them to a new type of educational environment. Shared experiences also arise from generational factors. Today’s adolescents belong to the millennial generation, characterised by technological competence, global perspectives, high susceptibility to media influence, individualisation and rapid interactions. This generation focuses on teamwork, achievement, modesty and good conduct, and has great potential for significant collective accomplishments. These generational factors challenge educators to provide relevant learning experiences for today’s students. Many classrooms still utilise textbook-based pedagogy more suited to previous generations, resulting in disengagement among millennial students. Curriculum content must also be tailored to generational needs. The rapid pace of change, as well as the fluidity of identity created by dissolving geographical and vocational boundaries, mean that the millennial generation will need more than a fixed set of skills and knowledge to enter adulthood. Teachers must enable their students to think like ‘expert novices’, adept at assimilating new concepts in depth and prepared to engage in lifelong learning.

Transition into high school : a phenomenological study

Transition is a process of moving from the known to the unknown (Green, 1997) and transition from primary school to high school can be described in this way. In Australia, there is a two tiered system of primary and secondary schooling operating where school students typically undergo at least two transitions. Firstly, when they leave home to attend pre-school/primary school; and secondly, when they leave primary school to enter secondary school. Potentially some students may experience up to four transitions: from home to kindergarten to pre-school to primary school to secondary school while for a smaller number of students who attend P-12 schools, there may be only one transition: from home to preschool.

The quality of interface design for educational courseware development in Malaysian educational context

Interactive educational courseware has been adopted in diverse education sectors such as primary, secondary, tertiary education, vocational and professional training. In Malaysian educational context, the ministry of education has implemented Smart School Project that aims to increase high level of academic achievement in primary and secondary schools by using interactive educational courseware. However, many researchers have reported that many coursewares fail to accommodate the learner and teacher needs. In particular, the interface design is not appropriately designed in terms of quality of learning. This paper reviews educational courseware development process in terms of defining quality of interface design and suggests a conceptual model of interface design through the integration of design components and interactive learning experience into the development process. As a result, it defines the concept of interactive learning experience in a more practical approach in order to implement each stage of the development process in a seamless and integrated way.

A Conceptualisation of Courseware Development Process in Malaysian Educational Context

Multimedia-based learning has been accepted as an effective learning tool and has broadly prevailed in various types of education around the world. The Malaysian ministry of education has also adopted this information communication technology (ICT) as the means of an education reformation project called, ‘Smart School’ since 1998, aiming to improve all Malaysian Primary and Secondary students’ learning ability, attitudes, achievement, and further enhance teachers’ teaching performance. As a result, Malaysian Ministry of Education has distributed a number of interactive courseware of the key learning domains such as Mathematics, Science, Bahasa Melayu (Malay language), and English. According to recent reports by Malaysian Ministry of Education (MOE), however, the courseware has not been effectively used in schools, and many researchers point out there are vital issues concerning the interface and interaction design. Within this context, this paper presumes that one of the main reasons could derive from a structural aspect of the course development process that is devaluing or ignoring the importance of interface and interaction design. Therefore, it is imperative to conceptualise the courseware development process in terms of creating interactive and quality learning experiences through defining the stakeholders’ needs in terms of better learning and teaching. Within this context, this paper reviews the current development process and proposes a new concept called the interactive communication component which enables courseware developers to embed interactive and quality learning experiences into their courseware development process. The key objective is to provide opportunities to discuss the courseware development process from the different stakeholders’ perspectives of the educational courseware in a Malaysian context.

The Quality of Interface Design for Educational Courseware Development in Malaysian Educational Context

Interactive educational courseware has been adopted in diverse education sectors such as primary, secondary, tertiary education, vocational and professional training. In Malaysian educational context, the ministry of education has implemented Smart School Project that aims to increase high level of academic achievement in primary and secondary schools by using interactive educational courseware. However, many researchers have reported that many coursewares fail to accommodate the learner and teacher needs. In particular, the interface design is not appropriately designed in terms of quality of learning. This paper reviews educational courseware development process in terms of defining quality of interface design and suggests a conceptual model of interface design through the integration of design components and interactive learning experience into the development process. As a result, it defines the concept of interactive learning experience in a more practical approach in order to implement each stage of the development process in a seamless and integrated way.

Patterns of engagement in workplace learning amongst employees from social sectors

Continuous learning and development has become increasingly important in the information age. However, employees with limited formal education in lower status occupations may be disadvantaged in their opportunities for development, as their jobs tend to require more limited knowledge and skills. In mature age, such workers may be subject to cumulative disadvantage with respect to work related learning and development, as well as negative stereotyping. This thesis concerns work related learning and development from a lifespan development psychology perspective. Development across the lifespan is grounded in biocultural co-constructivism. That is, the reciprocal influences of the individual and environment produce change in the individual. Existing theories and models of adaptive development attempt to explain how developmental resources are allocated across the lifespan. These included the Meta- theory of Selective Optimisation with Compensation, Dual Process Model of Self Regulation, and Developmental Regulation via Optimisation and Primary and Secondary Control. These models were integrated to create the Model of Adaptive Development for Work Related Learning. The Learning and Development Survey (LDS) was constructed to measure the hypothesised processes of adaptive development for work related learning, which were individual goal selection, individual goal engagement, individual goal disengagement, organisational opportunities (selection and engagement), and organisational constraints. Data collection was undertaken in two phases: the pilot study and the main study. The objective of the pilot study was to test the LDS on a target population of 112 employees from a local government organisation. Exploratory factor analysis reduced the pilot version of the survey to 38 items encompassing eight constructs which covered the processes of the model of adaptive development for work related learning. In the main study, the Revised Learning and Development Survey (R-LDS) was administered to another group of 137 employees from the local government organisation, as well as 110 employees from a private healthcare organisation. The purpose of the main study was to validate the R-LDS on two different groups to provide evidence of stability, and compare survey scores according to age and occupational status to determine construct validity. Findings from the main study indicated that only four constructs of the R-LDS were stable, which were organisational opportunities – selection, individual goal engagement, organisational constraints – disengagement and organisational opportunities – engagement. In addition, MANOVA studies revealed that the demographic variables affected organisational opportunities and constraints in the workplace, although individual goal engagement was not influenced by age. The findings from the pilot and main study partially supported the model of adaptive development for work related learning. Given that only four factors displayed adequate reliability in terms of internal consistency and stability, the findings suggest that individual goal selection and individual goal disengagement are less relevant to work related learning and development. Some recent research which emerged during the course of the current study has suggested that individual goal selection and individual goal disengagement are more relevant when goal achievement is impeded by biological constraints such as ageing. However, correlations between the retained factors support the model of adaptive development for work related learning, and represent the role of biocultural co-constructivism in development. Individual goal engagement was positively correlated with both opportunity factors (selection and engagement), while organisational constraints – disengagement was negatively correlated with organisational opportunities – selection. Demographic findings indicated that higher occupational status was associated with more opportunities for development. Age was associated with fewer opportunities or greater constraints for development, especially for lower status workers.