"When we like what we know – A parametric fMRI analysis of beauty and familiarity"

This paper presents a neuroscientific study of aesthetic judgments on written texts. In an fMRI experiment participants read a number of proverbs without explicitly evaluating them. In a post-scan rating they rated each item for familiarity and beauty. These individual ratings were correlated with the functional data to investigate the neural correlates of implicit aesthetic judgments. We identified clusters in which BOLD activity was correlated with individual post-scan beauty ratings. This indicates that some spontaneous aesthetic evaluation takes place during reading, even if not required by the task. Positive correlations were found in the ventral striatum and in medial prefrontal cortex, likely reflecting the rewarding nature of sentences that are aesthetically pleasing. On the contrary, negative correlations were observed in the classic left frontotemporal reading network. Midline structures and bilateral temporo-parietal regions correlated positively with familiarity, suggesting a shift from the task-network towards the default network with increasing familiarity.

Dominance of chemokine ligand 2 and matrix metalloproteinase-2 and -9 and suppression of pro-inflammatory cytokines in the epidural compartment after intervertebral disc extrusion in a canine model

BACKGROUND CONTEXT In canine intervertebral disc (IVD) disease, a useful animal model, only little is known about the inflammatory response in the epidural space. PURPOSE To determine messenger RNA (mRNA) expressions of selected cytokines, chemokines, and matrix metalloproteinases (MMPs) qualitatively and semiquantitatively over the course of the disease and to correlate results to neurologic status and outcome. STUDY DESIGN/SETTING Prospective study using extruded IVD material of dogs with thoracolumbar IVD extrusion. PATIENT SAMPLE Seventy affected and 13 control (24 samples) dogs. OUTCOME MEASURES Duration of neurologic signs, pretreatment, neurologic grade, severity of pain, and outcome were recorded. After diagnostic imaging, decompressive surgery was performed. METHODS Messenger RNA expressions of interleukin (IL)-1β, IL-2, IL-4, IL-6, IL-8, IL-10, tumor necrosis factor (TNF), interferon (IFN)γ, MMP-2, MMP-9, chemokine ligand (CCL)2, CCL3, and three housekeeping genes was determined in the collected epidural material by Panomics 2.0 QuantiGene Plex technology. Relative mRNA expression and fold changes were calculated. Relative mRNA expression was correlated statistically to clinical parameters. RESULTS Fold changes of TNF, IL-1β, IL-2, IL-4, IL-6, IL-10, IFNγ, and CCL3 were clearly downregulated in all stages of the disease. MMP-9 was downregulated in the acute stage and upregulated in the subacute and chronic phase. Interleukin-8 was upregulated in acute cases. MMP-2 showed mild and CCL2 strong upregulation over the whole course of the disease. In dogs with severe pain, CCL3 and IFNγ were significantly higher compared with dogs without pain (p=.017/.020). Dogs pretreated with nonsteroidal anti-inflammatory drugs revealed significantly lower mRNA expression of IL-8 (p=.017). CONCLUSIONS The high CCL2 levels and upregulated MMPs combined with downregulated T-cell cytokines and suppressed pro-inflammatory genes in extruded canine disc material indicate that the epidural reaction is dominated by infiltrating monocytes differentiating into macrophages with tissue remodeling functions. These results will help to understand the pathogenic processes representing the basis for novel therapeutic approaches. The canine IVD disease model will be rewarding in this process.

La salud oral de grupos poblacionales vulnerables : experiencias de educación para la salud bucal en niños con discapacidad en Perú y Argentina

Dos elementos permiten reflexionar sobre el futuro de los seres humanos: La buena noticia es que a través de la ciencia los seres humanos pueden vivir más de 80 años. La noticia negativa es que de acuerdo con las estadísticas, entre los 60 y 80 años de edad las personas van a sufrir algún tipo de discapacidad. Esta situación hace que muchos países trabajen hoy para hacer una contribución, por pequeña que parezca, que ayude a mantener los aspectos sanitarios susceptibles a la enfermedad. Estas contribuciones están directamente vinculadas a las acciones de atención primaria, educación en salud oral en las instituciones educativas que reúnen a los niños con discapacidad, sus familias y profesores, y teniendo en cuenta que los bebés y los niños con discapacidad se encuentran en vulnerabilidad desde la salud oral. Los objetivos de este trabajo son: compartir experiencias de educación para la salud oral en instituciones educativas especiales en Perú y Argentina y proporcionar recursos didácticos a través de herramientas educativas que permitan ayudar a los niños, maestros, padres y comunidad en el aprendizaje del cuidado de la salud oral en especial las instituciones educativas de ambos países. Desde la población en estudio se seleccionó una muestra aleatoria entre 2.010 escuelas especiales en la región de Lima, Perú y Mendoza, Argentina. Se acordaron temas básicos de promoción de la salud bucal como: higiene bucal, salud bucal, enfermedades prevalentes, caries, enfermedad periodontal, maloclusión, medidas de prevención, nutrición, etc. y se realizó una encuesta entre los padres para evaluar los conocimientos en los tópicos mencionados y el grado de compromiso de los maestros para aplicar estrategias de higiene en el ámbito escolar. Conclusión: La creación de espacios comunitarios para insertar la salud oral es un desafío. Ambos países desarrollan metodologías similares, resultando muy rica la experiencia de compartir las actividades que realizan cada uno de ellos. La premisa “Lo normal es ser diferente" es compartida por nosotros desde la idea de personalizar e individualizar las acciones con un fin común. En Promoción de la Salud Bucal para niños especiales Perú y Argentina se encuentran en la misma dirección.

Trabajo interdisciplinario para una óptima rehabilitación oral : caso clínico

Cuando pensamos en una rehabilitación oral estamos frente a una difícil situación, ya que esto involucra el compromiso de varias especialidades en forma simultánea. Esto es muy enriquecedor, un trabajo en equipo que para comenzar con el debate frente a las necesidades del plan de tratamiento, necesitará por encima de todo objetivos comunes y así poder arribar al objetivo final.

Educación para la salud bucal mediante el uso de las tecnologías de la información y comunicación (TICs) : experiencia de las cátedras Clínica del Paciente Discapacitado y Práctica Profesional Supervisada

La educación superior en el siglo XXI va más allá de la simple transferencia de conocimientos donde el estudiante es un receptor pasivo y el rol activo lo desempeña el docente. Hoy la co-construcción de los conocimientos con los alumnos resulta una estrategia enriquecedora para ambos, más aún cuando las actividades pedagógicas que se planteen tengan como uno de sus receptores a la propia comunidad. La experiencia que se relata intenta complementar saberes universitarios, mediarlos a diferentes destinatarios, desarrollar capacidades para producirlos y utilizarlos adecuadamente a grupos definidos que requieren la información que se imparte. La tecnología digital en los escenarios pedagógico-didácticos no se limita exclusivamente a los ámbitos informáticos, virtuales o de elearning. Resulta una herramienta excelente para llegar a grupos poblacionales diversos. Así es que se que expresa una experiencia realizada entre las cátedras Clínica del Paciente Discapacitado y PrácticaProfesional Supervisada de la Facultad de Odontología, Universidad Nacional de Cuyo en Mendoza, Argentina. Se diseñó una propuesta de promoción de la salud bucal mediante el uso de las tecnologías de la información y comunicación (TICs). La misma consistió en la construcción a cargo de los alumnos de páginas web como instrumento de educación de la salud bucal dirigidas a grupos de riesgo con discapacidad, sus familias y profesionales odontólogos que atienden a estos pacientes.

At surface behaviour data of juvenile southern elephant seals from Marion Island between 2001 and 2006 with links to datasets

Marine mammals forage in dynamic environments characterized by variables that are continuously changing in relation to large-scale oceanographic processes. In the present study, behavioural states of satellite-tagged juvenile southern elephant seals (n = 16) from Marion Island were assessed for each reliable location, using variation in turning angle and speed in a state-space modelling framework. A mixed modelling approach was used to analyse the behavioural response of juvenile southern elephant seals to sea-surface temperature and proximity to frontal and bathymetric features. The findings emphasised the importance of frontal features as potentially rewarding areas for foraging juvenile southern elephant seals and provided further evidence of the importance of the area west of Marion Island for higher trophic-level predators. The importance of bathymetric features during the transit phase of juvenile southern elephant seal migrations indicates the use of these features as possible navigational cues.

Study about the Problem of Dropping of Subjects by Students During an Academinc Year at the University.

In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult, this means that they lose the continuity in the topics that the professor follows. If they try to attend again they discover that they hardly understand anything and become discouraged and so decide to give up attending lectures and study on their own. However some fail to turn up to do their final exams and the failure rate of those who actually do the exams is high. The problem is that this is not only the case with one specific subject, but it is often the same with many subjects. The result is that students arent’s productive enough, wasting time and also prolonging their years of study which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, it may in fact take up to an average of six or more academic courses. In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common, to find students who do not even pass nor 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be the point when he considers dropping out altogether. This is also a concern for the universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve in possible, the problem of lack of attendance to lectures. This involves "rewarding students for their assistance and participation in lectures". Rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning in a non-passive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of these topics explained and the applications that they will have for their professional life in the future. In this way the student see for himself the use and importance of what he is learning. When his participation is required, he will feel more involved and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects.

Technological development in Spanish gothic vaults design

The principle of complexity as the evolution vector of the gothic style was an idea largely developed by Paul Frankl. The high complexity reached in the 15th and 16th centuries was possible thanks to the geometrical resources developed in the workshops of the medieval stonemasons. The search for more sophisticated designs was possible also with the higher standardization, so that the most complex ribbed vault could be built with ribs that had all the same curvature and with voussoirs that were therefore identical. Spanish Gothic architecture has been deeply studied from a historical and artistic point of view. The present paper, as a complement to these analyses, aims to point out some of the geometrical methods and technological improvements that late medieval masons were able to develop. In that way, some selected vaults have been measured, in order to study their geometry and design process. Also scale models of some vaults have been built at the Escuela de Arquitectura (Madrid) to validate these geometrical principles. More than just a research method, the scale models allow to understand the medieval construction techniques, and they are a powerful pedagogical tool with which pupils can reach a rewarding experience based on the “medieval-way” praxis.

Evolution and implementation of CDIO initiatives at ETSII-UPM

The School of Industrial Engineering at Universidad Politécnica de Madrid (ETSII-UPM) has been promoting student-centred teaching-learning activities, according to the aims of the Bologna Declaration, well before the official establishment of the European Area of Higher Education. Such student-centred teaching-learning experiences led us to the conviction that project based learning is rewarding, both for students and academics, and should be additionally promoted in our new engineering programmes, adapted to the Grade-Master structure. The level of commitment of our teachers with these activities is noteworthy, as the teaching innovation experiences carried out in the last ten years have led to the foundation of 17 Teaching Innovation Groups at ETSII-UPM, hence leading the ranking of teaching innovation among all UPM centres. Among interesting CDIO activities our students have taken part in especially complex projects, including the Formula Student, linked to the complete development of a competition car, and the Cybertech competition, aimed at the design, construction and operation of robots for different purposes. Additional project-based learning teamwork activities have been linked to toy design, to the development of medical devices, to the implementation of virtual laboratories, to the design of complete industrial installations and factories, among other activities detailed in present study. The implementation of Bologna process will culminate at ETSII-UPM with the beginning of the Master’s Degree in Industrial Engineering, in academic year 2014-15. The program has been successfully approved by the Spanish Agency for Accreditation (ANECA), with the inclusion of a set of subjects based upon the CDIO methodology denominated generally “INGENIA”, linked to the Spanish “ingeniar” (to provide ingenious solutions), also related etymologically in Spanish with “ingeniero”, engineer. INGENIA students will live through the complete development process of a complex product or system and there will be different kind of projects covering most of the engineering majors at ETSII-UPM.

A INFLUÊNCIA DAS PRÁTICAS PEDAGÓGICAS DOCENTES E DAS BARREIRAS DISCENTES SOBRE O DESENVOLVIMENTO DA CRIATIVIDADE DO FUTURO ADMINISTRADOR

As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.

Cocaine reward models: Conditioned place preference can be established in dopamine- and in serotonin-transporter knockout mice

Cocaine and methylphenidate block uptake by neuronal plasma membrane transporters for dopamine, serotonin, and norepinephrine. Cocaine also blocks voltage-gated sodium channels, a property not shared by methylphenidate. Several lines of evidence have suggested that cocaine blockade of the dopamine transporter (DAT), perhaps with additional contributions from serotonin transporter (5-HTT) recognition, was key to its rewarding actions. We now report that knockout mice without DAT and mice without 5-HTT establish cocaine-conditioned place preferences. Each strain displays cocaine-conditioned place preference in this major mouse model for assessing drug reward, while methylphenidate-conditioned place preference is also maintained in DAT knockout mice. These results have substantial implications for understanding cocaine actions and for strategies to produce anticocaine medications.

Response-reinforcement learning is dependent on N-methyl-d-aspartate receptor activation in the nucleus accumbens core

The nucleus accumbens, a site within the ventral striatum, is best known for its prominent role in mediating the reinforcing effects of drugs of abuse such as cocaine, alcohol, and nicotine. Indeed, it is generally believed that this structure subserves motivated behaviors, such as feeding, drinking, sexual behavior, and exploratory locomotion, which are elicited by natural rewards or incentive stimuli. A basic rule of positive reinforcement is that motor responses will increase in magnitude and vigor if followed by a rewarding event. It is likely, therefore, that the nucleus accumbens may serve as a substrate for reinforcement learning. However, there is surprisingly little information concerning the neural mechanisms by which appetitive responses are learned. In the present study, we report that treatment of the nucleus accumbens core with the selective competitive N-methyl-d-aspartate (NMDA) antagonist 2-amino-5-phosphonopentanoic acid (AP-5; 5 nmol/0.5 μl bilaterally) impairs response-reinforcement learning in the acquisition of a simple lever-press task to obtain food. Once the rats learned the task, AP-5 had no effect, demonstrating the requirement of NMDA receptor-dependent plasticity in the early stages of learning. Infusion of AP-5 into the accumbens shell produced a much smaller impairment of learning. Additional experiments showed that AP-5 core-treated rats had normal feeding and locomotor responses and were capable of acquiring stimulus-reward associations. We hypothesize that stimulation of NMDA receptors within the accumbens core is a key process through which motor responses become established in response to reinforcing stimuli. Further, this mechanism, may also play a critical role in the motivational and addictive properties of drugs of abuse.

Com fer lectors de poesia en secundària

En aquest article es presenten una sèrie d’activitats pràctiques i de reflexions amb el propòsit de fer lectors de poesia a Secundària, tot un repte per al professorat. S’hi insisteix en la necessitat de treballar a l’aula textos poètics per descobrir una altra forma d'utilitzar el llenguatge, vinculada al joc del ritme i la rima de les paraules, i perquè la poesia és indispensable per al desenvolupament intel·lectual i afectiu. Es pretén així facilitar experiències gratificants per ajudar el nostre alumnat a descobrir el gust per la lectura, l'escriptura i la dramatització de textos poètics.

Relatório de estágio de nutrição em hematologia

Relatório de estágio de mestrado, Nutrição Clínica, Universidade de Lisboa, Faculdade de Medicina, 2015

The Eastern Partnership Riga Summit should not be a non-event. EPC Commentary, 20 May 2015

The upcoming 21-22 May Eastern Partnership (EaP) Riga Summit will take place against the backdrop of the new geopolitical reality in the EU’s Eastern neighbourhood, in the aftermath of Russia’s annexation of Crimea and ongoing war in Eastern Ukraine. Given the extremely complex geopolitical context, the importance of the Summit and the message it delivers to the partner countries – particularly to Ukraine, Georgia and Moldova, which have made European integration their foreign policy goal – cannot be underestimated. The Summit needs to send a strong, unambiguous signal reconfirming the EU’s commitment to the EaP, and offer a clear roadmap for the future. If the Summit turns out to be a non-event, with an empty declaration, it risks being perceived as rewarding the bullying policies of Russia.