Rapid antagonistic coevolution between strains of the social amoeba Dictyostelium discoideum.

Social groups face a fundamental problem of overcoming selfish individuals capable of destroying cooperation. In the social amoeba Dictyostelium discoideum, there is evidence that some clones ('cheaters') contribute disproportionately to the viable spores in a fruiting body while avoiding the dead stalk cell fate. It remains unclear, however, whether this cheating is actually the product of selection. Here, I report the results of an experimental evolution study designed to test whether clones of D. discoideum will evolve resistance to cheating in the laboratory with genetic variation created only through spontaneous mutation. Two strains, one green fluorescent protein (GFP)-labelled and one wild-type, were allowed to grow and develop together before the wild-type strain was removed and replaced with a naïve strain evolving in parallel. Over the course of 10 social generations, the GFP-labelled strain reliably increased its representation in the spores relative to control populations that had never experienced the competitor. This competitive advantage extended to the non-social, vegetative growth portion of the life cycle, but not to pairwise competition with two other strains. These results indicate strong antagonism between strains, mediated by ample mutational variation for cheating and also suggest that arms races between strains in the wild may be common.

Human finger somatotopy in areas 3b, 1, and 2: A 7T fMRI study using a natural stimulus.

To study the properties of human primary somatosensory (S1) cortex as well as its role in cognitive and social processes, it is necessary to noninvasively localize the cortical representations of the body. Being arguably the most relevant body parts for tactile exploration, cortical representations of fingers are of particular interest. The aim of the present study was to investigate the cortical representation of individual fingers (D1-D5), using human touch as a stimulus. Utilizing the high BOLD sensitivity and spatial resolution at 7T, we found that each finger is represented within three subregions of S1 in the postcentral gyrus. Within each of these three areas, the fingers are sequentially organized (from D1 to D5) in a somatotopic manner. Therefore, these finger representations likely reflect distinct activations of BAs 3b, 1, and 2, similar to those described in electrophysiological work in non-human primates. Quantitative analysis of the local BOLD responses revealed that within BA3b, each finger representation is specific to its own stimulation without any cross-finger responsiveness. This finger response selectivity was less prominent in BA 1 and in BA 2. A test-retest procedure highlighted the reproducibility of the results and the robustness of the method for BA 3b. Finally, the representation of the thumb was enlarged compared to the other fingers within BAs 1 and 2. These findings extend previous human electrophysiological and neuroimaging data but also reveal differences in the functional organization of S1 in human and nonhuman primates. Hum Brain Mapp 35:213-226, 2014. © 2012 Wiley Periodicals, Inc.

Cross-cultural clinical competence and post-graduate teaching: any impact(s) on doctors?

Context: Cross-cultural clinical competence (CCC) requires a mixtureof "knowledge" (K), "attitude" (A) and "skills" (S), in order to develop theability to give quality care to patients of different cultures. Theseattributes allow, while providing medical care, consideration of thepatient's medical, social, cultural and language needs. The LausanneUniversity Medical Policlinic (PMU) provides approximately 30000consultations per year to migrant patients and over the past five yearshas implemented a training course on CCC that focuses on trialogue,stereotypes and administrative procedures for the healthcare ofmigrants.Method: A quantitative survey of 18 new residents, was carried outusing a validated questionnaire, the "Multicultural AssessmentQuestionnaire" (the MAQ, 16 questions on K, A and S) to evaluate theimpact of CCC training. The questionnaire was distributed before theCCC course (J-1), three days after (J+3) and three months later (J+90).A descriptive univariate analysis of the difference in MAQ scoresbetween the times J-1 - J+3 and J-1 - J+90 was made. Three FocusGroups were conducted, at three months, to explore residents' thoughtsabout the course.Results: A significant increase was observed in global performancedeclared by residents. Following the intervention, the score of the MAQincreased from 31.4 points to 38.0 points at three days (p = 0.004) andto 37.7 points at three months (p = 0.003). This increase was mostnoticeable in the field of acquiring K: total score J-1: 118, J+3: 189,J+90: 190 (difference J-1 - J+3 and J-1 - J+90: p <0.005). There was nosignificant difference in acquiring A (J-1: 222, J+3: 228, J+90: 229), andS increases in a significant way at first (J-1: 222, J+3: 265, J-1 - J+3:p = 0.035), then comes back to the start value (J+90: 217). The residentswere interested by the course which they felt provides useful informationfor clinical practice. They had a great number of expectations in varyingfields (medical anthropology, cultural differences, epidemiology, etc.),hoping a "ready-made" solution for the approach of migrant patients.Conclusions: A unique training of CCC at the post-graduate level,upgraded K, and to a lesser extent A and S, for these 18 residents. Theywere interest and they had many expectations. Subsequent coursesshould consolidate these acquisitions. Future study should demonstratethe impact on patients' clinical outcome.

La Educación social y el proceso de adaptación al Espacio Europeo de Educación Superior. Retos y posibilidades

La formación universitaria actual está avanzando hacia un nuevo modelo de enseñanza-aprendizaje que plantea unos cambios muy importantes respecto a la formación universitaria tradicional, como consecuencia del proceso de adaptación al Espacio Europeo de Educación Superior. En este artículo exponemos cuáles son los condicionantes de las nuevas titulaciones, señalando los principales cambios que se configuran a partir de la normativa estatal y, a partir de aquí, nos centramos en la titulación de Educación social para analizar cuáles son, desde nuestro punto de vista, los principales retos que conlleva la adaptación de estos estudios a la EEES, tanto para la propia universidad como para el mundo profesional

Sensitivity to Change of the Ultrasound synovitis SONAR Score in RA Patients: Results of the Scqm Cohort

Background/Purpose: Since the end of 2009, an ultrasound scoring call SONAR has been implemented for RA patients as a routine tool in the SCQM registry (Swiss Clinical Quality Management registry for rheumatic diseases). A cross-sectional evaluation of patients with active disease and clinical remission according to the DAS28ESR and the novel ACR/EULAR remission criteria from 2010 clearly indicated a good correlational external validity of synovial pathologies with clinical disease activity in RA (2012 EULAR meeting. Objective: of this study was to evaluate the sensitivity to change of B-mode and Power-Doppler scores in a longitudinal perspective along with the changes in DAS28ESR in two consecutive visits among the patients included in the SCQM registry Methods: All patients who had at least two SONAR scores and simultaneous DAS28ESR evaluations between December 2009 and June 2012 were included in this study. The data came from 20 different operators working mostly in hospitals but also in private practices, who had received a previous teaching over 3 days in a reference center. The SONAR score includes a semi-quantitative B mode and Power-Doppler evaluation of 22 joints from 0 to 3, maximum 66 points for each score. The selection of these 22 joints was done in analogy to a 28 joint count and further restricted to joint regions with published standard ultrasound images. Both elbows and wrist joints were dynamically scanned from the dorsal and the knee joints from a longitudinal suprapatellar view in flexion and in joint extension. The bilateral evaluation of the second to fifth metacarpophalangeal and proximal interphalangeal joints was done from a palmar view in full extension, and the Power-Doppler scoring from a dorsal view with hand and finger position in best relaxation. Results: From the 657 RA patients with at least one score performed, 128 RA patients with 2 or more consultations of DAS28ESR, and a complete SONAR data set could be included. The mean (SD) time between the two evaluations was 9.6 months (54). The mean (SD) DAS28ESR was: 3.5 (1.3) at the first visit and was significantly lower (mean 3.0, SD.2.0, p:_0.0001) at the second visit. The mean (SD) of the total B mode was 12 (9.5) at baseline and 9.6 (7.6) at follow-up (p_0.0004). The Power-Doppler score at entry was 2.9 (5.7) and 1.9 (3.6), at the second visit, p _0.0001. The Pearson r correlation between change in DAS28ESR and the B mode was 0.44 (95% CI: 0.29, 0.57, p_ 0.0001),and 0.35 (95% CI: 0.16, 0.50, p _ 0.0002) for the Power-Doppler score,. Clinical relevant change in DAS (_1.1) was associated with a change of total B mode score _3 in 23/32 patients and a change a Doppler score _0.5 in 19/26. Conclusion: This study confirms that the SONAR score is sensitive to change and provides a complementary method of assessing RA disease activity to the DAS that could be very useful in daily practice.

Evaluation of Hot Mix Asphalt Moisture Sensitivity Using the Nottingham Asphalt Test Equipment, TR-555, 2010

Pavements are subjected to different stresses during their design lives. A properly designed pavement will perform adequately during its design life, and the distresses will not exceed the allowable limits; however, there are several factors that can lead to premature pavement failure. One such factor is moisture sensitivity. AASHTO T 283 is the standard test used in the moisture susceptibility evaluation of asphalt mixtures, but the results of the test are not very representative of the expected behavior of asphalt mixtures. The dynamic modulus test measures a fundamental property of the mixture. The results of the dynamic modulus test can be used directly in the Mechanistic-Empirical Pavement Design Guide (MEPDG) and are considered a very good representation of the expected field performance of the mixture. Further research is still needed to study how the dynamic modulus results are affected by moisture. The flow number test was studied in previous research as a candidate test for moisture-susceptibility evaluation, but the results of that research were not favorable. This research has four main objectives. The first objective of this research is to evaluate the usefulness of the dynamic modulus and flow number tests in moisture-susceptibility evaluation. The second objective is to compare the results to those achieved using the AASHTO T 283 test. The third objective is to study the effect of different methods of sample conditioning and testing conditions. The fourth objective of the research is to study the variability in the test results.

Formación permanente y construcción de identidades en el Equipo docente del practicum de Educación Social

El objetivo de esta comunicación es presentar la experiencia formativa de aprendizaje en elseno del Equipo Docente de la asignatura del practicum del Grado Educación Social, así comolos procesos de construcción identitaria derivados de la misma. Tratamos de analizar esta experienciacomo espacio de generación de conocimiento pedagógico a partir de la reflexión yla formación que nos brinda la propia práctica docente compartida en el equipo. Proponemosabordar los puntos medulares que dan cuenta de la sistematización de una práctica de formaciónpermanente a partir de la reflexión “en”, “sobre” y “desde” la acción. Es a partir de estasconsideraciones que nos incardinaremos en el proceso de transformación y construcciónde la identidad docente. Para ello, hemos creído oportuno identificar los elementos que coadyuvan en el complejo proceso identitario, para pasar a su posterior análisis.

Formación permanente y construcción de identidades en el Equipo docente del practicum de Educación Social

El objetivo de esta comunicación es presentar la experiencia formativa de aprendizaje en elseno del Equipo Docente de la asignatura del practicum del Grado Educación Social, así comolos procesos de construcción identitaria derivados de la misma. Tratamos de analizar esta experienciacomo espacio de generación de conocimiento pedagógico a partir de la reflexión yla formación que nos brinda la propia práctica docente compartida en el equipo. Proponemosabordar los puntos medulares que dan cuenta de la sistematización de una práctica de formaciónpermanente a partir de la reflexión “en”, “sobre” y “desde” la acción. Es a partir de estasconsideraciones que nos incardinaremos en el proceso de transformación y construcciónde la identidad docente. Para ello, hemos creído oportuno identificar los elementos que coadyuvan en el complejo proceso identitario, para pasar a su posterior análisis.

Formación permanente y construcción de identidades en el Equipo docente del practicum de Educación Social

El objetivo de esta comunicación es presentar la experiencia formativa de aprendizaje en elseno del Equipo Docente de la asignatura del practicum del Grado Educación Social, así comolos procesos de construcción identitaria derivados de la misma. Tratamos de analizar esta experienciacomo espacio de generación de conocimiento pedagógico a partir de la reflexión yla formación que nos brinda la propia práctica docente compartida en el equipo. Proponemosabordar los puntos medulares que dan cuenta de la sistematización de una práctica de formaciónpermanente a partir de la reflexión “en”, “sobre” y “desde” la acción. Es a partir de estasconsideraciones que nos incardinaremos en el proceso de transformación y construcciónde la identidad docente. Para ello, hemos creído oportuno identificar los elementos que coadyuvan en el complejo proceso identitario, para pasar a su posterior análisis.

Représentations sociales et représentations intimes de la maladie. Quelques réflexions d'un clinicien [Social and private representations of cancer. A clinician's point of view]

This paper discusses social representations in scientific communications and private ones that are linked to the individual imagination. Social representations, in a limited sense, are useful for the development of preventive messages, but of little benefit to clinical work. We highlight some non-explicit aspects of scientific discourse that impact on treatment: projected beliefs and values. We tackle the relationship between the concepts of representation, imagination, identity and temporality in the individual approach of the cancer patient.

Del Programa d'Educació Compensatòria al nou Pla per a la Llengua i la Cohesió Social

El Programa d’Educació Compensatòria va ser el fruit emblemàtic de la política reformista empresa el 1983 en el camp pedagògic. Es tractava d’un discurs destinat a corregir les desi- gualtats socials i assolir quotes més elevades de justícia social. Actualment, en el context català ha estat considerat necessari un doble canvi, davant el ràpid increment de la població escolar procedent de la immigració i l’aparició de noves formes d’exclusió social: per una banda, una adequada integració educativa, social i cultural de tot l’alumnat independentment del seu origen i condició, i, per l’altra, la consolidació de la llengua catalana com a llengua vehicular de l’ensenyament i com a element de cohesió social en un marc plurilingüe.

Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

Why Women Rarely Rise to the Top: A Social Identity Model of Leader Prototypes.

Purpose We propose a social identity model of leader prototypes to address why the maleness of leader prototypes is more pronounced among men than among women (e.g., Schein, 2001). Specifically, we argue that individuals project their ingroup prototype (e.g., a male prototype) onto a valued other category (e.g., leaders) (e.g., Wenzel, Mummendey, Weber, & Waldzus, 2003) in order to maintain a positive ingroup (e.g., gender) identity. We hypothesized that both women and men engage in ingroup projection of their gender prototype on their leader prototype, and we expected this effect to be stronger for men than women. We also investigated intelligence as a moderator of ingroup projection. Methodology Participants (276 students, University of Lausanne) assessed to what extent attributes on a list of gender traits were characteristic of a successful leader. We computed relative ingroup similarity scores (e.g., Waldzus & Mummendey, 2004) representing the difference between how characteristic ingroup traits are for a successful leader, and how characteristic outgroup traits are for a successful leader. Results Results showed that men engaged in ingroup projection while women engaged in outgroup projection, and that men engaged in ingroup projection to a greater extent. We also found a small, but positive effect of intelligence on ingroup projection among men. Limitations The use of a student sample might limit the external validity of our findings. Implications Our findings contribute to research on the under-representation of women in managerial roles, and introduce intelligence as a predictor of ingroup projection. Value Our study allows for a more fine-grained understanding of the cognitive representations of leaders of men and women.

Llegint Cinema. Anàlisi de la representació de la malaltia mental en el setè art

El present treball és un estudi sobre l'estigma social en la malaltia mental i la representació d'aquest al cinema. Aquesta anàlisi s'ha portat a terme a partir de dues línies de treball. Per una banda amb l'anàlisi interpretativa de dotze pel·lícules utilitzant els indicadors de 'perillositat'; 'incapacitat per a la vida'; 'incurabilitat'; 'pèrdua de rols socials'; 'por al rebuig i/o por a les relacions socials'; i per l'altra banda a partir d'un grup de discussió, en el qual s'han visionat fragments de cinc pel·lícules amb set estudiants del Grau d'Educació Social de la Universitat de Vic. Dels resultats obtinguts es desprèn que la pel·lícula és un mitjà de comunicació mitjançant el qual els estereotips són usats en favor de l'espectacle, estigmatitzant així les persones diagnosticades de malaltia mental. Aquest és un dels motius que fan valorar el cinema com un recurs educatiu a considerar tant en la formació d'educadors i educadores socials com en els projectes d'intervenció socioeducativa.

El desarrollo personal y profesional mediante el aprendizaje reflexivo : una experiencia en el grado de Educación Social

In the last years, an increase of the interest to develop educational practices in higher education, based on the approach of the reflective learning, is observed. Nevertheless, we scarcely find in our context researches or experiences that allow knowing students’ perceptions about this teaching and learning approach. We have developed an experience in the bachelor of Social Education at the University of Girona with the aim to contribute to the personal and professional development of future social educators in their initial training, using reflective learning methodology. In this article we present an evaluation of the experience based on students’ perceptions. They assessed the usefulness they think the module has for their training, the methodology and the activities. This evaluation has been carried out through in-depth interviews to 17 students who participated in the module in 2010-11 academic year. The results show that students assess positively the experience, either its general usefulness or the methodology of reflective learning, although they acknowledge some difficulties to carry out such a process which involves a high degree of introspection and a difficulty to set the boundaries in the narration of personal questions. The study also shows some challenges related on the need, but also the difficulty, to include personal and professional development as a powerful axis in the higher education curriculum, as well as elements linked to reflective learning assessment