Vocal imitation in zebra finches is inversely related to model abundance

A juvenile male zebra finch, Taeniopygia guttata, kept singly with its father develops a fairly complete imitation of the father’s song. The imitation is less complete when other male siblings are present, possibly because as imitation commences, model abundance increases. Here we examine the consequences of allowing more or less access to a song model. Young males heard a brief song playback when they pecked at a key, but different males were allowed to hear different numbers of playbacks per day. Using an automated procedure that scored the similarity between model and pupil songs, we discovered that 40 playbacks of the song motif per day, lasting a total of 30 sec, resulted in a fairly complete imitation. More exposure led to less complete imitation. Vocal imitation often may reflect the interaction of diverse influences. Among these, we should now include the possible inhibitory effect of model overabundance, which may foster individual identity and explain the vocal diversity found in zebra finches and other songbirds.

Cloning and Characterization of peter pan, a Novel Drosophila Gene Required for Larval Growth

We identified a new Drosophila gene, peter pan (ppan), in a screen for larval growth–defective mutants. ppan mutant larvae do not grow and show minimal DNA replication but can survive until well after their heterozygotic siblings have pupariated. We cloned the ppan gene by P-element plasmid rescue. ppan belongs to a highly conserved gene family that includes Saccharomyces cerevisiae SSF1 and SSF2, as well as Schizosaccharomyces pombe, Arabidopsis, Caenorhabditis elegans, mouse, and human homologues. Deletion of both SSF1 and SSF2 in yeast is lethal, and depletion of the gene products causes cell division arrest. Mosaic analysis of ppan mutant clones in Drosophila imaginal disks and ovaries demonstrates that ppan is cell autonomous and required for normal mitotic growth but is not absolutely required for general biosynthesis or DNA replication. Overexpression of the wild-type gene causes cell death and disrupts the normal development of adult structures. The ppan gene family appears to have an essential and evolutionarily conserved role in cell growth.

Mutations in the nebulin gene associated with autosomal recessive nemaline myopathy

The congenital nemaline myopathies are rare hereditary muscle disorders characterized by the presence in the muscle fibers of nemaline bodies consisting of proteins derived from the Z disc and thin filament. In a single large Australian family with an autosomal dominant form of nemaline myopathy, the disease is caused by a mutation in the α-tropomyosin gene TPM3. The typical form of nemaline myopathy is inherited as an autosomal recessive trait, the locus of which we previously assigned to chromosome 2q21.2-q22. We show here that mutations in the nebulin gene located within this region are associated with the disease. The nebulin protein is a giant protein found in the thin filaments of striated muscle. A variety of nebulin isoforms are thought to contribute to the molecular diversity of Z discs. We have studied the 3′ end of the 20.8-kb cDNA encoding the Z disc part of the 800-kDa protein and describe six disease-associated mutations in patients from five families of different ethnic origins. In two families with consanguineous parents, the patients were homozygous for point mutations. In one family with nonconsanguineous parents, the affected siblings were compound heterozygotes for two different mutations, and in two further families with one detected mutation each, haplotypes are compatible with compound heterozygosity. Immunofluorescence studies with antibodies specific to the C-terminal region of nebulin indicate that the mutations may cause protein truncation possibly associated with loss of fiber-type diversity, which may be relevant to disease pathogenesis.

Effect of COMT Val108/158 Met genotype on frontal lobe function and risk for schizophrenia

Abnormalities of prefrontal cortical function are prominent features of schizophrenia and have been associated with genetic risk, suggesting that susceptibility genes for schizophrenia may impact on the molecular mechanisms of prefrontal function. A potential susceptibility mechanism involves regulation of prefrontal dopamine, which modulates the response of prefrontal neurons during working memory. We examined the relationship of a common functional polymorphism (Val108/158 Met) in the catechol-O-methyltransferase (COMT) gene, which accounts for a 4-fold variation in enzyme activity and dopamine catabolism, with both prefrontally mediated cognition and prefrontal cortical physiology. In 175 patients with schizophrenia, 219 unaffected siblings, and 55 controls, COMT genotype was related in allele dosage fashion to performance on the Wisconsin Card Sorting Test of executive cognition and explained 4% of variance (P = 0.001) in frequency of perseverative errors. Consistent with other evidence that dopamine enhances prefrontal neuronal function, the load of the low-activity Met allele predicted enhanced cognitive performance. We then examined the effect of COMT genotype on prefrontal physiology during a working memory task in three separate subgroups (n = 11–16) assayed with functional MRI. Met allele load consistently predicted a more efficient physiological response in prefrontal cortex. Finally, in a family-based association analysis of 104 trios, we found a significant increase in transmission of the Val allele to the schizophrenic offspring. These data suggest that the COMT Val allele, because it increases prefrontal dopamine catabolism, impairs prefrontal cognition and physiology, and by this mechanism slightly increases risk for schizophrenia.

Maternal effort mediates the prevalence of trypanosomes in the offspring of a passerine bird.

The relationships between parental effort, offspring growth, and offspring blood parasitemias are poorly known. We examined the effect of parental effort on offspring size and prevalence of trypanosomes in peripheral blood of nestling Pied Flycatchers Ficedula hypoleuca aged 13 days. Trypanosome infections were likely to be shared by siblings, indicating the role of a common environment and/or shared genes in the susceptibility to infection. Broods infected by trypanosomes had reduced growth, but this was due to decreased parental, especially maternal, energy expenditure in broods with nestlings infected by trypanosomes. There was no association between parental infection with trypanosomes and both their energy expenditure and the infection of their broods. Under stressful conditions caused by low maternal energy expenditure, the immune response of nestlings during growth was probably impaired, in a way analogous to the relapses of blood parasitemias with reproductive effort in breeding animals.

L’abilità di perspective taking : un training per bambini in età prescolare in differenti contesti

Elemento centrale della presente tesi dottorale è il costrutto di perspective taking, definibile come l’abilità, emergente nei bambini intorno a 4-5 anni, di assumere la prospettiva altrui secondo tre differenti dimensioni: emotiva, cognitiva e percettiva (Bonino, Lo Coco, Tani, 1998; Moll e Meltzoff, 2011). Dalla letteratura emerge come il perspective taking, in quanto abilità di comprensione sociale, rivesta un ruolo adattivo e sia fondamentale per lo sviluppo, non solo intellettivo, ma anche per la formazione di adeguate capacità relazionali e sociali (Jenkins e Astington, 2000; Weil et al., 2011). Sulla base di tali considerazioni, alcuni ricercatori si sono interrogati sulla possibilità di insegnare questa abilità, elaborando specifiche e differenti procedure di intervento finalizzate ad incrementare l’abilità di perspective taking sia in bambini a sviluppo normativo (Cigala e Mori, 2015), sia in gruppi di bambini a sviluppo atipico (Fisher e Happé, 2005; Heagle e Rehfeldt, 2006; Paynter e Peterson, 2012). A partire da una prospettiva teorica socio-costruzionista, secondo cui l’acquisizione del perspective taking si configura come un’impresa di co-costruzione continua, all’interno di interazioni quotidiane con figure significative per il bambino, si è deciso di analizzare il perspective taking non solo in relazione a variabili individuali (genere, età del bambino, regolazione emotiva, abilità sociali) ma anche e soprattutto a variabili contestuali quali le caratteristiche del contesto familiare (caratteristiche disposizionali e stili genitoriali di socializzazione emotiva, presenza di fratelli). Sono stati in particolare indagati un contesto familiare normativo ed uno caratterizzato da maltrattamento psicologico, contrassegnato dalla reiterazione di comportamenti inadeguati (critiche svalutanti, denigrazione, umiliazione, minacce verbali, indifferenza) nei confronti del minore, che convogliano sul bambino l’idea di non essere amato e di avere poco valore. Con i termini “a sviluppo tipico” si intendono i bambini per i quali non sussista una diagnosi clinica e con quelli di “famiglie normative” ci si riferisce a nuclei per i quali non ci siano state segnalazioni da parte dei Servizi Educativi e Sociali di riferimento, indipendentemente dalle caratteristiche della composizione del nucleo familiare (nucleare, estesa, multipla, ricostituita o ricomposta). Tale studio rientra in un ampio progetto di ricerca e formazione che ha coinvolto più di 250 prescolari frequentanti 8 scuole dell’infanzia e 15 comunità terapeutiche e di accoglienza mamma-bambino, situate in differenti province del Nord Italia. Il gruppo dei partecipanti alla ricerca si è composto di 256 bambini in età prescolare, compresa quindi tra 3 e 5 anni (M=54,39; DS=5,705): 128 maschi (M=54,08; DS=5,551) e 128 femmine (M=54,70; DS=5,860). In particolare, 213 bambini appartenevano a famiglie normative e 43 a nuclei familiari caratterizzati dalla presenza di maltrattamento psicologico. Oltre ai bambini, la ricerca ha previsto il coinvolgimento di 155 coppie di genitori, 43 madri ospitate in comunità, 18 insegnanti e 30 operatori. Obiettivo centrale è stato l’indagine della possibilità di poter promuovere il perspective taking in bambini di età prescolare a sviluppo tipico appartenenti a due differenti tipologie di contesto familiare (normativo e psicologicamente maltrattante), attraverso l’applicazione di uno specifico percorso di training di natura “ecologica” all’interno della scuola dell’infanzia e della comunità, assimilabile a quelli di tipo evidence based. In particolare è stata prevista una procedura quasi sperimentale di tipo pre-test, training, post-test e follow-up. Dopo una preliminare valutazione dello sviluppo del perspective taking nelle sue tre componenti, in bambini appartenenti ad entrambi i contesti, si è voluto verificare l’esistenza di eventuali relazioni tra questa abilità ed alcune capacità socio-emotive dei bambini, con particolare riferimento alla disposizione prosociale, rilevate nel contesto scolastico attraverso differenti metodologie (osservazioni dirette non partecipanti, questionari self report compilati dalle insegnanti). Inoltre, data l’importanza del contesto familiare per lo sviluppo di tale abilità, la ricerca ha avuto lo scopo di verificare l’esistenza di eventuali relazioni tra le abilità di perspective taking mostrate dai bambini e gli stili di socializzazione emotiva delle figure familiari, caratteristiche di entrambi i contesti (maltrattante e non maltrattante). È stato inoltre previsto uno studio di confronto tra i due campioni rispetto alle dimensioni indagate. I risultati ottenuti sono stati particolarmente interessanti. Innanzitutto, le esperienze di training hanno determinato, in entrambi i contesti, miglioramenti nell’abilità dei prescolari di mettersi nei panni altrui. Tale training ha inoltre dimostrato effetti positivi sulla competenza sociale dei bambini, che, a seguito del percorso, hanno manifestato un incremento dei comportamenti prosociali ed una diminuzione di quelli aggressivi. Per lo studio in contesto normativo, è stato inoltre dimostrato un mantenimento delle abilità acquisite a seguito del training attraverso un follow-up a distanza di 4 mesi dal termine dell’intervento. Il positivo esito di tale percorso sembra quindi rappresentare un’importante risorsa per i prescolari, soprattutto in caso di situazioni in cui l’abilità di perspective taking risulti deficitaria. Il confronto dei due gruppi a seguito del training ha evidenziato come non siano emerse differenze significative, rispetto al perspective taking, ad eccezione della dimensione emotiva, in cui le prestazioni dei prescolari maltrattati sono risultate inferiori, come già evidenziato prima del training. Tali risultati non giungono però inaspettati, poiché, sebbene il percorso abbia agito significativamente sull’abilità di comprensione delle emozioni altrui di questi bambini, non si configura come sufficiente a ristrutturare così profondamente le problematiche presentate. Interessanti sono stati altresì i risultati ottenuti dall’analisi degli stili di socializzazione emotiva, dei genitori (madri e padri) dei prescolari non maltrattati e delle mamme dei bambini residenti in comunità. In particolare è emerso come, stili accettanti e di tipo coaching nei confronti delle emozioni negative dei bambini, siano positivamente correlati con il perspective taking dei figli, e come all’opposto, stili rifiutanti rispetto alle espressioni emotive negative dei propri bambini, mostrino correlazioni negative con le abilità di perspective taking dei figli. Oltre ad interessi di ordine teorico e metodologico, è possibile quindi affermare come, il presente lavoro di tesi, sia stato guidato da fini applicativi, affinché la ricerca scientifica possa tradursi in pratiche educative quotidiane da applicare ai contesti di vita significativi per i bambini.

Account book, ca. 1783-1820

Oblong notebook recording payments by William Bridge to various parties in Chelmsford, Tyngsborough, Groton and Dunstable, in Middlesex County, Massachusetts in the early 19th century. Bridge also records legal duties such as serving writs, and activities such as making hay and slaughtering livestock for or with other individuals which may indicate debt and payment. Elsewhere he records the birthdates of himself and his siblings and the deaths of his parents. Also included is a recipe to cure an ailing horse.

Letters from William Tudor to his mother, Delia Jarvis Tudor,

Four letters written to his mother while she was traveling in Europe with sister Delia. He provides updates on the well being and activities of his siblings and father, including a coal mining venture undertaken by brother Frederic at Gay Head, Martha’s Vineyard. He also reports on the "miserable" state of the family’s finances and suggests marrying sister Delia to an Englishman with a fortune.

Letters from Delia Jarvis Tudor to her son, William Tudor,

Four letters written from Gardiner, Maine, describing the activities of the family and comings and goings of the Tudor siblings. Several allude to the financial difficulties of Tudor’s sister, Delia, while her husband was at sea. One letter includes a missive from Robert Hallowell Gardiner.

Letter from William Tudor to his brother, Henry James Tudor,

In this letter written to his youngest brother from London, Tudor promises when he returns to America, he will protect him from their siblings if they have been picking on him.

Letter from William Tudor to his father, William Tudor,

This lengthy letter, written to the elder William Tudor while he was in England, describes Tudor’s plans following his graduation from Harvard and provides updates on the activities of his siblings and the management of the household in Boston and family estate, Rockwood. He also writes about local culture, describing the plans of a Boston theater to put on a play called "Bunker Hill."

History of the Cotton family : manuscript, [ca. 1728]-1755

History of the Cotton family with biographical information on Cotton, his mother, father, siblings, and some distant relations, including information on the Rosseter family, his mother's family line; often with transcripts of family letters. Also contains further genealogical information added by a later hand.

Understanding Dropout and Prolonged Engagement in Adolescent Competitive Sport

Objectives: The purpose of this study is to gain understanding of training patterns and roles of significant others (i.e. coaches, parents, peers, and siblings) in adolescent swimmers’ sport participation patterns. Design: The developmental model of sport participation [Côté, J., Baker, J., & Abernethy, B. (2003). From play to practice: A developmental framework for the acquisition of expertise in team sport. In J. Starkes, & K. A. Ericsson (Eds.), Recent advances in research on sport expertise (pp. 89–114). Champaign, IL: Human Kinetics; Côté, J., & Fraser-Thomas, J. (2007). Youth involvement in sport. In P. R. E. Crocker (Ed.), Introduction to sport psychology: A Canadian perspective (pp. 266–294). Toronto: Pearson Prentice Hall] was used as a framework. Method: Ten dropout and 10 engaged swimmers, matched on key demographic variables participated in a semi-structured qualitative interview. Results: Groups had many similar experiences (e.g. early training, supportive and unsupportive coaches, involved parents). However, only dropouts spoke of early peak performances, limited one-on-one coaching, pressuring parents during adolescence, lack of swimming peers during adolescence, and sibling rivalries. In contrast, only engaged athletes spoke of clubs’ developmental philosophies, coaches’ and parents’ open communication, school friends’ support, and siblings’ general positive influences. Conclusions: Findings highlight the importance of appropriately structured programs and the fragility of athletes’ relationships with significant others during the adolescent years. Implications for sport programmers, coaches, and parents are discussed.

A importância da metodologia das oficinas formativas na educação sexual na escola

Enquadramento: O interesse pelo tema Educação Sexual germinou da conscientiza-ção de que a sexualidade está na essência do homem, com o ideal de ser experimentada e vivida; procura-se cada vez mais expandir esses conhecimentos com responsabilidade e naturalidade, principalmente frente à responsabilidade de educadores por participar de uma capacitação oferecida pelo grupo do Instituto Kaplan Programa / PROJETO VALE SONHAR. Objetivo: Proposemo-nos analisar a importancia da metodologia das oficinas formati-vas na Educação Sexual na Escola;Determinar a eficácia das oficinas nos conhecimentos sobre sexualidade nos adolescentes;Construir conhecimento sobre sexualidade, desmitifi- cando conceitos. Método: Foi desenvolvida uma intervenção formativa com aplicação de 03 (três) ofi-cinas, em que foram avaliados os conhecimentos antes e após a intervenção formativa. Du-rante estas oficinas foram aplicados questionários e coleta de depoimentos dos participantes. A amostra foi constituída por adolescentes de ambos os sexos, que frequentavam o 1º ano do ensino médio na Escola Estadual de Educação Básica Costa Rêgo, no ano letivo de 2013 e 2014. Resultados: Os conhecimentos sobre planejamento familiar, infecções sexualmente transmissíveis e reprodução dos adolescentes na maioria aumentaram após a intervenção formativa no âmbito da afetividade/sexualidade na adolescência. Os conhecimentos estão relacionados com a idade no sentido em que são os mais novos que demonstram mais co-nhecimentos. Na separação dos conhecimentos por sexo são as meninas que manifestam mais conhecimentos, assim como os residentes em meio urbano. A existência de irmãos, a idade e escolaridade dos pais não influenciam os conhecimentos dos adolescentes. Obser-vou-se também que os adolescentes que já tinham iniciado relações sexuais são aqueles que detêm menos conhecimentos. Conclusão: Os dados mostram que as oficinas realizadas e os questionários servi-ram para conscientização dos alunos e contribuiu para a redução dos índices de evasão escolar por motivos de gravidez, mostrando assim a importância de se tratar de educação sexual no ambiente escolar. Palavras-chave: Adolescência, Sexualidade, Educação Sexual, Planejamento Famili-ar, Infecções Sexualmente Transmissíveis.

Initial characterization of stiff skin-like syndrome in West Highland white terriers

BACKGROUND Stiff skin syndrome and systemic or localized scleroderma are cutaneous disorders characterized by dermal fibrosis and present clinically with induration of the skin, with or without joint, internal organ or vascular involvement. OBJECTIVES To provide clinical, histological and preliminary genetic analysis of two West Highland white terrier siblings presenting with indurated skin resembling stiff skin syndrome in humans. ANIMALS Two client owned full sibling West Highland white terriers from two different litters. METHODS Clinical examination, histopathological examination and whole genome sequencing analysis of affected and unaffected West Highland white terriers. RESULTS Affected dogs exhibited markedly indurated skin that was attached firmly to the underlying tissue and incomplete closure of the mouth and eyes. No abnormalities were found by neurological or orthopaedic examination, radiographs of the head or whole body computed tomography. Histologically, the dermis and pannicular septa were thickened by a marked increase in coarse collagen fibres and a mild to moderate increase in collagen fibre diameter. The syndrome most likely follows an autosomal recessive mode of inheritance. The sequence analysis did not reveal any obvious causative variant in the investigated candidate genes ADAMTSL2 and FBN1. CONCLUSION AND CLINICAL IMPORTANCE The clinical phenotype and histopathological features of two West Highland white terrier siblings resembled stiff skin syndrome in humans. Unlike in humans, or previously described beagles with stiff skin, there was no restriction of joint mobility. Genetic analysis did not detect a candidate causative variant and warrants further research.