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U.S researchers are developing a tiny middle ear "microphone" that could remove the need for any external components on cochlear implants.
Led by University of Utah engineer Darrin J. Young, the research team has produced and tested a prototype of the device which uses an accelerometer attached to the tiny bones of the middle ear to detect sound vibration.
Conventional cochlear implants use an externally worn microphone, speech processor and electromagnetic transmitter, along with an implanted receiver and stimulator that's wired to the auditory nerves.
When sounds are picked up by the microphone and transmitted to the nerves via the internal stimulator, the patient hears.
While it has given hearing to hundreds of thousands of people around the world, this approach still has its drawbacks in terms of practicality, reliability and social perception.
“It’s a disadvantage having all these things attached to the outside” of the head, Young says. “Imagine a child wearing a microphone behind the ear. It causes problems for a lot of activities. Swimming is the main issue. And it’s not convenient to wear these things if they have to wear a helmet.”
While the conventional design doesn't make use of the ear canal and eardrum, Young's device does. It consists of a speech processor and transmitter implanted under the skin of the skull along with an accelerometer and a low-power silicon chip attached to the umbo (the point at which the eardrum connects to the three tiny ear bones).
This enables it to detect vibration of the eardrum (as occurs in normal hearing). From there the system acts like a conventional cochlear implant, transmitting vibrations as electrical signals to electrodes in the cochlea.
The use of an accelerometer rather is a key to the design. Unlike standard microphones that use a diaphragm to detect sound vibrations, the accelerometer won't become clogged by growing tissue when implanted.
There is also a caveat - users would still have to wear a charger behind the ear while asleep to recharge the battery.
Researchers found that the implant works best if the incus (anvil bone) is first removed surgically.
Young says tests in people are about three years away and has created this recording (with output going to a speaker rather than implanted electrodes) to demonstrate the device. Recognize the tune?
Early colonization of the gut by microbes in infants is critical for
development of their intestinal tract and in immune development.
A new
study, published in BioMed Central’s open access journal Genome Biology,
shows that differences in bacterial colonization of formula-fed and
breast-fed babies leads to changes in the infant’s expression of genes
involved in the immune system, and in defense against pathogens.
The health of individuals can be influenced by the diversity of
microbes colonizing the gut, and microbial colonization can be
especially important in regulating both intestinal and immune
development in infants. However, little is known about the potential
interactions between the host’s health at a molecular level, their gut
microbes, and diet.
The human intestine is lined by epithelial cells that process
nutrients and provide the first line of defense against food antigens
and pathogens. Approximately one-sixth of intestinal epithelial cells
are shed every day into feces, providing a non-invasive picture of what
is going on inside the gut.
In this study, the authors used transcriptome analysis to compare the
intestines of three month old exclusively breast-fed or formula-fed
infants, and relate this to their gut microbes.
Transcriptome analysis
looks at the small percentage of the genetic code that is transcribed
into RNA molecules and is a measure of what genes are actively making
proteins. Concurrently the microbes (microbiome) were identified by
genetic analysis.
The results showed that the breast-fed babies had a wider range of
microbes in their gut than the formula-fed infants but that their immune
systems had developed to cope.
Robert Chapkin from the Texas A&M University, who led this
multi-centre study, explained, “While we found that the microbiome of
breast-fed infants is significantly enriched in genes associated with
‘virulence’, including resistance to antibiotics and toxic compounds, we
also found a correlation between bacterial pathogenicity and the
expression of host genes associated with immune and defense mechanisms.”
He continued, “Our findings suggest that human milk promotes the
beneficial crosstalk between the immune system and microbe population in
the gut, and maintains intestinal stability.”
Researchers at the Centre for Addiction and Mental Health (CAMH) led a study discovering a gene for a new form of intellectual disability, as well as how it likely affects cognitive development by disrupting neuron functioning.
CAMH Senior Scientist Dr. John Vincent and his team found a mutation in the gene NSUN2 among three sisters with intellectual disability, a finding to be published in the May issue of the American Journal of Human Genetics.
The discovery was made after mapping genes in a Pakistani family, in which three of seven siblings had intellectual disability as well as muscle weakness and walking difficulties, says Dr. Vincent, who heads the Molecular Neuropsychiatry and Development Laboratory in the Campbell Family Mental Health Research Institute at CAMH.
Intellectual disability is a condition in which individuals have limitations in their mental abilities and in functioning in daily life. It affects one to three per cent of the population, and is often caused by genetic mutations.
Another study in the same journal, submitted together with the CAMH-led research, also identified NSUN2 gene mutations in Iranian and Kurdish families with intellectual disability.
As with the Pakistani family, first cousin marriages in these families carrying the mutations increased the likelihood of intellectual disability among their children, and enabled researchers to focus on areas to map genes.
“The combined results from these two studies mean that NSUN2 is among the most common causes of intellectual disability resulting from recessive genes,” says Dr. Vincent.
As a recessive disorder, a child must inherit one defective NSUN2 gene from each parent to develop intellectual disability. This gene, located on chromosome 5p, encodes a type of protein called an RNA methyltransferase.
At the cellular level, the researchers found that the mutated protein was prevented from reaching its target area within the nucleus of a cell. As a result, it was unable to perform its normal role in cell division and/or RNA methylation.
Collaborators from the Wellcome Trust Centre for Stem Cell Research in Cambridge, U.K., showed which type of brain cells were likely to be most affected by this mutation.
They are called Purkinje cells, a type of neuron that responds to the neurotransmitter GABA. Purkinje cells also control motor coordination, which were affected in the Pakistani family.
“We speculate that the muscle effects may result from the accumulation of the NSUN2 protein outside its target area in the nucleus,” says Dr. Vincent.
To date, Dr. Vincent’s lab has identified five genes causing different forms of recessive intellectual disability.
Each year, the National Association for Education of Young Children (NAEYC) hosts Week of the Young Child, which focuses on bringing public awareness to the needs of young children and their families, and recognizes early childhood education professionals, services and programs designed to meet their needs.
With this year’s theme being Healthy Minds! Healthy Children, below is a helpful infographic that takes a look into some of the key fundamentals to child growth and development.
Claire Lomas, paralysed in a horse riding accident, had some dashing male company as she continued her quest to complete the 2012 London Marathon yesterday.
Claire, 32, of Eye Kettleby, near Melton, is almost six miles into the 26-mile course, which she is walking in a Cyclone robotic suit, called ReWalk.
She was joined for the last mile of yesterday's leg, in south London, by former tennis ace Tim Henman and his wife, Lucy.
"I couldn't believe I was actually there with Tim Henman," said Claire.
"He was my favourite tennis player of them all and it was so strange to see him there in front of me. He's exactly like he is on the telly. I told him he used to put me through hell watching him play."
Claire, who was paralysed from the chest down in a riding accident five years ago, is aiming to complete the route in two weeks to raise thousands of pounds for Spinal Research.
She said: "It was a tiring day and I felt a little sore but having Matt and Tim walk with me really spurred me on – they are both lovely blokes."
Claire is walking in a pioneering suit using motion sensors, electronics and computers to help paraplegics walk again.
Tomorrow's leg will see her pass the Cutty Sark on her way through Greenwich.
Last month, the web watched with equal parts amazement, amusement, and sheer horror as a one-year-old thought a magazine was an iPad and just last week, we were unsurprised to learn that a presenter’s toddler cousin walked up to a TV screen and tried to “swipe” it like a giant iPad.
So we find ourselves delighted by the release of Goodnight iPad — “a parody for the next generation” by Ann Droyd, winking at the long-gone quiet era of the Goodnight Moon classic and “adapting” it for the age of LCD WiFi HD TVs and Facebook.
Flashcards–one of the oldest study methods around–is actually one of the most effective and now, with the proliferation of mobile devices, you can take advantage of the same benefits of flashcards in a new digitized form.
So how do flashcards work and why are they so effective? Take a look at our latest infographic, and get ready to ace your next exam.
Edinburgh City Libraries’ reading champion Niall Walker talks about his work with young people who stay in residential care units
‘I don’t read books, I just don’t . . . oh, is that one about a dog?”, asked the 12-year-old girl in residential care.
It was. She liked it. Hopefully, next time I see her she’ll have picked up another.
Young people in Britain’s care system have experienced significant adversity and this can often affect their chances at school and beyond.
In adulthood they may have difficulty finding work, training or studying, and some will be at risk of becoming homeless or imprisoned. Their life chances have been hit hard by the negative experiences that brought them into care.
I believe that reading offers hope. In fact, we know that reading for pleasure is a more powerful indicator of a child’s educational performance than their socio-economic status or their parents’ education.
This creates better life chances for young people of any background – and, crucially, for our most vulnerable young people, reading can lead to emotional resilience, confidence, functional literacy, empathy and the ability to form attachments to others more easily.
This is where libraries come in. We are working hard to cater for vulnerable young people. This means improving access to books and other reading that matches their interests and abilities, and ensuring our libraries are always welcoming, safe and interesting spaces.
As reading champion, my objective is to develop strong and sustainable links between care staff and librariy staff so that young people are encouraged to use their local library and its resources at all stages of life.
In the past week, residential care staff have been volunteering to receive training in paired reading and literacy development to better support our looked-after children. Together, we are tailoring this service to each individual.
So far, 156 books have been chosen by Edinburgh’s young people in residential care.
Hopefully, that number will have increased by the time you’re reading this, as I’m due to visit a young woman who will almost certainly love Malorie Blackman’s Boys Don’t Cry, a teenage radical who will lap up George Orwell’s Animal Farm and a girl in need of some laughs, which Jeff Kinney’s Diary of a Wimpy Kid can provide.
My message to any young person who is searching for something fun to read is to visit your library and ask the professionals there for help and advice. Tell us what you’ve enjoyed reading before and we will find you one of many books you’ll enjoy.
The recent boom in publishing books for teenagers is unsurpassed in history. There are books written entirely about things you already love, and at a level you’ll be comfortable with. I’ve witnessed children and teenagers finding that “first book” about gamer records, kitten care, gross facts, otherwordly manga, cinematic graphic novels, Lionel Messi, and the best works of fiction.
The Reading Champion Project works closely with other partners, carers, teachers, families and, primarily, children in care. We must never underestimate how each individual can be full of surprises, with a lifetime of enjoying reading – and its benefits – ahead of them.
“Those books on hip hop you got me were good. Yeah I’ve finished them now. How about something about boxing . . . or y’know what, a couple of years ago I had to read a Rabbie Burns poem for school. Could you get me something by him?” This was a 15-year-old boy in a secure unit. My response: “Umm, yeah buddy. I think we’ll manage that.”
n World Book Night tonight is a celebration of reading and books which sees tens of thousands of people gift books to spread the joy and love of reading.
Five titles are selected and printed in their thousands in World Book Night editions. Givers apply to give away a particular book, which they must commit to give to those who don’t regularly read. Each giver receives 24 copies, which they will have picked up from their local bookshops and libraries in the week before April 23.
Edinburgh City Libraries staff will be giving out books at libraries and other locations and much-in-demand author Maggie O’Farrell will be at Central Library on George IV Bridge at 6.30pm – a real coup for Edinburgh.
Children with Dyspraxia have problem with coordination and movement, so it is important when they have a problem like tying shoe laces or even playing sport is to keep practicing until they get it right.
Clearly, this seem simple but it is also important not to stress the child, these children will get easily stressed and its important to make it a game and not to show any failure, so its important to approach any activities is little stress as possible and there is no failure but fun.
You might say this is easier said than done. If a child has difficult learning to tye shoe laces, you simply get them to learn little put often and give them a reward to learning so there is reason for their success.
Simple techniques:-
Little but often
Make it fun
Goal for achieve at the end of each session of trying
Goal for achievement when they reach the end goal
Make it fun (don't make it stressful, if the child starts to get stressed stop and do something completely different)
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