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SourceAvailable from: Benoit Thomas Roux[Show abstract] [Hide abstract]
ABSTRACT: Recent studies have indicated that non-coding RNAs transcribed from enhancer regions are important regulators of enhancer function and gene expression. In this report, we have characterised the expression of six enhancer RNAs (eRNAs) induced in human monocytic THP1 cells following activation of the innate immune response in response to lipopolysaccharide (LPS). Specifically, we have demonstrated that LPS-induced expression of individual eRNAs is mediated through divergent intracellular signalling pathways that includes NF-κB and the mitogen activated protein kinases, extracellular regulated kinase-1/2 and p38. Copyright © 2014. Published by Elsevier B.V.FEBS Letters 12/2014; 589(3). DOI:10.1016/j.febslet.2014.12.026
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ABSTRACT: The knowledge structures and reasoning processes that underlie the use of external representations (ERs) in individuals with autism spectrum disorder (ASD) are not well understood. This paper compares the organisation of knowledge of ERs in young people with a diagnosis of ASD and an age-matched typically developing control group. ASD and non-ASD participants (twenty-eight in each group) were given an untimed ER card-sorting task. The ERs were based on representations used in educational software, for example graphs, charts, and text. Cluster analysis of the card sort task revealed similar clusters for both groups: maps, drawings, text, graphs and charts, and network and tree diagrams. However, comparison of the card sorts of the two different groups showed a difference in 'basic level' categories. While in the non-ASD group, maps and non-maps were the most distinctive category, analysis of the ASD cluster revealed, in addition, another 'basic level' category of textual representations. These results are discussed in relation to theories of information processing in autism. Our ultimate research aim is to develop educational software tailored to the specific needs of users with ASD. We wish to use our research results to inform requirements for the development of such educational software, in which ERs are able to support differences in information processing for individuals with ASD.
Algae for Renewable Energy; 11/2014
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