¿Dónde nace la atención? La neurociencia tiene la respuesta

Source: The Conversation – (in Spanish) – By Juan Pérez Fernández, Profesor Titular de Universidad, CINBIO, Universidade de Vigo

Unai Huizi Photography/Shutterstock

Es tal la avalancha de estímulos sensoriales que recibimos cada día que procesarlos todos del mismo modo sería no solo ineficiente sino, incluso, peligroso. Por eso es tan importante que exista la atención, que es como llamamos al conjunto de sistemas que trabajan en paralelo seleccionando y filtrando la información que nos llega.

Esto permite, por ejemplo, que mientras conducimos le prestemos atención a los posibles obstáculos que pueden aparecer en la calzada, y no a las nubes o a los aviones que sobrevuelan sobre nuestras cabezas.

Hay dos tipos de atención, voluntaria e involuntaria

Aunque solemos asociar la atención con el esfuerzo consciente de estudiar o trabajar, existe otro tipo de atención mucho más primitiva que compartimos con casi todos los animales. Nos referimos a esa fuerza o instinto que nos hace girar la cabeza ante un movimiento inesperado.

En la jerga llamamos atención endógena, o voluntaria, a la que usamos cuando decidimos concentrarnos en una tarea concreta, como leer este artículo. Y nos referimos a atención exógena, o involuntaria, para hablar de la que nos hace reaccionar de forma involuntaria ante estímulos externos.

Esta última funciona como un sistema de alerta temprana que permite que cualquier estímulo inesperado o intenso capture de inmediato nuestros recursos cognitivos. Dicho de otro modo, se trata de la capacidad del cerebro para filtrar el ruido del entorno y decidir qué elementos son lo suficientemente relevantes o novedosos como para interrumpir lo que estamos haciendo y obligarnos a “mirar”. Y es de lo que trata este artículo.

El papel de la dopamina: de la sorpresa a la decisión

El cerebro cuenta con un neurotransmisor, la dopamina, que controla los sistemas de recompensa y placer y nos empuja a realizar actividades que nos hacen sentir bien. Se libera en dos áreas conocidas como sustancia negra y área tegmental ventral, que en los humanos contienen entre 400 000 y 600 000 neuronas.

Estas neuronas tienen mucho que ver con la atención y la respuesta ante la novedad y la sorpresa. Cuando nos encontramos con algo nuevo, inesperado o potencialmente importante, la liberación de dopamina aumenta repentinamente, actuando como una señal para prestar atención.

Si el estímulo novedoso, responsable del pico inicial de dopamina, produce inmediatamente algún tipo de recompensa (es decir, algo que nos produce placer, como aprender a jugar al tenis y devolver un buen revés), se genera un segundo pico de dopamina que codifica el valor de dicho estímulo.

Por el contrario, si nos resulta desagradable, o simplemente indiferente, no solo no se produce el pico, sino que los niveles basales de dopamina caen.

Con el tiempo y la repetición, el cerebro aprende a asociar el estímulo novedoso original con la recompensa posterior, anticipándose a ella y haciendo que el segundo pico ya no sea necesario para motivar la conducta.

En resumen, la dopamina ayuda a nuestro cerebro a codificar y recordar los estímulos o la situación en la que ocurrieron, marcándolos como algo que vale la pena aprender para potencialmente buscarlo (o evitarlo) en el futuro. Por eso este neurotransmisor resulta crucial en la toma de decisiones.

Las drogas secuestran la atención

¿Y qué pasa con las sustancias y las conductas adictivas, como las drogas o el juego? Que inicialmente estas nuevas experiencias desencadenan un aumento de dopamina mucho mayor que el que produciría una recompensa natural. Con el uso repetido, el cerebro sobreaprende que la droga o esa conducta es la recompensa más importante. Y las sustancias adictivas terminan secuestrando el sistema natural de aprendizaje y motivación.

Dicho de otro modo, el pico de dopamina se desplaza completamente hacia los estímulos asociados al placer, como sería ver la sustancia o las personas asociadas a ella, generando un deseo intenso que motiva la búsqueda compulsiva.

Para que las neuronas dopaminérgicas de estas dos áreas puedan llevar a cabo su función, necesitan recibir información sobre las características de los estímulos de otras regiones del cerebro. Esa información le permite valorar su novedad y valor.

Sorprendentemente, se sabe muy poco sobre cómo lo hacen. Por eso, en colaboración con el Instituto Karolinska de Estocolmo, estamos llevando a cabo un estudio para responder a la pregunta: ¿cómo reciben las neuronas dopaminérgicas la información visual y deciden qué elementos de lo que vemos en un momento dado son novedosos?

El circuito que motiva la búsqueda de recursos y el aprendizaje de nuevas fuentes de alimento o peligro está presente, de forma sorprendentemente similar, en todos los vertebrados. Incluida la lamprea, que pertenece al grupo de vertebrados más antiguo que existe, con un sistema nervioso simple pero que presenta los mecanismos básicos que han sido conservados en casi todos los vertebrados.

Un mapa en tiempo real del campo visual

Por eso la elegimos para nuestro estudio. Trabajando con este animal, observamos que las neuronas que liberan dopamina responden con mayor intensidad cuando el estímulo visual es más grande, más rápido o tiene mayor contraste.

Dado que estas neuronas no están conectadas directamente a los ojos, investigamos qué centro de procesamiento visual les envía esta información. Y lo situamos en una región llamada techo óptico, que funciona como un mapa en tiempo real de nuestro campo visual, ayudando a dirigir nuestra atención (o mirada) hacia puntos de interés.

La información de la imagen llega desde los ojos al techo óptico, donde se clasifica según su ubicación (arriba, abajo, izquierda, derecha) y también se procesan sus propiedades (tamaño, velocidad…).

Asimismo descubrimos que, en las neuronas dopaminérgicas, la ubicación del estímulo no importa: solo cuenta su intensidad. Por lo tanto, cuando estas neuronas reciben información del techo óptico que les indica la presencia de un estímulo novedoso, envían una alerta general de dopamina a otras áreas del cerebro. Esta señal indica que algo interesante está sucediendo, y cuanto más intenso sea el estímulo (mayor y más rápido), más fuerte será la alerta.

Por lo tanto, el estudio identifica definitivamente el origen del componente de sorpresa codificado por las neuronas dopaminérgicas en el techo óptico, denominado colículo superior en mamíferos. Este circuito de información novedosa parece estar presente en otros grupos de vertebrados, incluidos los humanos.

La dopamina: malestar por exceso de dopamina

Curiosamente, en pacientes con esquizofrenia, se ha demostrado que el sistema dopaminérgico está alterado de manera que libera más dopamina de la que debería. Una de las hipótesis para explicar la psicosis que se presenta en estos pacientes postula que esa alteración de la dopamina se debe a que estas neuronas otorgan importancia a estímulos neutros o irrelevantes. Eso les hace enviar constantemente señales de alerta que generan una sensación de malestar y miedo, lo que finalmente conduce a una pérdida de contacto con la realidad.

Conocer los mecanismos mediante los cuales estas neuronas generan sus señales de alerta resulta fundamental para comprender esta patología.

The Conversation

Juan Pérez Fernández recibe fondos de proyecto PID2024-155307OB-I00 financiado por
MICIU/AEI
/10.13039/501100011033 y por
FEDER, UE

Carmen Núñez González recibe fondos de ED481A 2022/433 Programa de axudas á etapa predoutoral da Xunta de Galicia (Consellería de Cultura, Educación, Formación Profesional e Universidades).

– ref. ¿Dónde nace la atención? La neurociencia tiene la respuesta – https://theconversation.com/donde-nace-la-atencion-la-neurociencia-tiene-la-respuesta-278228

¿Policías en el instituto? Ante la violencia escolar, se puede hacer mucho más y mucho antes

Source: The Conversation – (in Spanish) – By Raúl Céspedes Ventura, Profesor Asociado del Departamento de Didáctica y Organización Escolar de la Facultad de Educación, Universidad de Murcia

Unai Huizi Photography/Shutterstock

¿Qué tiene que ocurrir en un centro educativo para que sea necesario que acuda la policía? En el caso de trece institutos catalanes desde finales del pasado abril, nada específico a priori: según el nuevo Plan Integral para la Seguridad y el Bienestar en el entorno educativo (Eduseg), puesto en marcha por el gobierno autonómico de forma experimental, agentes de policía vestidos de paisano pasarán a formar parte del paisaje humano de esos centros, por supuesto sin armas, para intervenir cuando sea preciso.

Mientras que las autoridades han defendido la medida como preventiva, en respuesta al “incremento de la complejidad en el entorno de los centros educativos y la necesidad de reforzar el bienestar del alumnado y de toda la comunidad educativa”, los sindicatos educativos protestan de no haber sido consultados y piden su retirada. Para estos últimos, los problemas graves de agresividad o convivencia deberían atajarse mucho antes, con más equipos sociales (psicopedagogos, orientadores y trabajadores sociales en los centros).

Antes de analizar ambas posturas, conviene preguntarse si existe realmente una crisis de conflictividad en las aulas.

¿Confirman los datos que hay más conflictividad?

El mayor estudio sobre convivencia escolar realizado en España en la última década fue encargado por el Ministerio de Educación a un equipo de la Universidad de Alcalá. Participaron 37 333 personas: alumnado, docentes, familias, equipos directivos y estructuras de orientación de 420 centros de primaria. Se publicó en 2023.

En este estudio todos los grupos valoran la convivencia de manera positiva. La puntuación media supera los 8,19 puntos sobre 10. El alumnado valora el clima con 9,24. El acoso afecta al 9,53 % del alumnado, un problema real que requiere atención, pero el estudio no describe un sistema en crisis de convivencia.

La percepción del profesorado cuenta otra historia

El Estudio estatal sobre las causas del malestar docente, elaborado por la Confederación de Sindicatos de Trabajadoras y Trabajadores de la Enseñanza con 13 213 encuestas, recoge que el 82,62 % del profesorado describe el clima del aula como conflictivo o complicado, mientras que el 83,15 % percibe un aumento de agresiones y el 76,66 % constata actitudes hostiles por parte de las familias.

El contraste con los datos internacionales llama la atención. El Informe sobre enseñanza y aprendizaje de la Organización para la Cooperación y el Desarrollo Económicos, publicado en diciembre de 2025, muestra que uno de cada cinco docentes, como promedio entre todos los países participantes, afirma experimentar mucho ruido y desorden en sus clases con frecuencia.

Ambos informes miden cuestiones algo distintas: la OCDE mide un problema concreto de disciplina, mientras que el español recoge una valoración global que incluye también la relación con las familias, la carga burocrática y la falta de apoyos especializados.

Esta situación tiene su impacto en la salud y el bienestar del profesorado: el estudio del Defensor del Profesor 2024-25, elaborado por la Asociación Nacional de Profesionales de la Enseñanza con 2 004 actuaciones, confirma el coste en salud: el 71,3 % de los docentes atendidos presenta ansiedad y solo el 4,4 % dice sentirse en calma.




Leer más:
Cómo frenar el abandono docente con redes de acompañamiento


La brecha no es de percepcion: es estructural

¿Cómo se explica que el alumnado valore el clima con un 9,24 mientras el 80 % del profesorado lo describe como conflictivo? Ambos grupos dicen la verdad, ya que miden cosas distintas desde posiciones distintas.

Los docentes no solo gestionan conflictos entre alumnos. Detectan posibles abusos, atienden crisis de ansiedad y contienen conductas graves sin formación específica de calidad. El propio estudio citado señala que es el colectivo que peor valora sus herramientas de detección de problemas de convivencia: un 6,08 sobre 10. Y solo el 58 % del profesorado novel afirma haber recibido formación en gestión del aula.




Leer más:
¿Se puede enseñar entre tanto informe? Por qué los docentes se quejan de carga burocrática


Más diversidad, menos recursos

Los recursos tampoco acompañan. Según la Estadística de las Enseñanzas no Universitarias. Alumnado con Necesidad Específica de Apoyo Educativo. Curso 2024-2025, el número de alumnos con necesidades de apoyo educativo crece y tensiona el sistema, mientras los recursos aumentan a un ritmo insuficiente.

Por ejemplo, es escasa la presencia de orientadores en los centros, psicólogos o pedagogos especializados encargados de detectar dificultades de aprendizaje, evaluar al alumnado y asesorar a familias y docentes. También atienden casos de salud mental y coordinan los apoyos educativos del centro. En España hay un orientador por cada 700 u 800 alumnos, mientras las recomendaciones profesionales son de uno por cada 250.




Leer más:
Inclusión educativa: entre la teoría y la práctica


Respuesta oficial escasa

¿Y qué ocurre cuando los docentes se enfrentan a conflictos graves, que superan su capacidad de respuesta? Si hay agresiones físicas o verbales, acoso o faltas de respeto graves, pueden acudir al Defensor del Profesor. Pero solo el 11,3 % de los casos atendidos por esta figura contó con apoyo de la inspección educativa, es decir, resultan en una intervención de la administración para respaldar al profesor. De ahí la sensación de desamparo.

Es difícil medir si en los institutos y colegios españoles hay hoy más conflictos o son más graves que hace unos años. Pero lo que sí está medido es que la capacidad del sistema para gestionarlos es insuficiente.

La evidencia señala otro camino

En Estados Unidos, algunos expertos han investigado el efecto de retirar a los agentes del orden de los institutos: se reducen los delitos notificados, pero las tasas de detención no bajan. Es decir, añadir o quitar agentes no resuelve el problema. Las escuelas necesitan estrategias que reduzcan su dependencia del sistema penal.

Un programa finlandés contra el acoso apunta en esa dirección. Un ensayo con 234 centros y 28 000 estudiantes mostró que los alumnos sin el programa tenían entre 1,3 y 2 veces más probabilidades de sufrir acoso o de ejercerlo.

El efecto fue mayor en primaria que en secundaria, y las intervenciones directas sobre casos detectados lograron poner fin a la conducta en el 86 % de ellos. Hoy este programa se aplica en el 82 % de los centros finlandeses. Ningún componente contempla presencia policial.

Lo que la medida catalana revela

La presencia de agentes en los centros catalanes es el síntoma de un vaciado silencioso. Cada orientador que atiende a 700 alumnos en lugar de 250 es un conflicto que no se detecta a tiempo. Cada educador social que no está en plantilla es una mediación que no ocurre. Cada hora de burocracia supone una hora menos de atención al alumnado que más lo necesita. Los tutores necesitan más recursos, espacios y tiempos para poder llevar a cabo su labor de forma eficaz y eficiente.

Cuando esos vacíos se acumulan, la respuesta termina siendo policial. No porque los centros sean más peligrosos, sino porque están más solos.

La sociedad debe decidir qué escuela quiere. Una con los apoyos que necesita para enseñar. O una convertida en frontera, donde el profesorado hace de todo y la policía cubre los huecos.

La docencia no puede con todo, ni debería poder.

The Conversation

Raúl Céspedes Ventura no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

– ref. ¿Policías en el instituto? Ante la violencia escolar, se puede hacer mucho más y mucho antes – https://theconversation.com/policias-en-el-instituto-ante-la-violencia-escolar-se-puede-hacer-mucho-mas-y-mucho-antes-281769

Ni toda la tecnología es innovación ni toda la innovación es tecnología

Source: The Conversation – (in Spanish) – By Pablo Atela, Profesor Doctor Deusto Business School y Facultad de Ingeniería, Universidad de Deusto

Así como la piedra filosofal “tendría la capacidad de transformar metales básicos en preciosos a través de un proceso llamado crisopea o argiropea”, en el mundo de la gestión empresarial aparecen, cíclicamente, alquimistas expertos en innovación tecnológica (desde los sistemas de gestión de software de finales del siglo pasado, pasando por la digitalización de los procesos de la década pasada hasta la inteligencia artificial de la actualidad) que prometen a las organizaciones que, si incorporan sus innovaciones a la estrategia de empresa, saltarán al Olimpo de la excelencia empresarial.

Pero la realidad es más tozuda y los datos no engañan. Según las consultoras McKinsey y Boston Consulting Group, el 70 % de las transformaciones organizacionales fracasan.

Cuando hablamos de transformación digital los datos son todavía más dramáticos. En efecto, el informe de McKinsey señala que la tasa de éxito general es de solo el 16 %. Para empeorar la situación, esta tasa se refiere a empresas de industrias digitalmente avanzadas (tecnología, comunicaciones, etc.). En industrias tradicionales (automoción, farmacéutica, petróleo, gas) la tasa de éxito cae a un indicador de entre el 4 y el 11 %.

Si analizamos el Informe Standish (también llamado Reporte Caos), los resultados no son más halagüeños. Este informe se viene elaborando anualmente desde 1994 y analiza el éxito o fracaso en proyectos de desarrollo de software. De acuerdo al último informe:

  • El 31,1 % de los proyectos de software se cancelan.

  • El 52,7 % son problemáticos o no satisfactorios.

  • Solo el 16,2 % se consideran exitosos.

Nos han vendido la tecnología como la solución a todos los males y nos encontramos con estos datos demoledores. Algo no funciona y, definitivamente, tenemos un problema, que termina provocando un ingente despilfarro de recursos, frustración y falta de confianza. ¿Cuáles son las principales causas de este fracaso?:

  • La resistencia y falta de compromiso de los empleados y mandos intermedios, según apunta el 72 % de las empresas con proyectos fallidos.

  • La falta de atención a la cultura corporativa y a las habilidades y capacidades de las personas que trabajan en la organización.

  • Los fallos y la falta de coordinación en el proceso de cambio que implica la transformación tecnológica.

¿Qué es la innovación?

La definición más aceptada de innovación es la que nos entrega el Manual de Oslo, elaborado por la OCDE y Eurostat en 2018:

«Una innovación es un producto o proceso (o una combinación de ambos) nuevo o mejorado que difiere significativamente de los productos o procesos anteriores de la unidad y que se ha puesto a disposición de los usuarios potenciales (producto) o ha sido puesto en uso por la unidad (proceso)».

A partir de aquí, y de forma sencilla, la mejor forma de describir la innovación es:

«La innovación es crear valor –incremental o radical– para los usuarios o clientes de un producto o proceso».

Las formas que puede adoptar la innovación son: innovación de producto, de proceso, de mercado, de organización o de modelo de negocio.

Así, por definición, cualquier transformación digital persigue innovar para aportar valor a uno o varios grupos de clientes de esa transformación (dirección, empleados, accionistas, usuarios, clientes, etc.).

Tecnología-Procesos-Personas: una secuencia errónea

El típico proceso de transformación digital suele partir de un problema en la empresa. Un caso típico sería: “Tenemos mucho desorden en nuestros procesos empresariales”. ¿La solución obvia? Instalar un software de gestión (Tecnología). ¿Cómo suele hacerse? Se toma la decisión de compra, se contrata a consultores expertos (los alquimistas de otra piedra filosofal, la digitalización, un poco más antigua que la IA) y se asigna el proyecto al área de IT. Todo sin haber determinado antes las habilidades digitales de los usuarios futuros (Personas), ni analizado con esas personas los procesos organizacionales actuales (Procesos).

Un ejemplo: en 2018, la compañía alemana LIDL canceló el proyecto de instalación de SAP (un conocido software de gestión) en el que había invertido 7 años y 500 millones de euros. ¿El motivo? La falta de feedback de los futuros usuarios del sistema y la rigidez en la instalación de la nueva tecnología que, en resumen, había consistido en aplicar la secuencia “Tecnología-Procesos-Personas”. Es decir, se instala la tecnología (primero) confiando en que eso mejorará los procesos (segundo), uniendo la falsa confianza con la creencia errónea de que los trabajadores adoptarán el cambio “porque la dirección y los consultores creen que es lo mejor para la empresa” (tercero).

Mejorar la secuencia: Personas-Procesos-Tecnología

Volvamos a nuestra definición de innovación: creación de valor (ya sea de manera incremental o radical) para usuarios y clientes de un producto o proceso.

Asumiendo que cualquier proceso de transformación digital persigue innovar, ¿por qué no empezar por incorporar desde el principio a los usuarios y clientes del proceso?

Conocer bien la cultura organizacional, entender cómo funcionan los procesos, el porqué de las decisiones que se toman y, muy importante, las habilidades de los empleados para adoptar las nuevas tecnologías –tanto desde el punto de vista técnico como de capacidad de adaptación al cambio– son factores clave para la culminación del proceso. El éxito de una transformación, y por extensión de la innovación, se basa en la adopción de un enfoque holístico que equilibre el rendimiento con la salud organizacional.

Llegamos, por fin, a la gran paradoja de la transformación tecnológica: los elementos clave para una transformación sostenible y exitosa son consistentemente no tecnológicos.

En efecto, los factores clave para el éxito son los siguientes:

Dicho de manera fácil, y en línea con cualquier proceso de innovación bien desarrollado: hay que empezar por el “por qué” (las personas y los procesos) para luego desarrollar e implementar el “qué” (las tecnologías).

En resumen, la innovación duradera y la transformación exitosa se logran cuando las organizaciones se centran en el cambio de mentalidad, el desarrollo de las capacidades humanas y la institucionalización de procesos de ejecución rigurosos. La tecnología es una herramienta poderosa, pero su valor solo se materializa cuando se implementa dentro de un marco de cambio cultural y operativo que priorice, por encima de todo, a las personas.


Este artículo se publicó originalmente en la revista Telos, de la Fundación Telefónica.

The Conversation

Pablo Atela no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

– ref. Ni toda la tecnología es innovación ni toda la innovación es tecnología – https://theconversation.com/ni-toda-la-tecnologia-es-innovacion-ni-toda-la-innovacion-es-tecnologia-279810

Federal investigation into Smith College probes whether transgender students can attend women’s schools – challenging the evolving mission of women’s education

Source: The Conversation – USA (2) – By Alex C. Lange, Assistant Professor, Higher Education, Colorado State University

The Smith College campus in Northampton, Mass., in October 2025. Jonathan Wiggs/The Boston Globe via Getty Images

Within the past decade, most women’s colleges in the United States – including Smith College, a liberal arts college in Northampton, Massachusetts – have expanded their admissions policies, allowing transgender students to also attend. Many of these policies allow transgender women to apply, while policies for transgender men and nonbinary students vary more widely.

The Trump administration announced on May 4, 2026, that it is investigating Smith College for violating Title IX, a law that prohibits discrimination based on someone’s sex.

“An all-women’s college loses all meaning if it is admitting biological males,” Assistant Secretary for Civil Rights Kimberly Richey said in a statement issued by the Education Department.

As a scholar of higher education who studies the experiences of LGBTQ+ students, I think it is important to recognize that women’s colleges offer a unique experience to students, including transgender and queer students. They create environments where students who are marginalized by their genders see themselves as leaders.

Women’s colleges have also long been welcoming places for lesbian and queer relationships, offering community and support as attitudes about gender and sexuality have changed.

A woman with dark hair and a long jacket smiles and holds a trophy, walking next to a man in front of a woman's bathroom sing.
Lia Thomas, a competitive swimmer at the University of Pennsylvania, walks with her coach after winning an event in March 2022.
Mike Comer/NCAA Photos via Getty Images

A prior focus on trans athletes

Up until now, the Trump administration’s policy agenda on transgender rights and education has primarily focused on whether universities should let transgender students participate in college sports.

The Trump administration froze US$175 million in federal funding to the University of Pennsylvania in 2025 because it objected to how the school allowed transgender students to participate on women’s sports teams. One trans woman athlete named Lia Thomas, in particular, gained recognition for her strong performance on the women’s swim team at Penn.

The administration released the frozen funding after Penn agreed in July 2025 to block trans athletes like Thomas from participating in women’s sports.

Some of the sports-related lawsuits the administration filed in 2025 – like those targeting Penn and the University of Maine for allowing trans women to participate in women’s sports – have been settled out of court.

Other Title IX investigations into San José State University and the University of Nevada-Reno, for example, are still ongoing.

Understanding role of women’s colleges

Women’s colleges were created in the mid-to-late 1800s, when women were largely not allowed to enroll in most colleges. Women’s colleges became places where these students would be taken seriously as women and leaders.

As more colleges went coeducational, women’s colleges had to explain their purpose and evolving missions over time.

After World War II, for example, people said that American women who were working jobs outside the home should stop. Women’s colleges again explained their mission to the public, stating they could prepare women for the workforce and home. So, while women’s colleges were created to respond to the gendered exclusion of women, their missions have shifted as societal understandings of gender have evolved, too.

Transgender students didn’t suddenly appear at women’s colleges or other higher education institutions. But in the early 2000s, more students began to openly identify as transgender, and colleges increasingly had to decide how to adjust their policies.

Some older alumni of women’s colleges have expressed concern about admitting trans students, including whether allowing them affects a women’s college’s reputation, traditions or identity. These debates can matter a lot because most women’s colleges in the U.S. are private liberal arts colleges that depend on tuition payments and donations.

But some alumni have supported more expansive admissions policies consistent with the broader mission of women’s education.

While women’s schools have presented their own challenges for some queer and transgender students, they have long remained significant to the LGBTQ+ community.

A group of young women sit close together and look at one woman who is drawing an air foil on a chakboard.
The women of Smith College’s flying club learn about airplane maintenance, flying instruction and flight logging management in September 1945.
George Woodruff/Bettmann Archive/Getty Images

What should women’s colleges be?

The number of women’s colleges has declined sharply over the past few decades.

In 1960 there were about 230 such colleges. In 2023 there were 30 women’s colleges in the United States. As more colleges became coeducational, women had more options, and many women’s colleges either closed, merged or began admitting men.

This decline in women’s colleges helps explain why debates over admitting trans students to women’s colleges are so charged. Each decision becomes part of a broader question about what women’s colleges are and should be.

The conversation around transgender and nonbinary students attending women’s colleges became more public in the 2010s. In 2013 Smith College denied admission to a trans woman because the student indicated that she was male on her federal financial aid forms.

This resulted in a big debate between Smith alumni and students about what the school’s admission policy should be. Leading up to this point, several women’s colleges – including Barnard, Smith, Mills and Wellesley – treated trans student applicants on a case-by-case basis, or in an informal way.

In 2014, Mount Holyoke, a women’s college in western Massachusetts, created one of the most expansive early policies on this issue. It allowed applications from transgender women and from some applicants who identified as transgender more broadly, while continuing to exclude cisgender men.

Smith also announced a new policy in 2015 that allowed anyone who identified as female to apply and be admitted.

Today, most but not all women’s colleges have their own policies regarding the admission of trans students. These policies vary: Some admit transgender women and some nonbinary applicants, while others are more restrictive. Many do not admit applicants who identify as men, including transgender men.

Mixed experiences for trans students

Some research finds that students overall at women’s colleges report higher levels of support – including from faculty – than students at coeducational colleges. Some transgender students arrive expecting these colleges to offer a safe and accepting atmosphere.

But some transgender students have negative experiences at women’s colleges and can feel like they are being watched too closely, ignored or both. These problems aren’t just because of interactions with other people. They can also occur when trans students encounter student records, bathrooms, housing and campus rules that assume everyone is either a man or a woman, or identifies with the sex they were assigned at birth.

Transgender students often report that college can feel less welcoming to them. Research on trans college students shows that academic, cocurricular, peer and institutional contexts shape how welcoming or alienating campus feels.

My research with other colleagues also examines how trans and queer students thrive in college, whether at co-ed or women’s colleges. Many form close-knit communities and are vital members of their campuses. The difficulties trans students face are not inherent to being trans. I believe they are produced by policies and systems that marginalize them because they are trans.

Barring transgender people from attending women’s colleges would block a higher education pathway for transgender and queer students.

Women’s colleges were created in response to gender inequality. I believe this history should push them to keep making college more open and supportive for students excluded because of gender.

The Conversation

Alex C. Lange receives funding from the Spencer Foundation.

– ref. Federal investigation into Smith College probes whether transgender students can attend women’s schools – challenging the evolving mission of women’s education – https://theconversation.com/federal-investigation-into-smith-college-probes-whether-transgender-students-can-attend-womens-schools-challenging-the-evolving-mission-of-womens-education-282219

Recreational fishing in the US catches far more fish than previously estimated

Source: The Conversation – USA (2) – By Matthew Robertson, Research Scientist, Fisheries and Marine Institute, Memorial University of Newfoundland

Fishing is recreational, but it’s also an inexpensive way to add protein to people’s diets. Allen J. Schaben / Los Angeles Times via Getty Images

One of the United States’ largest fisheries is hiding in plain sight. Recreational freshwater anglers in the lower 48 states catch – and keep – far more fish than any official body has estimated, according to new research from our team of North American fishery scientists.

Specifically, our analysis, which integrated thousands of recreational fishing surveys across the U.S., found that people who engage in recreational fishing in the country’s lakes, ponds and reservoirs catch between 2 billion and 6 billion fish each year. Many of them practice catch-and-release fishing, but even after accounting for all the fish released, we estimated that they keep between 230,000 and 670,000 metric tons of fish in the U.S. alone.

That’s between 17 and 48 times more fish than prior U.S. estimates that have been reported to the United Nations’ Food and Agriculture Organization.

And it’s about 20% of the United States’ total recorded annual consumption of fresh fish that has not been frozen. We estimated the value of the recreational fish catch is roughly US$3 billion a year. By contrast, domestic commercial processed fishery products are valued at about US$12 billion a year.

Not just for fun

Historically, most researchers and policymakers viewed recreational fishing as a leisure activity rather than a significant part of the nation’s food supply.

However, for many households, recreationally harvested fish – fish that people catch and keep, often to eat – represent a meaningful source of protein at very low cost. By recognizing this unseen harvest as a significant food source, policymakers can recognize that changes in recreational fishing opportunities don’t just affect anglers’ enjoyment, but also millions of households’ food security.

The immensity of recreational fishing also likely has effects on freshwater ecosystems that have gone unrecognized by fisheries managers.

For example, a 2019 analysis of nearly 200 lakes in northern Wisconsin found that around 40% of walleye recreational fisheries were overfished. Even when fish are released and not kept for eating, they can die shortly after release or be injured or stressed from having been caught. Injured and stressed fish may produce fewer offspring, be more vulnerable to predators and be less capable of catching prey.

Together, these effects on fish populations and the act of fishing can substantially change how freshwater ecosystems function. For example, removing top predators like walleye can lead to an increase in small fish, which eat tiny zooplankton, which feed on phytoplankton. If zooplankton populations fall, that can ultimately lead to more frequent algal blooms.

Effective fisheries management requires accurate estimates of fishing activity. Without that information, officials may overestimate fish population size, which could lead to unexpected population collapses and new fishery regulations and closures.

Why the numbers don’t add up

Official harvest statistics for fisheries, which are collected by the U.N. from national governments, usually focus on ocean fisheries, which are typically the largest and most lucrative.

As a result, the only official statistics for the U.S. freshwater fisheries harvest cover commercial fisheries that primarily operate in the Great Lakes.

Collecting data on recreational fisheries is challenging. Unlike commercial fisheries that unload their catch at centralized ports, it is impossible to know where recreational fishers are and what they are catching across the entire country. With an estimated 35 million people fishing across millions of rivers, lakes, ponds and reservoirs, the amount of recreational fishing makes it an extremely difficult activity to track.

A person stands on the shore of a lake with a fishing pole as swan-shaped boats pass by.
A person fishes in Echo Lake in Los Angeles.
Jason Armond / Los Angeles Times via Getty Images

Recreational fisheries data tends to be collected by state agencies that conduct angler surveys. Angler surveys involve counting and interviewing anglers at specific rivers, lakes, ponds and reservoirs to provide snapshots of who is fishing, how they fish and what they catch. Each state collects data differently, and surveys typically focus on a few locations rather than the entire state.

Without a coordinated national effort, the total recreational catch has remained effectively invisible because one state’s questions and findings do not always align with those in other states.

From local surveys to national statistics

Our new research, a collaborative effort between myself and four colleagues from the U.S. Geological Survey, the University of Missouri and Louisiana State University, sought to improve the quality of recreational fishing data. Over the past several years, our team has worked to compile angler surveys from across the country into a single database.

We have not received data from every river, lake, pond and reservoir; in fact, we have not even collected data from every state. But we have collected over 15,000 surveys from 40 states, and we are collecting more surveys every day.

To calculate our estimates, we combined three major factors:

  • Nationwide numbers of fish caught and hours spent fishing.

  • Assumptions about how many lakes, ponds and reservoirs people fish based on the relationships between water body size and known fishing locations.

  • The proportion of caught fish that aren’t thrown back.

We arrived at an estimate of 2 billion to 6 billion fish caught.

Rethinking recreational fisheries

Even our most conservative assumption of harvested fish – 236,000 metric tons – is much higher than the prior U.N. estimates of 13,388 metric tons. We hope these new numbers will serve as initial estimates that will be continually refined as we and other researchers collect more data and better understand where and how people fish.

Getting this first estimate provides a baseline for fisheries managers to ensure fishing policies line up with the actual effects of recreational fishing.

We also note that recreational freshwater fishing happens across the globe. If the actual recreational fish harvest is significantly higher than has previously been estimated in the U.S., the same is likely true worldwide.

The Conversation

Matthew Robertson receives funding from a Marine Institute of Memorial University Start-Up Fund, the Canadian Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant, the Newfoundland and Labrador Innovation and Business Investment Corporation’s Research and Development program, the Atlantic Groundfish Council, the Environment and Climate Chance Canada (ECCC) Environmental Damages Fund, and the Robert and Edith Skinner Wildlife Management Fund.

This research was funded by a grant for the U.S. Geological Survey Climate Adaptation Science Center.

– ref. Recreational fishing in the US catches far more fish than previously estimated – https://theconversation.com/recreational-fishing-in-the-us-catches-far-more-fish-than-previously-estimated-276812

Countries must back commitments to transition from fossil fuels with action

Source: The Conversation – Canada – By Philippe Le Billon, Professor, Geography Department and School of Public Policy & Global Affairs, University of British Columbia

The first international Conference on Transitioning Away from Fossil Fuels concluded on April 29 in Santa Marta, Colombia. Stemming from the failure of the last COP meeting in Belèm, Brazil, to address the necessity of reducing reliance on fossil fuels, the intergovernmental event was co-organized by Colombia and the Netherlands and gathered delegations from 59 countries.

The conference included countries advocating for a phase-down of fossil fuels, such as Costa Rica, Denmark, Spain, France and Kenya within the Beyond Oil and Gas Alliance.

It also included countries highly exposed to climate change, such as Tuvalu, Vanuatu, Trinidad and Tobago, Uganda and Bangladesh, all members of the Climate Vulnerable Forum, as well as major oil-producing countries like Brazil, Canada, Norway and Nigeria. Canada carefully refrained from using the word fossil fuels in its very cautious plenary declaration.

As expected, the conference did not produce binding commitments or a negotiated agreement. Its goal, for now, is more modest: to provide a space more flexible than United Nations climate COPs. That aims to enable frank discussions on the practical realities of phasing down fossil fuels and foster a coalition capable of pushing future COPs toward more concrete action, as states agreed during COP28 in 2023.

Many participants framed the Santa Marta conference as a historic turning point, echoing the optimism that followed the Paris Agreement and COP28’s call for transitioning away from fossil fuels. However, the limited tangible outcomes of these past commitments suggest caution.

Will Santa Marta mark the beginning of a genuine transformation, or remain another symbolic milestone?




Read more:
Here’s what to expect from the first Conference on Transitioning Away from Fossil Fuels


A turning point or familiar rhetoric?

The very existence of a summit dedicated to phasing down fossil fuels is unprecedented — particularly one hosted by a Global South country like Colombia, with an economy that remains significantly dependent on oil and coal export.

However, many proposals discussed in Santa Marta have already been raised at previous conferences, such as the 2025 African Climate Summit and the 2023 Summit for a New Global Financial Pact. Since then, calls for global action to address climate change and help climate-vulnerable countries have largely failed to translate into concrete policies.

This raises the risk that Santa Marta may reproduce what scholars describe as “incantatory governance” — a model that combines ambitious global goals with flexible, largely voluntary instruments and an optimistic narrative designed to mobilize international consensus without necessarily delivering structural change.

Four dynamics to watch

Whether Santa Marta becomes more than rhetoric will depend on four key dynamics.

  1. Will participating countries remain in informal, non-binding coalitions, or will they form more structured and co-ordinated groups focused on phasing down fossil fuels, similar to how OPEC organizes oil-producing states? Recent academic work suggests that such coalitions could play a decisive role in shaping global efforts to phase down fossil fuels.

  2. The credibility of this process will hinge on whether countries adopt binding national measures, such as bans on new exploration licenses, rather than relying solely on voluntary commitments. A meaningful transition will require combining incentives (like subsidies for renewables and electrification) with constraints (taxation, regulation and prohibitions), all within the framework of a just transition. Tools like the Fossil Fuel Non-Proliferation Tracker can help monitor and assess fossil fuel-related policies around the world.

  3. The momentum generated in Santa Marta must withstand domestic political shifts that could weaken commitments. This is particularly relevant for oil-producing countries like Colombia, where future governments may adopt different positions. At the same time, persistent distrust remains due to the gap between climate finance promises made by wealthy countries and the funds actually delivered.

  4. Effective action will depend on stronger co-ordination among governments, civil society and the scientific community. Notably, the parallel academic conference and the People’s Summit for a Fossil-Free Future at Santa Marta produced detailed and actionable proposals aligned with the scale of the climate crisis. Bridging these initiatives with formal policy processes will be essential to move from rhetoric to implementation.

From commitments to action

The conference in Santa Marta is an important step toward building political coalitions to phase out fossil fuels. But its long-term significance remains uncertain. Without binding commitments, political continuity and co-ordinated action, it risks becoming another instance of empty climate diplomacy.

Turning this moment into a movement will demand structural reforms, credible policy tools and sustained political will. International negotiations and clear roadmaps are crucial.

A follow-up summit is planned for 2027 in the South Pacific, co-chaired by Tuvalu and Ireland. In the meantime, three working groups have been established. One to develop national and regional phase-down roadmaps. Another is to address macroeconomic dependence on fossil fuels and strengthen public financial capacity. And a third is focused on decarbonizing international trade.

Santa Marta could mark the beginning of a major shift in climate negotiations, one clearly focused on ultimately phasing out fossil fuels.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

– ref. Countries must back commitments to transition from fossil fuels with action – https://theconversation.com/countries-must-back-commitments-to-transition-from-fossil-fuels-with-action-282118

Canada’s first Inuit-led university is coming to Nunavut — here’s why it matters

Source: The Conversation – Canada – By Daniel Sims, Associate Professor of First Nations Studies; Adjunct Professor of Education, University of Northern British Columbia

The small community of Arviat, Nvt., has reportedly been selected to host the main campus of Inuit Nunangat University, the first Inuit-led university in Canada. The institution is expected to open in 2030.

Inuit Tapiriit Kanatami (ITK), which represents Canada’s 70,000 Inuit, passed a resolution to develop the university in 2017, “marking a significant step toward self-determination in higher education.”

The vision and plans for the university reflect a common saying among the Indigenous Peoples of the Prairies: “Education is the new buffalo.” It alludes to the importance of buffalo to Indigenous Peoples prior to the animal’s near-extinction in the late 19th century, and the importance placed on education today.

This emphasis on education is partly a response to colonial policies that systematically denied Indigenous Peoples access to quality education for generations.

The consequences of that history are still seen today. While there is a gap in employment rates between Indigenous and non-Indigenous adults overall, the gap essentially disappears for those with a bachelor’s degree or higher.

In this context, the establishment of a university is more than the creation of educational institution. It’s a way to combat the injustices of the past and develop the Indigenous economy, which also helps fund Indigenous self-determination.

Not the first Indigenous university

Inuit Nunangat University will not be the first Indigenous-led university in Canada. That distinction is most often attributed to the First Nations University of Canada in Saskatchewan, which started as the Saskatchewan Indian Federated College in 1976.

The university itself does not appear to claim the distinction on its website, perhaps because of the long history of Indigenous-led post-secondary institutions that predate or parallel it across Canada, from the Wilp Wilxo’oskwhl Nisga’a Institute in Gitwinksihlkw, B.C., which is federated with the University of Northern British Columbia, to Kiuna College in Odanak, Que.

The existence of these institutions reinforces the value Indigenous Peoples see in education — a statement that may surprise those who associate Indigenous education primarily with the residential school system.




Read more:
National Day for Truth and Reconciliation: Universities need to revisit their founding stories


Yet, as the Truth and Reconciliation Commission’s final report mdae clear, the schools were incredibly poor at actually educating Indigenous children; those who succeeded academically did so despite the system rather than because of it. The schools were designed primarily around assimilation and labour, not academic learning.

That failure, and the determination to correct it, is one of the reasons why members of Saddle Lake Cree Nation occupied the Blue Quills Indian Residential School in Alberta in 1970 and demanded the right to run it themselves

Elder Louis Lapatack from Saddle Lake Cree Nation speaks about life at the Blue Quills Residential School. (City of Edmonton)

After a 17-day sit-in, then-minister of Indian Affairs Jean Chrétien transferred operations to the Blue Quills Native Education Council. The council eventually transformed it into the Indigenous-run and operated University nuhelot’įne thaiyot’į nistameyimâkanah Blue Quills.

Education as a form of investment

Many First Nations, Métis nations and Inuit communities fund post-secondary education for their members, often through partnerships with Indigenous Services Canada. There is a broad recognition that investing in education benefits the nation and community, and the number of Indigenous Peoples obtaining a bachelor’s degree or higher has been increasing.

That is one reason for the numerous Indigenous led post-secondary institutions across Canada. Another is that, while Indigenous Peoples are theoretically free to attend any post-secondary institution in the world, many institutions are not located near their communities.

This matters more than it might initially appear. According to the 2021 Census, there is a clear correlation between remoteness and lower levels of post-secondary education. The share of Indigenous adults with a post-secondary qualification was significantly higher in areas closer to economic centres.

Building schools to be closer to home, rather than expecting Indigenous students to travel or move away from home, is the logic behind Inuit Nunangat University.

Designing from the inside out

There are also benefits to having institutions under Indigenous control. Indigenous-led post-secondary institutions can develop curriculum and programs that are directly tailored to the needs and desires of their communities.

They also treat Indigenous knowledge systems as foundational rather than supplementary. For generations, Indigenous ways of knowing were delegitimized. Western disciplines defined what counted as knowledge, and Indigenous Peoples who entered those institutions were expected to set aside their own epistemologies.

Most Canadian universities are attempting to address this through changes grouped under the term “Indigenization,” but questions remain about whether such changes actually address underlying colonial structures or simply work around them.

Indigenous post-secondary institutions are, in principle, better positioned to make more fundamental changes. Nowhere is this better seen than in the six proposed faculties of Inuit Nunangat University, which reflects an Inuit take on programs and courses that differs from the standard structure of Canadian universities. This includes Inuktut language immersion.

Other Indigenous institutions have already led the way on language-based degrees. The Nicola Valley Institute of Technology and the aforementioned Wilp Wilxo’oskwhl Nisga’a Institute have created language-based degrees for Nłe?kepmx and Nisga’a in partnership with the University of British Columbia and University of Northern British Columbia respectively.

A barrier dismantled

Between 1876, when the Indian Act was first passed into law, until its 1920 amendment, status Indians lost their Indian status if they earned a degree and/or worked in certain professions.

For decades after, the most significant barrier to education was the failure of the Indian Residential School system to actually educate Indigenous children. Both forms of exclusion have now been formally dismantled, though their effects persist in the gaps that remain.

More and more Indigenous Peoples are pursuing post-secondary education, and institutions designed specifically to support that pursuit are a central part of how those gaps close. The Inuit Nunangat University, opening in Arviat in 2030, will be part of that process.

The Conversation

Daniel Sims is a member of the Tsay Keh Dene First Nations. Currently he holds an Insight Grant as well as an Explore Grant from the Social Sciences and Humanities Research Council (SSHRC) to research failed economic developments and concepts of wilderness in Tsek’ehne traditional territory (the Finlay-Parsnip watershed).

– ref. Canada’s first Inuit-led university is coming to Nunavut — here’s why it matters – https://theconversation.com/canadas-first-inuit-led-university-is-coming-to-nunavut-heres-why-it-matters-281616

The Conversation Africa: 11 years of impact

Source: The Conversation – Africa – By Jabulani Sikhakhane, Editor, The Conversation

Over the past 11 years, The Conversation Africa has published 12,961 articles by 8,257 authors, making the expertise of academics and researchers in Africa and other parts of the world accessible to the public, national and global policymakers, and other stakeholders. These articles are also republished by other media, making our work an important pillar of the media ecosystem.

It’s sometimes tough to gauge the true impact of the articles we publish. Replication by other news outlets – and readership on our site – help put numbers on their reach, but not how they might influence policy and opinion.

So it’s very gratifying when authors share stories that illustrate the ripple effect their articles have had. Here are some.

After the publication of her article on the pressures facing families that rely on social grants in South Africa, Nokukhanya Ndhlovu was invited by the country’s Public Protector to consult on hearings about child support and social assistance.

In Kenya, Joseph Ogutu’s analysis of a wildlife conservation policy fed directly into high-level discussions. The author was invited to make a presentation at an annual stakeholder meeting organised by the local governor’s office.

In west Africa, an article by Ifesinachi Okafor-Yarwood and Sayra van den Berg Bhagwandas on the central role women play in informal cross-border trade helped shift thinking among policymakers, helping gain broader recognition of women’s economic contributions. Following the article, the authors were invited to consult with policymakers at the United Nations and the World Trade Organisation.

Other stories demonstrate how impact can unfold through shifts in awareness and accountability. Coverage of issues ranging from social justice to agriculture have triggered consultations between researchers and policymakers, opening pathways for longer-term reform.

The impact of these articles, and thousands of others, is a reminder of why The Conversation Africa exists: to ensure that evidence informs debate, that African expertise shapes decisions, and that knowledge can help build better policy outcomes across the continent.

The Conversation

– ref. The Conversation Africa: 11 years of impact – https://theconversation.com/the-conversation-africa-11-years-of-impact-282317

The peptide problem: Hype is outrunning the evidence

Source: The Conversation – Canada – By Stuart Phillips, Professor, Kinesiology, Tier 1 Canada Research Chair in Skeletal Muscle Health, McMaster University

Health Canada recently warned Canadians not to buy or inject unauthorized peptide drugs sold online, naming products that include BPC-157, CJC-1295, ipamorelin, TB-500 and retatrutide.

The advisory notes these products are being marketed online and on social media for anti-aging, weight loss, injury recovery, sleep, mental focus and general “wellness,” and that Health Canada has already seized several of them.

Peptides, short chains of amino acids (the building blocks of protein), are no longer marketed only to bodybuilders and elite athletes.

A scroll on Instagram and TikTok quickly reveals a broader wellness market in which influencers, including medical doctors, naturopaths and personal trainers, pitch compounds such as BPC-157 and TB-500. The hook? These self-injected compounds are recovery shortcuts, reduce wrinkles, “melt” belly fat and are “anti-aging” with strong and incredible effects.

The problem? Few, if any, of these substances have been tested in human trials.

As a case example, body protective compound 157 (BPC-157) is scientifically interesting. Reviews published in 2025 describe a body of research dominated by animal and cell studies, with signals suggesting effects on angiogenesis (the growth of blood vessels), growth-factor signalling (mainly growth hormone) and musculoskeletal healing.

In one systematic review, 544 papers were screened, 36 met the inclusion criteria, and 35 of those were in rodents or cells; only one involved humans in a musculoskeletal context.

Plausible hypotheses

That is the tension at the heart of the current peptide boom: plausible biology can generate excitement long before it generates reliable clinical evidence. Caution is warranted because animal findings do not reliably map onto what happens in people. Molecular pathway diagrams and rodent healing results are useful for generating scientific hypotheses, but they aren’t evidence that a product improves outcomes in human patients.

Most potential products tested in rodents do not make it to market. The “translational squeeze” — the number of products that begin rodent trials compared to the number that successfully progress from rodent trials to human trials, and from human trials to regulatory approval — is estimated to be greater than 20 to one.

Published human evidence for BPC-157 remains trivial. A retrospective knee-pain report included 16 patients; an interstitial cystitis pilot trial enrolled 12 women; and a recent intravenous safety pilot involved just two healthy adults.

These studies are too small and poorly controlled to establish whether the peptide outperforms natural recovery, the placebo effect or conventional rehabilitation. A randomized, double-blind, placebo-controlled hamstring-strain trial has now been registered, which is exactly the kind of study still missing from the evidence and efficacy base.

Placebo effect and regression to mean

The social power of peptide testimonials is easy to understand. Pain, soreness and recovery are subjective and highly variable outcomes.

The U.S. National Center for Complementary and Integrative Health notes that randomized, placebo-controlled trials are the gold standard because they help determine whether apparent improvement is due to the treatment or to chance. Harvard Health puts the related point bluntly: placebo effects can ease symptoms like pain, fatigue and nausea, but they do not shrink tumours or lower cholesterol.

Symptoms that are severe when people first seek help often improve by the time they are next measured, simply because of natural fluctuation, a phenomenon known as regression to the mean. So when someone injects BPC-157 and feels better two weeks later, several explanations compete: time, rehabilitation, expectation (the person has just spent money on a peptide and perhaps publicly committed to trying it), and regression to the mean. A testimonial saying “it worked,” can generate a hypothesis; it cannot settle causation.

For these reasons, regulatory warnings deserve more attention than influencer enthusiasm. Health Canada states that unauthorized injectable peptides are illegal in Canada, have not been assessed for safety, efficacy or quality, and may contain too much, too little or none of the claimed ingredient.

Notably, labels such as “For Research Use Only, Not for Human Consumption” do not make these products legal for human use.

In the United States, the Food and Drug Administration (FDA) classified BPC-157 as Category 2 for compounding due to adverse immune system reactions, peptide-related impurities and insufficient safety information to determine whether it would cause harm when administered to humans.

Purity certificates and conspiracy theories

A common rejoinder from people buying peptides online is that third-party certificates of analysis show the powder they receive is pure and free of contaminants. That reassurance does not survive scrutiny.

The “third-party” labs that produce these reports are often the vendors themselves and offer assurances of 98 per cent purity, which might seem impressive but would not meet any reasonable drug standards. And what exactly is the other two per cent? The consumer is asked to take the claims of purity as proof, while the peptide-related impurities that concern regulators remain invisible to the end user.

There is a deeper irony embedded in this practice: if buyers believed these products were safe, properly characterized and manufactured to the standards expected of pharmaceutical-grade products, they would not need to commission independent purity tests. The reliance on outside certificates of analysis is itself an admission that the normal guardrails of identity, potency, sterility and quality control are absent.

The conspiracy theory is that useful peptides are ignored by pharma companies because peptide drugs cannot be patented and become real medicines. The facts do not support that.

Semaglutide (used in GLP-1 medications like Ozempic and Wegovy) is a peptide drug, and tesamorelin is an FDA-approved synthetic growth hormone-releasing factor analogue. Peptide therapeutics are not an exotic category that mainstream drug development cannot handle.

What makes BPC-157 different is not that peptide medicine is impossible. But it’s been more than three decades since researchers began studying BPC-157, and public evidence remains dominated by animal- and cell-based papers and small human pilot studies. Journalistic investigation has also noted that much of the BPC-157 literature traces back to a single Croatian research group, another reason to be careful about mistaking repetition for independent confirmation.

Safety concerns

Jurisdictional and approval rules vary across regulators, but a global scan reveals that only a scant few peptides in BPC-157’s broader therapeutic class have achieved any clinically approved use.

A recent FDA 503A update in the U.S. should not be mistaken for a change in that picture. The FDA’s current safety page continues to cite concerns about immunogenicity, peptide impurities and limited safety data, and the agency has stated that a substance may still pose significant safety risks.

BPC-157 or other peptides may yet prove useful for a specific condition, at a specific dose and route of administration. The right response is not to dismiss that possibility, but to insist on the blinded, placebo-controlled human trials that could actually settle the question.

Until then, buying vials of dry powder, reconstituting it in sterile water, and injecting the cocktail with online-purchased needles will not provide proof of anything. It is high-risk, uncontrolled human self-experimentation.

The Conversation

Stuart Phillips owns shares in Exerkine. He receives funding from Nestle, Optimum Nutrition, Danone, and Nutricia. He is affiliated with WndrHlth, Liquid IV, and Myomar.

– ref. The peptide problem: Hype is outrunning the evidence – https://theconversation.com/the-peptide-problem-hype-is-outrunning-the-evidence-280715

Une méthode innovante pour détecter l’Alzheimer de manière précoce, grâce à l’analyse du langage et à l’IA

Source: The Conversation – in French – By Sylvie Ratté, Professeure titulaire en Génie logiciel et des TI, École de technologie supérieure (ÉTS)

L’analyse du langage permet d’identifier précocement les signes de déclin cognitif. Un projet en cours pourrait transformer la prise en charge de la maladie d’Alzheimer.


Pour améliorer le dépistage précoce de cette maladie neurodégénérative qui touche le tiers des personnes âgées de 80 ans et plus au Canada, mon équipe de recherche et moi, à l’ÉTS, cherchons à élaborer une méthode innovante basée sur l’intelligence artificielle (IA). Notre approche, non invasive et accessible, repose sur l’analyse du langage des patients.


Cet article fait partie de notre série La Révolution grise. La Conversation vous propose d’analyser sous toutes ses facettes l’impact du vieillissement de l’imposante cohorte des boomers sur notre société. Manières de se loger, de travailler, de consommer la culture, de s’alimenter, de voyager, de se soigner, de vivre… découvrez avec nous les bouleversements en cours, et à venir.


Le langage comme indicateur de troubles cognitifs

L’un des premiers signes de la maladie d’Alzheimer est la modification subtile du langage. Les personnes peuvent, par exemple, avoir du mal à trouver leurs mots, utiliser des pronoms à la place de noms ou multiplier les pauses. L’expression de leurs idées est moins dense.

Une première étude sur le sujet a procédé à une analyse manuelle des écrits autobiographiques de religieuses âgée dans la vingtaine. Elle a conclu que la densité des idées exprimées était un bon prédicteur de la maladie d’Alzheimer, même si la maladie se présentait 50 ans plus tard.

L’outil que nous avons conçu analyse ces indices linguistiques avec un test simple : la description d’images. Ce test fait partie de l’outil diagnostique BDAE (Boston Diagnostic Aphasia Examination). Il consiste à demander au patient de décrire une image. Ce test permet d’évaluer divers aspects du langage oral. La figure suivante présente une des images utilisée.

Cookie Theft Image
Une image utilisée lors de l’application du Boston Diagnostic Aphasia Examination pour l’évaluation du langage.
CC BY-NC

Cette approche nous permet de mesurer la richesse lexicale, la complexité syntaxique et les marqueurs d’hésitation, autant de signes précurseurs du déclin cognitif.

Nos travaux montrent qu’en analysant les changements subtils dans la structure du discours, nous pouvons identifier jusqu’à 85 % des patients atteints d’Alzheimer, même à un stade très précoce.

Une solution de rechange aux outils cliniques traditionnels

Contrairement aux méthodes classiques de diagnostic, qui reposent souvent sur des tests cognitifs (qui incluent notamment ceux de description d’images) ou des techniques d’imagerie lourdes et coûteuses, notre approche permet une détection accessible et un suivi fréquent.

Actuellement, les tests cliniques de description d’image exigent une évaluation manuelle des réponses des patients, ce qui est long et imprécis. Les cliniciens doivent retranscrire mot pour mot les réponses des patients, ce qui est une tâche pratiquement impossible dans un cadre hospitalier.

Avec notre technologie, nous automatisons cette étape et extrayons des centaines de caractéristiques du langage pour affiner l’analyse.

Notre procédé permet non seulement de détecter la maladie, mais aussi de suivre son évolution et d’analyser l’effet des traitements. Nos outils peuvent mesurer les progrès des patients au fil du temps, ce qui est essentiel pour évaluer l’efficacité des traitements.

Des défis techniques et éthiques à relever

Malgré les avancées prometteuses, l’intégration de l’IA dans le domaine médical pose encore des défis.

Un des enjeux majeurs est l’acceptabilité par les professionnels de la santé et les patients. Il faut non seulement prouver l’efficacité de ces outils, mais aussi rassurer quant à la protection des données personnelles et l’éthique de leur utilisation.

De plus, l’analyse du langage repose sur des algorithmes qui doivent être entraînés sur des bases de données représentatives. Nous devons nous assurer que notre modèle fonctionne pour des personnes de différentes origines linguistiques et socioculturelles. Dans le cadre de notre recherche, nous nous assurons de collecter des données diversifiées au Canada mais aussi en Équateur et au Mexique.

Un programme (ou un logiciel) classique fonctionne sur la base d’un processus logique dans lequel s’enchaîne un ensemble d’instructions qui traite les données d’entrée pour produire un résultat en sortie.

L’IA utilise des données autrement : elle s’en sert pour y détecter des patrons récurrents. Le processus est similaire pour une autre IA qui détecterait d’autres types de problèmes. Seules les données changent. Si celles-ci ne sont pas assez variées, l’IA se collera à cette réalité, ce qui peut engendrer des biais culturels ou linguistiques et nuire à la fiabilité des diagnostics.

Ainsi, dans une de nos expériences, l’IA n’était pas adaptée au fait qu’à une certaine époque, les femmes portaient souvent des tabliers dans la cuisine. Bien que ce mot s’avère très pertinent pour évaluer la qualité des descriptions, l’IA avait évacué ce mot, car il n’apparaissait pas avec suffisamment de fréquence.

L’autre problème rencontré concerne la qualité des IA intermédiaires utilisées pour transformer le signal de la parole en texte écrit (transcriptions). Les IA qui résolvent cette transformation sont moins performantes pour le français (et plus particulièrement le français parlé du Québec et du Canada en général) et encore moins pour l’espagnol.

Une technologie aux multiples applications

Les implications de cette recherche dépassent le cadre de la maladie d’Alzheimer. Nous travaillons également sur l’aphasie qui affecte la communication, tant dans la compréhension que dans le langage. Cette condition peut être le résultat d’un accident vasculaire cérébral ou un traumatisme crânien.

Notre équipe de recherche explore aussi l’utilisation de ces outils pour les enfants autistes non verbaux, qui apprennent souvent le langage différemment. Par exemple, nous avons constaté que certains de ces enfants acquièrent une langue grâce à l’exposition à des vidéos sur YouTube, ce qui ouvre de nouvelles pistes d’exploration sur l’apprentissage du langage.

Ces travaux s’inscrivent dans une perspective plus large visant à mieux comprendre les liens entre langage et cognition. L’intelligence artificielle nous permet d’extraire une quantité d’informations que l’humain ne pourrait pas analyser à grande échelle. L’objectif final est de développer des outils adaptés aux besoins des cliniciens et des patients, pour améliorer leur qualité de vie.

Un avenir où IA et santé convergent

L’intégration de cette technologie dans les pratiques médicales pourrait révolutionner la prise en charge des troubles cognitifs. Notre but est de rendre ces outils accessibles à tous, sans que cela requière du matériel sophistiqué.

Cette approche pourrait ainsi permettre une détection précoce et un suivi plus personnalisé, bénéficiant à des millions de patients partout dans le monde.


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En combinant l’IA et les sciences cognitives, notre équipe de recherche pave la voie à une médecine plus prédictive, mieux adaptée aux besoins des patients et plus efficace dans la lutte contre les maladies neurodégénératives.

Bien que nous soyons encore au début de cette révolution technologique, les avancées actuelles montrent déjà un potentiel considérable. En rendant ces outils accessibles, nous espérons transformer la manière dont nous abordons le diagnostic et le suivi des troubles du langage.

En parallèle, notre équipe travaille déjà à de nouvelles collaborations avec des établissements médicaux pour tester ces technologies en milieu clinique.

Nous espérons qu’à terme, nos outils puissent être intégrés directement dans les protocoles de soins, afin d’offrir un suivi plus précis et adapté aux besoins individuels des patients.

La Conversation Canada

Sylvie Ratté a reçu des financements du CRSNG et de MITACS.

– ref. Une méthode innovante pour détecter l’Alzheimer de manière précoce, grâce à l’analyse du langage et à l’IA – https://theconversation.com/une-methode-innovante-pour-detecter-lalzheimer-de-maniere-precoce-grace-a-lanalyse-du-langage-et-a-lia-254338