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mRNAs interact with RNA-binding proteins (RBPs) throughout their processing and maturation. While efforts have assigned RBPs to RNA substrates, less exploration has leveraged protein-protein interactions (PPIs) to study proteins in mRNA life-cycle stages. We generated an RNA-aware, RBP-centric PPI map across the mRNA life cycle in human cells by immunopurification-mass spectrometry (IP-MS) of ∼100 endogenous RBPs with and without RNase, augmented by size exclusion chromatography-mass spectrometry (SEC-MS). We identify 8,742 known and 20,802 unreported interactions between 1,125 proteins and determine that 73% of the IP-MS-identified interactions are RNA regulated. Our interactome links many proteins, some with unknown functions, to specific mRNA life-cycle stages, with nearly half associated with multiple stages. We demonstrate the value of this resource by characterizing the splicing and export functions of enhancer of rudimentary homolog (ERH), and by showing that small nuclear ribonucleoprotein U5 subunit 200 (SNRNP200) interacts with stress granule proteins and binds cytoplasmic RNA differently during stress.

One of the main purposes of technology integration was for effective teaching and learning. The model of technological pedagogical content knowledge (TPACK) was the suggested framework that could be applied in different facets of the teaching and learning process. Information communication tools (ICT) are the common infrastructures used for this process, and studies of TPACK application were mainly focused on normal desktop computers, and at the university level. However, there were uncommon studies of smart technologies such as SMART Board and SMART Notebook software at the secondary level, concerning TPACK applications. Against this background, the present study evaluated secondary school teachers on the TPACK applications in smart classrooms, as well as its effect on students' performance in chemistry. Through explanatory sequential mixed method design, results were highlighted and interpreted. These included lesson observation for quantitative data on four categories of knowledge: content knowledge, technological knowledge, technological pedagogical knowledge, and pedagogical content knowledge and students' performance in chemistry. While qualitative data about views were thematically analysed into strengths and challenges, as well as suggestions regarding TPACK applications and improving teaching and learning. The study involved seven teachers and 142 students, who were selected using a convenient sampling technique. The results revealed that teachers demonstrated the capacity to connect all categories of knowledge, develop, and conduct teaching where technology, pedagogy, and content interact. However, as the observed teachers acknowledged, it is challenging to overcome traditional teaching methods. This is due to several external factors, most notably the limited availability of digital equipment, and inadequate technology training, among others, which can improve the TPACK applications and promote students' engagement and learning. Further, the result of the intervention showed that teachers need continuous professional development, as it reflects significantly (p ?0.05) on students' performance in chemistry. These findings could serve as a foundation for creating policies that prioritise allocating funds to public schools for educational technology tools that will help teachers and students improve the teaching-learning process.

Millions of doses of azithromycin are distributed each year for trachoma, yet the treatment efficacy of a single dose of azithromycin for ocular Chlamydia infection has not been well characterized. In this study, four villages in Niger received a mass azithromycin distribution for trachoma. All 426 children aged 0-5 years residing in the study villages were offered conjunctival swabbing every 6 months to test for ocular Chlamydia trachomatis. Among the children infected with ocular Chlamydia before treatment, 6% (95% CI: 2-15%) tested positive for ocular Chlamydia infection 6 months later, and 15% (95% CI: 7-28%) tested positive 12 months later. The most important predictor of post-treatment ocular Chlamydia infection was pretreatment ocular Chlamydia infection (relative risk: 3.5, 95% CI: 1.3-9.4). Although the 6-monthly monitoring schedule was suboptimal for testing the treatment efficacy of an antibiotic, these findings are nonetheless consistent with high treatment efficacy of a single dose of azithromycin and suggest that additional interventions might be most effective if targeted to those children infected prior to treatment.

BACKGROUND: Randomized controlled trials found that twice-yearly mass azithromycin administration (MDA) reduces childhood mortality, presumably by reducing infection burden. World Health Organization (WHO) issued conditional guidelines for mass azithromycin administration in high-mortality settings in sub-Saharan Africa given concerns for antibiotic resistance. While prolonged twice-yearly MDA has been shown to increase antibiotic resistance in small randomized controlled trials, the objective of this study was to determine if macrolide and non-macrolide resistance in the gut increases with the duration of azithromycin MDA in a larger setting. METHODS AND FINDINGS: The Macrolide Oraux pour Réduire les Décès avec un Oeil sur la Résistance (MORDOR) study was conducted in Niger from December 2014 to June 2020. It was a cluster-randomized trial of azithromycin (A) versus placebo (P) aimed at evaluating childhood mortality. This is a sub-study in the MORDOR trial to track changes in antibiotic resistance after prolonged azithromycin MDA. A total of 594 communities were eligible. Children 1 to 59 months in 163 randomly chosen communities were eligible to receive treatment and included in resistance monitoring. Participants, staff, and investigators were masked to treatment allocation. At the conclusion of MORDOR Phase I, by design, all communities received an additional year of twice-yearly azithromycin treatments (Phase II). Thus, at the conclusion of Phase II, the treatment history (1 letter per 6-month period) for the participating communities was either (PP-PP-AA) or (AA-AA-AA). In Phase III, participating communities were then re-randomized to receive either another 3 rounds of azithromycin or placebo, thus resulting in 4 treatment histories: Group 1 (AA-AA-AA-AA-A, N = 51), Group 2 (PP-PP-AA-AA-A, N = 40), Group 3 (AA-AA-AA-PP-P, N = 27), and Group 4 (PP-PP-AA-PP-P, N = 32). Rectal swabs from each child (N = 5,340) were obtained 6 months after the last treatment. Each child contributed 1 rectal swab and these were pooled at the community level, processed for DNA-seq, and analyzed for genetic resistance determinants. The primary prespecified outcome was macrolide resistance determinants in the gut. Secondary outcomes were resistance to beta-lactams and other antibiotic classes. Communities recently randomized to azithromycin (groups 1 and 2) had significantly more macrolide resistance determinants than those recently randomized to placebo (groups 3 and 4) (fold change 2.18, 95% CI 1.5 to 3.51, Punadj < 0.001). However, there was no significant increase in macrolide resistance in communities treated 4.5 years (group 1) compared to just the most recent 2.5 years (group 2) (fold change 0.80, 95% CI 0.50 to 1.00, Padj = 0.010), or between communities that had been treated for 3 years in the past (group 3) versus just 1 year in the past (group 4) (fold change 1.00, 95% CI 0.78 to 2.35, Padj = 0.52). We also found no significant differences for beta-lactams or other antibiotic classes. The main limitations of our study were the absence of phenotypic characterization of resistance, no complete placebo arm, and no monitoring outside of Niger limiting generalizability. CONCLUSIONS: In this study, we observed that mass azithromycin distribution for childhood mortality among preschool children in Niger increased macrolide resistance determinants in the gut but that resistance may plateau after 2 to 3 years of treatment. Co-selection to other classes needs to be monitored. TRIAL REGISTRATION: NCT02047981 https://classic.clinicaltrials.gov/ct2/show/NCT02047981.

Assessing the feasibility of 2030 as a target date for global elimination of trachoma, and identification of districts that may require enhanced treatment to meet World Health Organization (WHO) elimination criteria by this date are key challenges in operational planning for trachoma programmes. Here we address these challenges by prospectively evaluating forecasting models of trachomatous inflammation-follicular (TF) prevalence, leveraging ensemble-based approaches. Seven candidate probabilistic models were developed to forecast district-wise TF prevalence in 11 760 districts, trained using district-level data on the population prevalence of TF in children aged 1-9 years from 2004 to 2022. Geographical location, history of mass drug administration treatment, and previously measured prevalence data were included in these models as key predictors. The best-performing models were included in an ensemble, using weights derived from their relative likelihood scores. To incorporate the inherent stochasticity of disease transmission and challenges of population-level surveillance, we forecasted probability distributions for the TF prevalence in each geographic district, rather than predicting a single value. Based on our probabilistic forecasts, 1.46% (95% confidence interval [CI]: 1.43-1.48%) of all districts in trachoma-endemic countries, equivalent to 172 districts, will exceed the 5% TF control threshold in 2030 with the current interventions. Global elimination of trachoma as a public health problem by 2030 may require enhanced intervention and/or surveillance of high-risk districts.

Abstract Introduction Abdominal surgical emergencies have a high mortality rate. Effective management primarily relies on the early identification of patients at high risk of postoperative complications. The objective of our study was to determine the prognostic factors associated with poor outcomes from abdominal surgical emergencies in Senegal and to establish a predictive score for mortality for preoperative risk evaluation (NDAR (New Death Assessment Risk) score). Methodology This was a retrospective national cross-sectional study conducted over one year in 14 regions of Senegal. Adult patients (aged > 15 years) who presented with a traumatic or non-traumatic abdominal surgical emergency were included. The studied variables included clinical and paraclinical data. The variable of interest was death within 30 days of the surgery. Logistic regression was used to identify the factors independently associated with mortality. Risk factors identified after logistic regression analysis were weighted using odds ratio (OR) values rounded to the nearest whole number. The predictive capacity of the score was evaluated by analyzing the ROC (Receiver Operating Characteristic) curve based on the area under the curve (AUC). Results A total of 1114 patient records were included, with a mortality rate of 4.4%. Diagnoses were observed in patients included appendicitis in 39.8% of cases (n = 444), followed by peritonitis in 22.3% (n = 249), intestinal obstruction in 18.5% (n = 205), strangulated hernias in 10.5% (n = 117), and abdominal trauma in 6.1%. Logistic regression, established the following scores: age > 40 years (score 2), ASA status grade 2 or higher (score 1), presence of a positive QSIRS score (score 2), diagnosis of peritonitis (score 2), diagnosis of intestinal obstruction (score 1), and the presence of intestinal necrosis (score 3). The score is positive if the total is strictly greater than 5, indicating a 17.7% risk of mortality. This score had a high predictive capacity with an AUC of 0.7397. Conclusion This study enabled the establishment of a score that allows for the early identification of at-risk patients, even in constrained resource settings, facilitating appropriate perioperative management and timely surgical intervention to reduce the risk of complications. This approach, focused on early recognition of high-risk patients, is crucial for improving clinical outcomes in abdominal surgical emergencies.

The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in the Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students' misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students' responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.

The condition of food insecurity and malnutrition for school-aged children and adolescents remains one of the most influential determinants of learning outcomes. Healthy and well-nourished students learn better, have a prodigious opportunity to thrive and fulfil their potential as adults, and increase their earning potential. The purpose of this study was twofold: a) to examine the implementation level of the school feeding programme and b) to identify the existing challenges that limit the school feeding programme from realizing its full potential in basic education schools. The study was directed by a descriptive research design, and 227 were selected using stratified and simple random sampling approaches, with 73.7% males and 26.3% females. The bulk of participants (39.2%) were between the ages of 30 and 40. Questionnaires and interview guides were used to obtain quantitative and qualitative data. The numeric data were descriptively examined using SPSS, and the qualitative data was studied using theme analysis. The study established a moderate level of school feeding implementation in terms of programmes coverage, school meal and cost, school meal preparation, and service. The study revealed different challenges hindering the effectiveness of the school feeding programme in basic education schools, including insufficient food served to the students in quantity and quality, inadequate materials and infrastructure, and unaffordable prices of required groceries from the market. To improve the efficiency and effectiveness of school feeding programmes, the Rwandan government and its partners in these programmes should raise the school feeding fund allotted to basic education institutions throughout the country. To the same extent, the Rwandan government is advised to: a) transfer the school feeding fund to the schools for timely use, b) provide the schools with the necessary equipment and materials for cooking and serving meals to students, as well as the provision of required dining rooms, c) find an adequate way to fix the country's progressive price increase, and d) promote the school gardening concept (such as growing vegetables and other relevant crops).

Using a sample of 1031 students from a public university, who responded to the NSSE survey in the Spring of 2018, this study explored the relationships between high-impact practices (HIPs) and several student academic performance metrics. Student responses to the NSSE HIPs participation questions were combined with their academic performance (GPA, credit hour completion, years-to-degree). Linear regression results show that the number of HIPS is a significant predictor of all academic performance metrics. The study also found significant differences between student populations and across course delivery modes regarding their participation in HIPs.