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Vibrio parahaemolyticus is a marine and estuarine bacterium that is ubiquitous in tropical and temperate waters worldwide (1). Infections, including wound infections, can occur in humans through exposure to water, [...]

This article outlines a literature review of the current anglophone academic literature pertaining to plurilingualism. We summarize 24 of the most pertinent articles in terms of resistance to the adoption of plurilingual pedagogy; key factors in changing attitudes toward the approach; identified classroom options; and implications for teacher education. To us, it is clear that plurilingualism can make a difference in terms of facilitating gains in linguistic abilities, strengthening student self-confidence, and addressing issues related to social justice. Conceptually, language should be linked to multiple repertoires and identities that are living entities rather than things to be mastered. However, concrete institutional policy and material supports are key. We do note that much work within the previous literature also problematized decontextualized and standardized orientations toward language, especially in terms of the erroneous notion of the "native speaker." Through this literature review, however, we argue that plurilingualism can potentially deepen this trend and add valuable conceptual insights and contribute to concrete pedagogical change as long as the concerns of classroom teachers are respected. Thus, it is not completely a case of plurilingualism amounting to being "old wine in new bottles."

In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational technology and teaching online. Findings were analyzed in light of Hargreaves and Fullan's (2020) reframing of classic understandings of teachers' work in the context of the global pandemic. Findings show that factors influencing these teachers' professional capital reflect common concerns among Canadian educators, alongside those specific to the FSL context. Participants' professional marginalization and seclusion demonstrates the importance of both the psychic rewards of teaching and cultures of collaboration. Ongoing efforts to capture ways in which teaching FSL has been shaped by the pandemic experience, therefore, require looking beyond individual classrooms to connected systems and systematic efforts of reform.

Background Cerebral small vessel disease is associated with higher ratios of soluble-epoxide hydrolase derived linoleic acid diols (12,13-dihydroxyoctadecenoic acid [DiHOME] and 9,10-DiHOME) to their parent epoxides (12(13)-epoxyoctadecenoic acid [EpOME] and 9(10)-EpOME); however, the relationship has not yet been examined in stroke. Methods and Results Participants with mild to moderate small vessel stroke or large vessel stroke were selected based on clinical and imaging criteria. Metabolites were quantified by ultra-high-performance liquid chromatography-mass spectrometry. Volumes of stroke, lacunes, white matter hyperintensities, magnetic resonance imaging visible perivascular spaces, and free water diffusion were quantified from structural and diffusion magnetic resonance imaging (3 Tesla). Adjusted linear regression models were used for analysis. Compared with participants with large vessel stroke (n=30), participants with small vessel stroke (n=50) had a higher 12,13-DiHOME/12(13)-EpOME ratio (β=0.251, P=0.023). The 12,13-DiHOME/12(13)-EpOME ratio was associated with more lacunes (β=0.266, P=0.028) but not with large vessel stroke volumes. Ratios of 12,13-DiHOME/12(13)-EpOME and 9,10-DiHOME/9(10)-EpOME were associated with greater volumes of white matter hyperintensities (β=0.364, P

Organic chemistry is notorious for being difficult to learn. Herein we describe a two-pronged approach to engage students in the ability to afford successful knowledge building. We have drawn on focus group interviews with students to show that the approach is appreciated by the students. The two prongs comprise peer learning in small groups and the use of knowledge stratification. This stratification is achieved via the epistemic assessment framework and distinguishes between different kinds of knowledge that are operational in teaching chemistry. Formal assessments can be visually categorized with the EAF allowing students to judge their progress. In the small group tutorials, self-assessment of their contribution to the final submission also supports reflection on their own understanding.

Neural network-level changes underlying symptom remission in major depressive disorder (MDD) are often studied from a single perspective. Multimodal approaches to assess neuropsychiatric disorders are evolving, as they offer richer information about brain networks. A FATCAT-awFC pipeline was developed to integrate a computationally intense data fusion method with a toolbox, to produce a faster and more intuitive pipeline for combining functional connectivity with structural connectivity (denoted as anatomically weighted functional connectivity (awFC)). Ninety-three participants from the Canadian Biomarker Integration Network for Depression study (CAN-BIND-1) were included. Patients with MDD were treated with 8 weeks of escitalopram and adjunctive aripiprazole for another 8 weeks. Between-group connectivity (SC, FC, awFC) comparisons contrasted remitters (REM) with non-remitters (NREM) at baseline and 8 weeks. Additionally, a longitudinal study analysis was performed to compare connectivity changes across time for REM, from baseline to week-8. Association between cognitive variables and connectivity were also assessed. REM were distinguished from NREM by lower awFC within the default mode, frontoparietal, and ventral attention networks. Compared to REM at baseline, REM at week-8 revealed increased awFC within the dorsal attention network and decreased awFC within the frontoparietal network. A medium effect size was observed for most results. AwFC in the frontoparietal network was associated with neurocognitive index and cognitive flexibility for the NREM group at week-8. In conclusion, the FATCAT-awFC pipeline has the benefit of providing insight on the ‘full picture’ of connectivity changes for REMs and NREMs while making for an easy intuitive approach.

Human-induced salinization increasingly threatens inland waters; yet we know little about the multifaceted response of lake communities to salt contamination. By conducting a coordinated mesocosm experiment of lake salinization across 16 sites in North America and Europe, we quantified the response of zooplankton abundance and (taxonomic and functional) community structure to a broad gradient of environmentally relevant chloride concentrations, ranging from 4 to ca. 1400 mg Cl− L−1. We found that crustaceans were distinctly more sensitive to elevated chloride than rotifers; yet, rotifers did not show compensatory abundance increases in response to crustacean declines. For crustaceans, our among-site comparisons indicate: (1) highly consistent decreases in abundance and taxon richness with salinity; (2) widespread chloride sensitivity across major taxonomic groups (Cladocera, Cyclopoida, and Calanoida); and (3) weaker loss of functional than taxonomic diversity. Overall, our study demonstrates that aggregate properties of zooplankton communities can be adversely affected at chloride concentrations relevant to anthropogenic salinization in lakes.

BackgroundEfforts to develop neuroimaging-based biomarkers in major depressive disorder (MDD), at the individual level, have been limited to date. As diagnostic criteria are currently symptom-based, MDD is conceptualized as a disorder rather than a disease with a known etiology; further, neural measures are often confounded by medication status and heterogeneous symptom states.MethodsWe describe a consortium to quantify neuroanatomical and neurofunctional heterogeneity via the dimensions of novel multivariate coordinate system (COORDINATE-MDD). Utilizing imaging harmonization and machine learning methods in a large cohort of medication-free, deeply phenotyped MDD participants, patterns of brain alteration are defined in replicable and neurobiologically-based dimensions and offer the potential to predict treatment response at the individual level. International datasets are being shared from multi-ethnic community populations, first episode and recurrent MDD, which are medication-free, in a current depressive episode with prospective longitudinal treatment outcomes and in remission. Neuroimaging data consist of de-identified, individual, structural MRI and resting-state functional MRI with additional positron emission tomography (PET) data at specific sites. State-of-the-art analytic methods include automated image processing for extraction of anatomical and functional imaging variables, statistical harmonization of imaging variables to account for site and scanner variations, and semi-supervised machine learning methods that identify dominant patterns associated with MDD from neural structure and function in healthy participants.ResultsWe are applying an iterative process by defining the neural dimensions that characterise deeply phenotyped samples and then testing the dimensions in novel samples to assess specificity and reliability. Crucially, we aim to use machine learning methods to identify novel predictors of treatment response based on prospective longitudinal treatment outcome data, and we can externally validate the dimensions in fully independent sites.ConclusionWe describe the consortium, imaging protocols and analytics using preliminary results. Our findings thus far demonstrate how datasets across many sites can be harmonized and constructively pooled to enable execution of this large-scale project.

Abstract The Australian culturally and linguistically diverse (CALD) communities may be at higher risk of salt intake than recommended given the use of a combination of discretionary sources and exposure to processed foods within a western country. This survey aimed to understand the knowledge, attitudes, and behaviors toward dietary salt and the acceptability of salt substitutes in the CALD communities. An online cross‐sectional survey was conducted among adults who self‐reported being a part of a CALD community, which was defined as non‐Indigenous cultural groups in Australia having cultural or linguistic connections with their overseas place of birth, ancestry or ethnic origin, religion, preferred language or language spoken at home. A total of 218 respondents opened the survey link. A total of 196 completed the entire survey. The majority of respondents (162, 83%) were aware that high salt intake causes serious health problems. Altogether 134 (69%) respondents were aware that there is a recommended amount for daily salt consumption although only 59 (44%) knew precise recommendations as

This paper offers a nuanced perspective of two families' lockdown literacy journeys with their young children during the COVID 19 pandemic. We present informal home learning examples stimulated by play and by school-sanctioned synchronous and asynchronous activities from homes geographically miles apart yet close in terms of shared experience. In response to the catch-up and learning loss narrative which threatens to overshadow some of the positive learning experiences taking place at home, we redirect the 'catch-up' narrative towards a nuanced understanding of family learning at home by articulating the complexity of circumstance. Methodologically, drawing on Autoethnography, we present vignettes of lockdown life from Scotland and Michigan, USA. Throughout this paper we articulate challenges with the catch-up narrative and root our conclusions in the early childhood philosophy that learning extends beyond the mind to a whole body, holistic experience.