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Diverse microbial ecosystems underpin life in the sea. Among these microbes are many unicellular eukaryotes that span the diversity of the eukaryotic tree of life. However, genetic tractability has been limited to a few species, which do not represent eukaryotic diversity or environmentally relevant taxa. Here, we report on the development of genetic tools in a range of protists primarily from marine environments. We present evidence for foreign DNA delivery and expression in 13 species never before transformed and for advancement of tools for eight other species, as well as potential reasons for why transformation of yet another 17 species tested was not achieved. Our resource in genetic manipulation will provide insights into the ancestral eukaryotic lifeforms, general eukaryote cell biology, protein diversification and the evolution of cellular pathways.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Many criticisms accompanied the development of the fifth edition of the "Diagnostic and Statistical Manual" ("DSM-5"), yet it was still released in 2013 and is used within clinical work throughout the United States. Despite on-going questions pertaining to its development and validity, many undergraduate psychology students view the "DSM-5" as the ultimate authority in diagnosis within the field of mental health. Current publication trends indicate that a focus on the "DSM-5" within college textbooks is limited in scope, which may have a profound influence on students' understanding of mental health conditions. Implications for the teaching of psychology within higher education are discussed.

Qualitative research aims to understand both individual meaning as well as complex systemic interactions as they apply to social problems or individual experiences. This method of research is both inductive and flexible, allowing for a holistic approach that facilitates a rich understanding of the content examined. Past research identifies a number of challenges associated with teaching qualitative methodology to undergraduate students, including: the research skills and values maintained by the instructor, the prestige associated with qualitative research in particular, as well as a number of other interpersonal and environmental factors. These challenges are further complicated, it seems, when extended into the online learning environment. This paper explores the factors related to the instruction of qualitative research in an online environment and provides recommendations for best practices in teaching.

Strain HIMB11 is a planktonic marine bacterium isolated from coastal seawater in Kaneohe Bay, Oahu, Hawaii belonging to the ubiquitous and versatile Roseobacter clade of the alphaproteobacterial family Rhodobacteraceae. Here we describe the preliminary characteristics of strain HIMB11, including annotation of the draft genome sequence and comparative genomic analysis with other members of the Roseobacter lineage. The 3,098,747 bp draft genome is arranged in 34 contigs and contains 3,183 protein- coding genes and 54 RNA genes. Phylogenomic and 16S rRNA gene analyses indicate that HIMB11 represents a unique sublineage within the Roseobacter clade. Comparison with other publicly available genome sequences from members of the Roseobacter lineage reveals that strain HIMB11 has the genomic potential to utilize a wide variety of energy sources (e.g. organic matter, reduced inorganic sulfur, light, carbon monoxide), while possessing a reduced number of substrate transporters.

There exists a dearth of literature on the content, research method and research design trends of dissertations in education. Within one large subfield of education (i.e. counsellor education), an online and full-text archive of dissertations has become available. This archive contains over 200 dissertations produced in Oregon State University's Counselling Academic Unit from 1947 to 2014. Research questions concerning decadal differences in content, research method and research design were examined empirically. No decadal differences were discovered in the three aforementioned areas. Reasons for these findings were discussed.

The article presents a case study of a 59-year-old man presented to a dental office with intraoral examination revealing fissures and folds in posterior buccal mucosa. It mentions that lesions were first thought to be tobacco pouch karatosis. It reveals that clinical differential diagnoses include leokeodema and keratosis.

Objective: We explored the experiences of academic mothers traversing the simultaneous demands of parenting and their professional roles throughout the pandemic to better understand the impact of COVID‐19 on engagement in scholarship. Background: In response to reports of reduced scholarship by women across academic disciplines, the goal of this study was to understand the lived experiences of women scholars who identify as mothers. Method: Academic women, including faculty and students, completed an online survey with demographic items and open‐ended questions. From the collected data, responses from participants who identified as mothers (n = 51) were analyzed using thematic analysis. Results: Analysis of the data revealed that participants' roles as parents and scholarly women were inextricably intertwined, each serving as foundational components of their identities, a reality highlighted by the exacerbating stressors associated with COVID‐19. Altered childcare demands, conflicting roles, and relational changes emerged as consequences of the ongoing pandemic, which compromised participants' ability to effectively attend to different aspects of their identity and sometimes resulted in the development of negative emotions. Conclusion: Participants identified additional responsibilities due to the ongoing pandemic. Feeling pulled between their often‐conflicting personal and professional identities, academic mothers cited a lack of supportive professional structures, which became more evident during COVID‐19, as a barrier to their pursuit of scholarship. Implications: This study aligned with previous scholarly documentation of historical gendered bias common within academia. The potential long‐term professional impact of these conflated circumstances on academic mothers during the pandemic is discussed, and implications and recommendations for addressing the same via future research are provided. [ABSTRACT FROM AUTHOR]

Empowering graduate counseling students to alleviate their perceived stress and minimize undesirable health effects may improve their capacity to adapt and successfully manage perceived stress during their training and in their future counseling work. In this nonrandomized pretest/posttest study, Do Something Different, a digital behavior change platform, was used as a mobile health intervention by sending short message service (SMS) texts to change automatic unhealthy behaviors. Perceived stress, anxiety, depression, and behavioral flexibility were measured in a sample of graduate counseling students (N = 123). The program was effective in reducing perceived stress among these students. The findings provide direction for reducing students' perceived stress by incorporating SMS technology in graduate counseling programs. [ABSTRACT FROM AUTHOR]

The increase in accredited online CES doctoral programs coupled with established online learning guidelines suggests that counselor educators understand the value of the online medium in training emerging counselor educators. Given the elevated level of nuanced learning that occurs within graduate studies, it is fair to assume that doctoral-level learning experiences and outcomes are likely to vary by field. To date, there remains minimal published research related to understanding the dynamics within online counselor education and supervision (CES) doctoral programs. The purpose of this interpretive phenomenological analysis (IPA) was to understand the experiences of doctoral CES students pursuing a degree from an online CACREP-accredited program. Three primary themes emerged that encapsulate the fundamental components of this type of learning endeavor. These themes include: accessibility, connection, and perception. Limitations and implications for learning and teaching are discussed. [ABSTRACT FROM AUTHOR]