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Background: Language analytic ability is well researched in the context of foreign language acquisition but its role in the acquisition of grammar in the native language is under investigation. Objectives: Our study explored the influence of language analytic ability and print exposure on receptive grammar and reading comprehension in childhood. Additionally, we investigated whether exposure to specific constructions through the written modality held an advantage over exposure in the audio modality. Method: We assessed the language analytic ability, reading comprehension, reading fluency, print exposure, and receptive grammar of 12-year-olds. Subsequently, we exposed them to written or spoken target constructions, followed by an assessment of receptive grammar. Linear regression models were used to analyse the contributions of reading fluency, print exposure, and language analytic ability to reading comprehension and receptive grammar. We also examined the influence of the intervention on receptive grammar. Results: Language analytic ability and print exposure significantly predicted receptive grammar. Print exposure significantly predicted reading comprehension and improvement in receptive grammar. Conclusion: Language analytic ability is important for grammar and reading comprehension development. Print exposure enhances reading comprehension by supporting vocabulary development and providing exposure to intricate structures. Both language analytic ability and experience are key factors in construction acquisition. Contribution: This study adds to the growing body of evidence emphasising the role of language analytic skills in native language grammar acquisition and advocates for explicit grammar teaching. Furthermore, it underscores the importance of adequate print exposure in grammar acquisition and the development of reading comprehension skills.

In this theoretical article, we argue that the imminent collapse of earth systems that sustain life forms calls for mathematics education as a field to reflect on and re-evaluate its priorities and thus practices. We consider both what ecological collapse means for mathematics education and whether mathematics education might offer meaningful gestures in response. We explore how the relationship between the social and the ecological is conceptualised in mathematics education (and other relevant) research and what this implies for mathematics education. We read, in this scholarship, a growing focus on the ecological and conceptualisations of socio-ecological relations between existing entities that are dialectical, or mutually dependent. More rarely, are they seen as entangled and monist, and it is in this thought that we locate our contribution of multi-layered gestures of mathematics education. We describe these, in terms of three broad practices: listening for socio-ecological entanglement; attending to the scales of socio-ecological entanglements; and living entanglement as mathematics educators. We exemplify these gestures through examples of curriculum innovation. This article, a socio-ecological gesture in itself, is written in the spirit of opening a conversation into which we invite others.

EXECUTIVE SUMMARY: Microbes are all pervasive in their distribution and influence on the functioning and well-being of humans, life in general and the planet. Microbially-based technologies contribute hugely to the supply of important goods and services we depend upon, such as the provision of food, medicines and clean water. They also offer mechanisms and strategies to mitigate and solve a wide range of problems and crises facing humanity at all levels, including those encapsulated in the sustainable development goals (SDGs) formulated by the United Nations. For example, microbial technologies can contribute in multiple ways to decarbonisation and hence confronting global warming, provide sanitation and clean water to the billions of people lacking them, improve soil fertility and hence food production and develop vaccines and other medicines to reduce and in some cases eliminate deadly infections. They are the foundation of biotechnology, an increasingly important and growing business sector and source of employment, and the centre of the bioeconomy, Green Deal, etc. But, because microbes are largely invisible, they are not familiar to most people, so opportunities they offer to effectively prevent and solve problems are often missed by decision-makers, with the negative consequences this entrains. To correct this lack of vital knowledge, the International Microbiology Literacy Initiative-the IMiLI-is recruiting from the global microbiology community and making freely available, teaching resources for a curriculum in societally relevant microbiology that can be used at all levels of learning. Its goal is the development of a society that is literate in relevant microbiology and, as a consequence, able to take full advantage of the potential of microbes and minimise the consequences of their negative activities. In addition to teaching about microbes, almost every lesson discusses the influence they have on sustainability and the SDGs and their ability to solve pressing problems of societal inequalities. The curriculum thus teaches about sustainability, societal needs and global citizenship. The lessons also reveal the impacts microbes and their activities have on our daily lives at the personal, family, community, national and global levels and their relevance for decisions at all levels. And, because effective, evidence-based decisions require not only relevant information but also critical and systems thinking, the resources also teach about these key generic aspects of deliberation. The IMiLI teaching resources are learner-centric, not academic microbiology-centric and deal with the microbiology of everyday issues. These span topics as diverse as owning and caring for a companion animal, the vast range of everyday foods that are produced via microbial processes, impressive geological formations created by microbes, childhood illnesses and how they are managed and how to reduce waste and pollution. They also leverage the exceptional excitement of exploration and discovery that typifies much progress in microbiology to capture the interest, inspire and motivate educators and learners alike. The IMiLI is establishing Regional Centres to translate the teaching resources into regional languages and adapt them to regional cultures, and to promote their use and assist educators employing them. Two of these are now operational. The Regional Centres constitute the interface between resource creators and educators-learners. As such, they will collect and analyse feedback from the end-users and transmit this to the resource creators so that teaching materials can be improved and refined, and new resources added in response to demand: educators and learners will thereby be directly involved in evolution of the teaching resources. The interactions between educators-learners and resource creators mediated by the Regional Centres will establish dynamic and synergistic relationships-a global societally relevant microbiology education ecosystem-in which creators also become learners, teaching resources are optimised and all players/stakeholders are empowered and their motivation increased. The IMiLI concept thus embraces the principle of teaching societally relevant microbiology embedded in the wider context of societal, biosphere and planetary needs, inequalities, the range of crises that confront us and the need for improved decisioning, which should ultimately lead to better citizenship and a humanity that is more sustainable and resilient. ABSTRACT: The biosphere of planet Earth is a microbial world: a vast reactor of countless microbially driven chemical transformations and energy transfers that push and pull many planetary geochemical processes, including the cycling of the elements of life, mitigate or amplify climate change (e.g., Nature Reviews Microbiology, 2019, 17, 569) and impact the well-being and activities of all organisms, including humans. Microbes are both our ancestors and creators of the planetary chemistry that allowed us to evolve (e.g., Lifes engines: How microbes made earth habitable, 2023). To understand how the biosphere functions, how humans can influence its development and live more sustainably with the other organisms sharing it, we need to understand the microbes. In a recent editorial (Environmental Microbiology, 2019, 21, 1513), we advocated for improved microbiology literacy in society. Our concept of microbiology literacy is not based on knowledge of the academic subject of microbiology, with its multitude of component topics, plus the growing number of additional topics from other disciplines that become vitally important elements of current microbiology. Rather it is focused on microbial activities that impact us-individuals/communities/nations/the human world-and the biosphere and that are key to reaching informed decisions on a multitude of issues that regularly confront us, ranging from personal issues to crises of global importance. In other words, it is knowledge and understanding essential for adulthood and the transition to it, knowledge and understanding that must be acquired early in life in school. The 2019 Editorial marked the launch of the International Microbiology Literacy Initiative, the IMiLI. HERE, WE PRESENT: our concept of how microbiology literacy may be achieved and the rationale underpinning it; the type of teaching resources being created to realise the concept and the framing of microbial activities treated in these resources in the context of sustainability, societal needs and responsibilities and decision-making; and the key role of Regional Centres that will translate the teaching resources into local languages, adapt them according to local cultural needs, interface with regional educators and develop and serve as hubs of microbiology literacy education networks. The topics featuring in teaching resources are learner-centric and have been selected for their inherent relevance, interest and ability to excite and engage. Importantly, the resources coherently integrate and emphasise the overarching issues of sustainability, stewardship and critical thinking and the pervasive interdependencies of processes. More broadly, the concept emphasises how the multifarious applications of microbial activities can be leveraged to promote human/animal, plant, environmental and planetary health, improve social equity, alleviate humanitarian deficits and causes of conflicts among peoples and increase understanding between peoples (Microbial Biotechnology, 2023, 16(6), 1091-1111). Importantly, although the primary target of the freely available (CC BY-NC 4.0) IMiLI teaching resources is schoolchildren and their educators, they and the teaching philosophy are intended for all ages, abilities and cultural spectra of learners worldwide: in university education, lifelong learning, curiosity-driven, web-based knowledge acquisition and public outreach. The IMiLI teaching resources aim to promote development of a global microbiology education ecosystem that democratises microbiology knowledge.

Neural tube defects (NTDs) are the second most common birth defects in humans and are associated with high rates of neonatal mortality, morbidity, disability, psychological and economic costs. Roughly 200,000 neonates are born with NTDs in low- and middle-income countries. To reduce the risks associated with NTDs, pregnant women are recommended to supplement their diets with folate tablets or to consume foods fortified with folic acid. Despite the introduction of a mandatory fortification program of maize meal with folic acid, in Zimbabwe, there is a paucity of literature about the perceptions of individuals towards fortified foods, as well as the storage and processing practices of fortified maize meal. This study aimed to assess the knowledge, as well as, storage and processing practices of folic acid-fortified maize meal in urban poor women. Data on knowledge and practices on fortified maize was gathered using a structured questionnaire from 630 women of childbearing age from low-income suburbs in Kwekwe town, Zimbabwe. The results showed that a paltry 26.3% of the respondents knew about folic acid, 22.5% knew about the effects of folic acid deficiency, 13.8% knew foodstuffs containing folic acid, 4% knew about food fortification and 35.6% had bought and used folic acid fortified maize meal before. Availability and accessibility were the main drivers to purchasing fortified maize meal (90%). There was no significant relationship (p < 0.05) between age and folic acid knowledge as well as between level of education and folic acid knowledge. Furthermore, the result indicates that the households were engaged in poor storage practices of the folic acid fortified maize meal. There was a significant relationship between the level of education and knowledge about food fortification. In conclusion, urban women's knowledge regarding folic acid and fortified maize meal is very low in Zimbabwe and households also store the folic acid fortified maize meal under conditions that speed deterioration of the folic acid. Folic acid awareness campaigns are recommended for people to benefit from the government of Zimbabwe's fortification programme. Key words: Neural tube defects, maize, folate, deficiency, fortification, women, INTRODUCTION Micronutrient deficiency, also known as hidden hunger, is one of the global 'triple burden' of malnutrition, particularly in developing countries [1]. Globally, over 2 billion people suffer from hidden [...]

Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD. Aim: To describe the characteristics of Grade 4 learners with RWD. Setting: Government primary schools in Mauritius, in urban and rural areas. Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used. Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling. Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention. Contribution: The study is important for speech--language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.

Background: Physical, financial, social and emotional demands placed on caregivers caring for their children with severe intellectual disabilities (CWSID) could lead to high levels of burden. Aim: This study aimed to evaluate the potential level of burden experienced by South African caregivers and aimed to identify possible contributing risk factors for increased levels of caregiver burden. Setting: Online and community parent support groups. Methods: This quantitative survey design study utilised data from 218 South African caregivers of CWSID. Both descriptive and inferential statistics were used for analysis. Family is the main support for 67% of participants. Results: Moderate to severe levels of caregiver burden were reported. No definite links between potentially contributing demographic risk factors and the overall level of caregiver burden were found. Caregivers of CWSID need to receive the required support from an early stage in the child's diagnosis to decrease potential caregiver burden and improve quality of life (QoL). Conclusion: Implications on intervention and prevention practices could inform the creation and implementation of a protocol to avert increased caregiver burden. Future research could be conducted to determine the implications of intervention towards CWSID and their family to decrease caregiver burden. Contribution: The study provided insight into the burden experienced by caregivers of CWSID. This is in line with the journal as it further proves how vulnerable CWSID are and the support they should be receiving from professionals.

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed-methods research design was implemented. Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech-language therapists (SLTs), occupational therapists (OTs) and psychologists. Results: Speech-language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals' perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD). Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed. Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.

The purpose of this research was to determine whether or not routine home visiting (by the Philani Maternal Child Health and Nutrition Project) influences the prevalence of stunted, wasted and underweight children in Cape Town peri-urban settlements. The study was a cross-sectional cohort in which weight and height measurements were collected for all children from 24 matched neighbourhoods; three years earlier 12 of these neighbourhoods were randomized to receive the home visiting intervention and 12 did not. The research took place at all households located within the 24 neighbourhoods in Khayelitsha and Mfuleni peri-urban settlements. Participants included 8715 children aged 0–6 years old (4694 intervention; 4021 control). A total of 41.3% of children were stunted, 3.1% were underweight and 1.4% were wasted. Children in the intervention group were significantly less likely to be underweight or severely underweight for age than children in the control group. While the rates of stunting were also significantly lower in intervention areas, the effect was not clinically significant, and no significant differences were found between the study arms on the prevalence of wasting. The Philani model is effective in the prevention and rehabilitation of underweight children. Philani could strengthen their intervention by focussing specifically on screening for child stunting in addition to underweight children. The results also suggests that efforts to address the long-term adverse effects of undernutrition require structural and economic transformation, in addition to socio-medical interventions.

Abstract Deep neural networks (DNNs) are fundamental to modern applications like face recognition and autonomous driving. However, their security is a significant concern due to various integrity risks, such as backdoor attacks. In these attacks, compromised training data introduce malicious behaviors into the DNN, which can be exploited during inference or deployment. This paper presents a novel game-theoretic approach to model the interactions between an attacker and a defender in the context of a DNN backdoor attack. The contribution of this approach is multifaceted. First, it models the interaction between the attacker and the defender using a game-theoretic framework. Second, it designs a utility function that captures the objectives of both parties, integrating clean data accuracy and attack success rate. Third, it reduces the game model to a two-player zero-sum game, allowing for the identification of Nash equilibrium points through linear programming and a thorough analysis of equilibrium strategies. Additionally, the framework provides varying levels of flexibility regarding the control afforded to each player, thereby representing a range of real-world scenarios. Through extensive numerical simulations, the paper demonstrates the validity of the proposed framework and identifies insightful equilibrium points that guide both players in following their optimal strategies under different assumptions. The results indicate that fully using attack or defense capabilities is not always the optimal strategy for either party. Instead, attackers must balance inducing errors and minimizing the information conveyed to the defender, while defenders should focus on minimizing attack risks while preserving benign sample performance. These findings underscore the effectiveness and versatility of the proposed approach, showcasing optimal strategies across different game scenarios and highlighting its potential to enhance DNN security against backdoor attacks.

Abstract Deformed alluvial terraces are ubiquitous markers of a fault’s recent activity and may help assess its slip rate and associated seismic hazard. They are often considered as a nearly flat surface translated and rotated along a planar or listric fault. The present study challenges these assumptions by revealing uneven terrace treads and verticalization of the Topographic Frontal Thrust (TFT) in south-central Bhutan. We model this finding as combined variability in both the aggradation and geometry of the TFT. We estimate a Holocene slip rate of 19.6 ± 4.1 mm.yr−1, which confirms that the TFT accommodates most of the shortening across the range. Contrary to previous studies, we find an excess of slip over the last few centuries, which implies a lower seismic hazard. These results highlight the importance of considering the non-planar component in terrace shape, shallow abrupt changes in fault geometry, and aggradation in future morphotectonic studies worldwide.

Abstract The TAR DNA Binding Protein 43 (TDP-43) has been implicated in the pathogenesis of human neurodegenerative diseases and exhibits hallmark neuropathology in amyotrophic lateral sclerosis (ALS). Here, we explore its tractability as a plasma biomarker of disease and describe its localization and possible functions in the cytosol of platelets. Novel TDP-43 immunoassays were developed on three different technical platforms and qualified for specificity, signal-to-noise ratio, detection range, variation, spike recovery and dilution linearity in human plasma samples. Surprisingly, implementation of these assays demonstrated that biobank-archived plasma samples yielded considerable heterogeneity in TDP-43 levels. Importantly, subsequent investigation attributed these differences to variable platelet recovery. Fractionations of fresh blood revealed that ≥ 95% of the TDP-43 in platelet-containing plasma was compartmentalized within the platelet cytosol. We reasoned that this highly concentrated source of TDP-43 comprised an interesting substrate for biochemical analyses. Additional characterization of platelets revealed the presence of the disease-associated phosphoserine 409/410 TDP-43 proteoform and many neuron- and astrocyte-expressed TDP-43 mRNA targets. Considering these striking similarities, we propose that TDP-43 may serve analogous functional roles in platelets and synapses, and that the study of platelet TDP-43 might provide a window into disease-related TDP-43 dyshomeostasis in the central nervous system.

Abstract Background Chest physiotherapy for airway clearance is not recommended in children hospitalized with bronchiolitis. The updated Cochrane meta-analysis suggests that slow expiratory techniques could slightly improve clinical severity, but the evidence certainty is low and the clinical significance of this change is unknown. We investigated whether the prolonged slow expiration technique (PSET) would impact the 24-h food intake of these children. Methods We conducted a two-arm double-blind randomized controlled trial. Hospitalized children aged from 1 to 12 months, bottle-fed or diversified and referred for airway clearance were included. Both groups received upper airway clearance at inclusion and standard treatments. The experimental group received PSET including rhinopharyngeal unclogging and targeted unprovoked cough. The primary outcome was the 24-h food intake. Clinical severity, vomit episodes and sleep quality were also recorded. An ordinary least squares linear regression for quantitative variables was modelled for between-group comparisons. Results From January 9, 2019, to December 1, 2022, 42 children were randomized with a 1:1 ratio (mean age: 5.0 (± 2.9) months). The 24-h food intake did not differ between groups (estimate: 1.8% (95%CI -7.0 to 10.6); p = 0.68). PSET had no effect on SpO2, clinical severity, RR and HR at the follow-up assessments (5 min, 30 min and 24 h after intervention), nor on the number of vomit episodes, total sleep time and SpO2 during sleep. Conclusions PSET did not affect food intake or the 24-h course of bronchiolitis more than standard treatment in children hospitalized for moderate bronchiolitis. Trial registration NCT03738501 registered on 13/11/2018, Slow Expiratory Technique to Improve Alimentation in Children With Bronchiolitis (BRONCHIOL-EAT); https://classic.clinicaltrials.gov/ct2/show/NCT03738501.

In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD). It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management thereof in the school context. One such important method of management is the accommodation of these learners in mainstream class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents, regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an awareness of the terminology related to the accommodations that the education department granted these learners with DD. However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details and related recommendations were explored.

In this qualitative article, we argue that marginalized spaces in historically disadvantaged school settings, such as in the case of a marginalized group of people, an out-group in the South African society, can become counter-spaces of comfort and nurturance. Spaces in historically disadvantaged communities are usually perceived in the dominant discourse as locations of deficiencies. We use Critical Race Theory and Latina/Latino Critical Theory framework (CRT and LatCrit) to contest dominant ideologies; especially the historically disadvantaged who often display human agency and transformational resistance. In addition, through the framework of Edupreneurial leadership theory we set out to explore how school practices incorporate cultural forms of knowledge, balancing the external and internal functions of the school to realize a conducive environment for effective school development. Fifteen participants were chosen through purposeful sampling and snowballing from five different schools in the Western Cape province of South Africa. Semi-structured interviews were used to generate data from different sets of participants; then analyzed where various themes crystallized responding to the research questions. The findings foreground the way in which historically disadvantaged learners' home lives, community initiatives and particular school practices lead strategies of resistance to challenge oppressive structures.

Vestibular input (VI) activities are linked with skill learning, engagement, and communication. This study investigated the influence of VI activities on the responses of non-verbal children with autism spectrum disorders (CWASD) when prompted to request a reinforcer using picture exchange communication. A single subject alternating treatment design was implemented. Three participants were selected from a classroom supporting non-verbal CWASD. Baseline data points were collected over a 1-week period followed by treatment phase where three data points were collected over a 4-week period. Participants engaged in VI activities or a control activity prior to a picture exchange communication activity. Data were documented by a professional panel. Data analysis included visual and statistical analyses. Participants' responses increased significantly after receiving VI. An immediate effect was identified. This finding holds value for educators and therapists aiming to increase the consistency and pace of responding and skill learning in CWASD. Participants responded differently to the two treatments. The findings hold value for therapists and educators to support responsiveness and skill learning to aid communication in CWASD. Interdisciplinary collaboration between occupational therapists and speech-language pathologists is highlighted.