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Inflammatory bowel disease (IBD) refers to chronic inflammatory disorders of the gut. Ulcerative colitis (UC) and Crohn’s disease (CD) are two subtypes of IBD. Evidence suggests that the intestinal microbiota plays a role in the pathogenesis of IBD, so probiotics have garnered a lot of interest as a potential treatment or prevention for IBD. However, clinical evidence of the efficacy of probiotics is still debatable. We performed a literature review. An advanced search considered clinical studies on probiotic for IBD from inception to 2023 in PubMed, Embase, Cochrane Library, and Web of Science. In the treatment of UC with probiotics, only Escherichia coli Nissle 1917 for maintenance treatment of UC in remission, and Bifidobacterium and VSL#3 for induction of remission in patients with mild to moderately active UC have shown strong evidence. Currently, there are no definitive conclusions regarding the effectiveness of probiotics in CD. The mechanism of probiotic treatment for IBD may be related to reducing oxidative stress, repairing the intestinal barrier, regulating intestinal flora balance, and modulating intestinal immune response. Differences in the benefits of probiotics between CD and UC may be attributable to the different lesion extent and immune-mediated pathophysiology. More robust randomized clinical trials are required to validate the efficacy and safety of diverse probiotic strains in IBD.

Stealth assessment has been successfully embedded in educational games to measure students' learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students' digital learning outcomes. Utilizing the user log data from third- to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students' word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students' reading processes and predict reading outcomes while supporting digital learning.

This randomized controlled trial study examined the effects of bilingual discussion prompts with feedback within a multimedia interactive e-book on parent-child shared reading for young English language learners aged 3–7 in China. Sixty-four parent-child pairs read a multimedia English storybook with bilingual discussion prompts in the treatment condition, and forty-three pairs read the same multimedia storybook without discussion prompts. After reading the storybook twice, children in the discussion-prompt group outperformed the control group on story comprehension and retelling measures. However, children in both groups showed comparable gains in English vocabulary. According to our qualitative analysis of parent-child responses on discussion pages, when parents follow the question-response-evaluate-feedback flow of the discussion sessions, they tend to practice dialogic reading strategies and scaffold children's learning naturally and effectively without explicit training. With the learning facilitation from both the storybook and parents, children received more comprehensible input, produced more English output, and became active storytellers instead of passive learners. Moreover, the e-book with a built-in questioning avatar established children's parasocial relationship with the story characters. These findings suggest an exciting potential for multimedia interactive e-books, powered by bilingual discussion prompts, as an effective educational tool for families from diverse linguistic backgrounds.

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = 0.31) with some variation across the dimensions of composition: 0.32 in writing quality, 0.31 in writing productivity, 0.15 in writing fluency, and 0.34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (0.59-1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills). A total of 24 studies (number of effect sizes, k = 166; N = 5589 participants) met inclusion criteria. The overall mean effect size was moderate and positive (ES = 0.31) with some variation across the dimensions of composition: 0.32 in writing quality, 0.31 in writing productivity, 0.15 in writing fluency, and 0.34 in writing: other. SRSD had large and consistent effect sizes across the outcomes (0.59-1.04) whereas transcription instruction did not yield statistically significant effects on any dimensions of composition due to large variation of effects across studies. Variation in instructional dosage (total length of instruction) did not explain variation in the effect sizes. Lastly, the average effect on writing quality was larger for writers with weaker writing skills compared to those with typical skills.

Objective: This study aimed to investigate the varieties and contents of volatile components in fermented dough with flavor fermentation broth at different fermentation time. Methods: Headspace solid phase microextraction-gas chromatography (HS-SPME-GC-MS) was used to determine the volatile flavor substances in the dough of the flavor ferment at 12, 24, 36, 48 and 72 h. Also, sensory evaluation of the odor and determination of pH value, total acidity (TAA) and rheological properties of the dough were measured. Results: The strength of eight odors (frankincense, cheese, flower, fruit sweet, wine, malt, grass and sour) showed different performance, depending on the types and contents of the flavour substances produced during the different fermentation periods. The pH value of the dough gradually decreases with the time of fermentation, while TTA was the opposite. The tensile resistance, stretch ratio and tensile area of dough increased first but decreased with the extension of fermentation time, while the elongation of dough decreased first then increased. These results indicated that moderate fermentation (36 h) was beneficial to the formation and stability of the gluten network. A total of 92 volatile substances were detected in the dough with 5 fermentation times, including 22 alcohols, 27 esters, 12 aldehydes, 14 ketones, 10 alkanes, and 7 acids. A total of 27, 43, 38, 41 and 37 volatile flavor components were detected from the dough fermented for 12, 24, 36, 48 and 72 h, respectively. The contents of acids and esters increased first then decreased with the prolongation of fermentation time and reaching the highest at 48 h (47.31% and 20.96%, respectively). On the other hand, the contents of aldehydes, ketones and acids all gradually decreased. Conclusion: The volatile substances of different fermentation times were alcohols mainly, and the total flavor substances and the relative content of alcohols and esters reached the highest at 48 h, indicating that alcohols and esters might be the major contributors to the flavor of dough during fermentation.