Call to Action: SARS-CoV-2 and CerebrovAscular DisordErs (CASCADE)

Background and purpose: The novel severe acute respiratory syndrome coronavirus 2 (SARS-Cov-2), now named coronavirus disease 2019 (COVID-19), may change the risk of stroke through an enhanced systemic inflammatory response, hypercoagulable state, and endothelial damage in the cerebrovascular system. Moreover, due to the current pandemic, some countries have prioritized health resources towards COVID-19 management, making it more challenging to appropriately care for other potentially disabling and fatal diseases such as stroke. The aim of this study is to identify and describe changes in stroke epidemiological trends before, during, and after the COVID-19 pandemic. Methods: This is an international, multicenter, hospital-based study on stroke incidence and outcomes during the COVID-19 pandemic. We will describe patterns in stroke management, stroke hospitalization rate, and stroke severity, subtype (ischemic/hemorrhagic), and outcomes (including in-hospital mortality) in 2020 during COVID-19 pandemic, comparing them with the corresponding data from 2018 and 2019, and subsequently 2021. We will also use an interrupted time series (ITS) analysis to assess the change in stroke hospitalization rates before, during, and after COVID-19, in each participating center. Conclusion: The proposed study will potentially enable us to better understand the changes in stroke care protocols, differential hospitalization rate, and severity of stroke, as it pertains to the COVID-19 pandemic. Ultimately, this will help guide clinical-based policies surrounding COVID-19 and other similar global pandemics to ensure that management of cerebrovascular comorbidity is appropriately prioritized during the global crisis. It will also guide public health guidelines for at-risk populations to reduce risks of complications from such comorbidities. © 202

Manual laterality and intellectual impairment in genetic diseases

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Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms

This study investigates the acquisition of the Spanish Imperfect by sixty English learners of Spanish at three different proficiency levels (beginner, intermediate and advanced). Two oral production tasks and one interpretation task show that although the Imperfect is used from early on, the full array of interpretations associated with this form (habitual, continuous and progressive) is not completely acquired even at advanced levels. Learners accept the Imperfect in imperfective contexts but have problems rejecting the Preterit. This problem persists even at advanced levels in continuous contexts. The continuous is conveyed in English by Past Tense, which is used in both perfective and imperfective contexts, whereas in Spanish only the Imperfect is appropriate. We argue that the incorrect low rejection of the Preterit signals a mapping problem of aspect-related features present in both English and Spanish onto a new form (the Imperfect). These results support the problematic nature of feature reassembly in the acquisition of the Spanish Imperfect by English speakers

The present tense in English, again

We report on an experimental study examining what aspectual tense forms we use to convey aspectual meanings when talking about present events in English. We test the effect of structural priming on the use of aspectual tense morphosyntax in the English present tense by native speakers, upper-intermediate and advanced L2 learners of English with French as their native language. Comparative production data from a video retell task is used. Aspectual choices from Liszka’s (2009, 2015) studies are compared with our partial replication. While Liszka primes participants to use the progressive tense, our instructions are neutral in this respect. Findings for native speakers point to a high level of individual variation in the use of present progressive and present simple to denote events simultaneous with the speech moment. Not only are choices variable, but they are also influenced by priming. We argue that this variability creates difficulties for learners of English that teachers should know about