Optimal Foraging By Bacteriophages Through Host Avoidance

Optimal foraging theory explains diet restriction as an adaptation to best utilize an array of foods differing in quality, the poorest items not worth the lost opportunity of finding better ones. Although optimal foraging has traditionally been applied to animal behavior, the model is easily applied to viral host range, which is genetically determined. The usual perspective for bacteriophages ( bacterial viruses) is that expanding host range is always advantageous if fitness on former hosts is not compromised. However, foraging theory identifies conditions favoring avoidance of poor hosts even if larger host ranges have no intrinsic costs. Bacteriophage T7 rapidly evolved to discriminate among different Escherichia coli strains when one host strain was engineered to kill infecting phages but the other remained productive. After modifying bacteria to yield more subtle fitness effects on T7, we tested qualitative predictions of optimal foraging theory by competing broad and narrow host range phages against each other. Consistent with the foraging model, diet restriction was favored when good hosts were common or there was a large difference in host quality. Contrary to the model, the direction of selection was affected by the density of poor hosts because being able to discriminate was costly.Integrative Biolog

Student’s Attitudes toward Academic Dishonesty: An Exploration

Academic dishonesty in college/university classrooms is widely recognized as a serious problem (Offstein and Chory 2017). Studies indicate that academic dishonesty is pervasive. Klein, Levenburg, McKendall, and Mothersell (2007), report 40-80 percent of college students are involved in academic dishonesty, whereas McCabe, Butterfield, and Treviňo (2012), report 65-87 percent involvement. Studies also report that cheating activity is increasing (Forsha 2017; Pérez-Peňa 2012), facilitated by increasing levels of tolerance (where instances of academic dishonesty are overlooked by classroom instructors (Coren 2011)), and advances in technology (Best and Shirley 2018). Consequently, academic dishonesty has become an increasingly important area of concern and, likewise, an important area of study (Robinson and Glanzer 2017). Academic dishonesty is not a victimless activity. With the growth of cheating activity, the integrity of higher education is increasingly being questioned (Drye, Lomo-David, and Snyder 2018). Pervasive academic dishonesty prevents academic institutions from being able to certify that graduates have gained a specific level of knowledge and ability from their education (Yu, Glanzer, Johnson, Sriram, and Moore 2018). Academic dishonesty has also been connected with a number of other undesirable activities (Biswas 2014), including unethical work behaviors (Harding, Carpenter, Finelli, and Passow 2004). Several studies suggest that academic dishonesty primes students for continuing dishonesty in their subsequent employment (e.g., Harding, Carpenter, Finelli, and Passow 2004; Hsiao and Yang 2011; Nonis and Swift 2001; Yang, Huang, and Chen 2013). Consequently, recent highly publicized business scandals have focused renewed attention on cheating activities in the classroom (Rakovski and Levy 2007). Past ethics research has explored many important issues involving academic dishonesty, including the effectiveness of various tactics to reduce the incidence of academic dishonesty. Examples of these tactics include the implementation/enforcement of honor codes (McCabe, Treviño, and Butterfield 2001; Tatum and Schwartz 2017), required ethics courses (Medeiros et al. 2017), ethics instruction integrated into discipline-specific coursework (Desplaces, Melchar, Beauvais, and Bosco 2007), campus climate (Molar 2015), and the activities of faculty to fight dishonesty (Coalter, Lim, and Wanorie 2007). The attitudes of students toward academic dishonesty have also received a significant amount of research attention (e.g., Johns and Strand 2007). An area that has not received the same level of research attention involves the effects that students’ perceptions of the ethicality of their academic environment have on their attitudes toward academic dishonesty. Specifically, do students’ perceptions of the ethicality of their college/university, their faculty, and their student body affect their attitudes toward academic dishonesty? This is an important area of study since if students’ attitudes toward academic dishonesty are affected by their perceptions of the ethicality of their institution and their colleagues, it may be possible to affect students’ participation in academic dishonesty by affecting their perceptions of their school environment. To explore this issue, first, student academic dishonesty in higher education is examined. Second, hypotheses are developed and tested. Finally, conclusions are drawn

Evaluating Animal-Assisted Interventions:An Empirical Illustration of Differences between Outcome Measures

Multiple authors have called for strong empirical evaluations to strengthen the foundation of Animal-Assisted Interventions. Carefully choosing the outcome measures of these studies is important, as choosing the wrong outcomes may lead to a failure to detect effects. The current study therefore compares and contrasts the use of several outcome measures, to assess the effect of an equine-assisted intervention for a child with Autism Spectrum Disorder: (1) a semi-structured interview with both parents, specifically designed for children with cognitive disabilities, (2) a general screening instrument filled out by both parents separately, which can be used to assess children’s psycho-social problems, and (3) systematic observations of social and communication skills during the equine-assisted sessions. All instruments indicated an improvement in the participant’s social and communication skills. We found differences between the interview and questionnaires with regard to parents’ perception of aggression regulation and interacting with peers. Differences with regard to parental reports and observations were found for play development and anxiety. The observations provided a detailed view of the child’s development during the intervention, which yielded an interesting hypothesis in terms of the current dose–response discussion in AAI for children with Autism Spectrum Disorder

The Inmates Are Running the Asylum: The Role of a Consumer Mentality in Higher Education and Exploring How it Can be Overcome

Serving and satisfying customers is often viewed as the primary function of businesses. Consequently, a customer orientation, or a focus on determining customers’ wants and needs and designing and offering products to satisfy them, is a key concept within marketing. Is the importance of a customer orientation also true in higher education? Several believe that it is. The answer to the question of who is the customer in higher education, however, is less clear. Historically, society was viewed to be the primary customer of higher education – the purpose of higher education was viewed to produce educated individuals who possess the knowledge and skills to serve society by serving as leaders in society and its primary institutions, including government and business. Arguably, this view of the purpose of higher educations has changed. Today, students are most often viewed as the customers of higher education. Indeed, when viewing the activities of colleges and universities, the extent to which a consumer mentality has been accepted and employed quickly becomes obvious. The promise of consumer (student) satisfaction is viewed to be key to attracting students and is an essential component of most university marketing programs. Not all agree with this assessment of the role of a consumer mentality in higher education, however. Several believe that a consumer mentality is antithetical to higher education, which logically raises an important question: Why would a customer mentality be appropriate for most organizations, but not higher education? The focus of this special session is to explore this issue

Typical general movements at 2 to 4 months:Movement complexity, fidgety movements, and their associations with risk factors and SINDA scores

Background: Movement complexity and the presence of fidgety movements (FMs) during general movements (GMs) both reflect aspects of neurological integrity in early infancy. Aim: To assess interrelations between the degree of movement complexity and characteristics of FMs during typical GMs and to investigate associations between mildly impaired GMs and risk factors and neurodevelopmental condition. Study design: Observational cohort study. Subjects: 283 infants (25 born preterm) at 2-4 months corrected age, representative of the general Dutch population. Outcome measures: GMs were classified in terms of GM-complexity (normal or mildly abnormal (MA)) and FMs (clearly present, sporadic, or exaggerated). Concurrent neurological, developmental and socio-emotional status were measured with the Standardized Infant NeuroDevelopmental Assessment (SINDA). Results: Infants with MA GM-complexity had a higher risk of having sporadic FMs and exaggerated FMs. Perinatal complications were not associated with mildly impaired GMs. MA GM-complexity was associated with advanced maternal age (adjusted OR = 2.29 [1.11, 4.76]) and having a non-native Dutch mother (adjusted OR = 2.93 [1.29, 6.64]). It was also associated with atypical neurological (OR = 7.62 [3.51, 16.54]) and developmental scores (OR = 2.38 [1.16, 4.88]). Sporadic and exaggerated FMs were associated with low-to-middle maternal education (adjusted OR = 2.88, [1.45, 5.72]) and having a non-native Dutch father (adjusted OR = 7.16 [1.41, 36.32]), respectively. However, neither sporadic nor exaggerated FMs were associated with the SINDA outcomes. Conclusions: GM-complexity and FMs are two interrelated but different aspects of GMs. Mild impairments in GM-complexity and FMs share a non-optimal socio-economic background as risk factor, but only MA GM-complexity is associated with a concurrent non-optimal neurodevelopmental condition

Atypical knee jerk responses in high-risk children:A longitudinal EMG-study

INTRODUCTION: We previously found that atypical responses to the knee jerk reflex, i.e., tonic responses (TRs), clonus and contralateral responses in very high-risk (VHR) infants were associated with cerebral palsy (CP) at 21 months. The current study aimed for a better understanding of pathophysiology of atypical knee jerk responses by evaluating whether infant atypical knee jerk responses are associated with CP and atypical knee jerk responses at school-age. METHODS: 31 VHR-children, who had also been assessed longitudinally during infancy, and 24 typically developing children, were assessed at 7-10 years (school-age). We continuously recorded surface EMG of thigh muscles during knee jerk responses longitudinally during infancy and once at school-age. Neurological condition was assessed with age-appropriate neurological examinations. It included the diagnosis of CP at 21 months corrected age and school-age. CP's type and severity (Gross Motor Function Classification System (GMFCS)) were reported. RESULTS: Persistent TRs in infancy were associated with CP at school-age. TR prevalence decreased from infancy to childhood. At school-age it was no longer associated with CP. Clonus prevalence in VHR-children did not change with increasing age; it was significantly higher in children without than those with CP. Reflex irradiation was common in all school-age children, and its prevalence in contralateral muscles in VHR-children decreased between infancy and childhood. CONCLUSIONS: In infancy, TRs indicated an increased risk of CP, but at school-age TRs were not associated with CP. In general, spinal hyperexcitability, expressed as reflex irradiation and TRs, decreased between infancy and school-age

Efforts, rewards and professional autonomy determine residents' experienced well-being

The well-being of residents, our future medical specialists, is not only beneficial to the individual physician but also conditional for delivering high-quality patient care. Therefore, the authors further explored how residents experience their own well-being in relation to their professional and personal life. The authors conducted a qualitative study based on a phenomenological approach. From June to October 2013, 13 in-depth interviews were conducted with residents in various training programs using a semi-structured interview guide to explore participants' experience of their well-being in relation to their professional life. The data were collected and analyzed through an iterative process using the thematic network approach. Effort-reward balance and perceived autonomy were dominant overarching experiences in influencing residents' well-being. Experiencing sufficient autonomy was important in residents' roles as caregivers, as learners and in their personal lives. The experienced effort-reward balance could both positively and negatively influence well-being. We found two categories of ways that influence residents' experience of well-being; (1) professional lives: delivering patient care, participating in teamwork, learning at the workplace and dealing with the organization and (2) personal lives: dealing with personal characteristics and balancing work-life. In residents' well-being experiences, the effort-reward balance and perceived autonomy are crucial. Additionally, ways that influence residents' well-being are identified in both their professional and personal lives. These dominant experiences and ways that influence well-being could be key factors for interventions and residency training adaptations for enhancing residents' well-being.</p