Biofilms and device-associated infections.

Microorganisms commonly attach to living and nonliving surfaces, including those of indwelling medical devices, and form biofilms made up of extracellular polymers. In this state, microorganisms are highly resistant to antimicrobial treatment and are tenaciously bound to the surface. To better understand and control biofilms on indwelling medical devices, researchers should develop reliable sampling and measurement techniques, investigate the role of biofilms in antimicrobial drug resistance, and establish the link between biofilm contamination and patient infection

The role of procedural memory in grammar and numeracy skills

The objective of this study was to examine the contribution of procedural memory to grammar and numeracy skills, which both involve the manipulation of abstract patterns. Seventy-six typically developing children between 5 and 7 years of age were assessed on grammar with a past tense production task and a sentence comprehension task, on numeracy with a counting task and a calculation task, and on procedural memory with a serial reaction time task. Moderate correlations were found between the measures of grammar and numeracy. Moreover, 4 hierarchical linear regressions indicated that procedural memory was associated with calculation but not with counting or grammar skills when age and working memory were taken into account. These novel findings suggest that procedural memory may have a role to play in the development of some numeracy skills. Several possible explanations for the absence of contribution to grammar are considered

Compositional nanodomain formation in hybrid formate perovskites

We report the synthesis and structural characterisation of three mixed-metal formate perovskite families [C(NH$_2$)$_3$]M$_{1-x}$Cu$_x$(HCOO)$_3$ (M = Mn, Zn, Mg). Using a combination of infrared spectroscopy, non-negative matrix factorization, and reverse Monte Carlo refinement, we show that the Mn- and Zn-containing compounds support compositional nanodomains resembling the polar nanoregions of conventional relaxor ferroelectrics. The M = Mg family exhibits a miscibility gap that we suggest reflects the limiting behaviour of nanodomain formation.Comment: 4 pages, 3 figure

Aggregation of chemotactic organisms in a differential flow

We study the effect of advection on the aggregation and pattern formation in chemotactic systems described by Keller-Segel type models. The evolution of small perturbations is studied analytically in the linear regime complemented by numerical simulations. We show that a uniform differential flow can significantly alter the spatial structure and dynamics of the chemotactic system. The flow leads to the formation of anisotropic aggregates that move following the direction of the flow, even when the chemotactic organisms are not directly advected by the flow. Sufficiently strong advection can stop the aggregation and coarsening process that is then restricted to the direction perpendicular to the flow

Science for a wilder Anthropocene: synthesis and future directions for trophic rewilding research

Trophic rewilding is an ecological restoration strategy that uses species introductions to restore top-down trophic interactions and associated trophic cascades to promote self-regulating biodiverse ecosystems. Given the importance of large animals in trophic cascades and their widespread losses and resulting trophic downgrading, it often focuses on restoring functional megafaunas. Trophic rewilding is increasingly being implemented for conservation, but remains controversial. Here, we provide a synthesis of its current scientific basis, highlighting trophic cascades as the key conceptual framework, discussing the main lessons learned from ongoing rewilding projects, systematically reviewing the current literature, and highlighting unintentional rewilding and spontaneous wildlife comebacks as underused sources of information. Together, these lines of evidence show that trophic cascades may be restored via species reintroductions and ecological replacements. It is clear, however, that megafauna effects may be affected by poorly understood trophic complexity effects and interactions with landscape settings, human activities, and other factors. Unfortunately, empirical research on trophic rewilding is still rare, fragmented, and geographically biased, with the literature dominated by essays and opinion pieces. We highlight the need for applied programs to include hypothesis testing and science-based monitoring, and outline priorities for future research, notably assessing the role of trophic complexity, interplay with landscape settings, land use, and climate change, as well as developing the global scope for rewilding and tools to optimize benefits and reduce human–wildlife conflicts. Finally, we recommend developing a decision framework for species selection, building on functional and phylogenetic information and with attention to the potential contribution from synthetic biology

Estimating illegal fishing from enforcement officers

While illegal, unreported, and unregulated (IUU) fishing is a premier issue facing ocean sustainability, characterizing it is challenging due to its clandestine nature. Using Chile as an example, researchers present a structured process leveraging existing capacity, fisheries officers, that provides a monitoring tool to produce transparent and stand-alone estimates on the level, structure, and characteristics of illegal fishing

Exploring the views of students on the use of Facebook in university teaching and learning

Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students’ current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer–peer communication around group work and assessment – a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually defined purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development

Parents' expectations and perceptions concerning the provision of communication aids by the Communication Aids Project (CAP)

This paper reports findings from part of an evaluation study of the Communication Aids Project (CAP), a government-funded project in England which provided communication aids to school-aged children. The paper focuses on parents'views of the CAP process and the impact of the aid. Fourteen parents were interviewed twice over the telephone: once before or just as their children received communication aids and again six to eight weeks later. Parents expressed satisfaction with the impact of the aid on their children's lives and showed they had realistic expectations concerning potential short- and long-term benefits. They raised two main concerns regarding the provision of aids, namely the timescale involved and access to accurate information and advice

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development