Isolation and Characterization of Bacteriophages Infecting Enterobacter cloacae to Reduce Bloater Defect in Cucumber Fermentations

Fermented cucumbers are one of the most important fermented vegetables consumed worldwide. During cucumber fermentations, certain undesirable changes may occur. One of such changes is known as bloater defect (hollow cavities in fermented cucumbers), which is primarily caused by gas-producing bacteria including Enterobacter cloacae. Bloater defect lowers product quality and leads to significant economic loss to the pickle industry, and effective preventative methods are needed. Bacteriophages (phages) are highly host-specific bacteria killers. Use of phages to control unwanted bacteria in foods is a promising approach because phages do not change food properties. The goals of this research were to isolate, characterize, and evaluate phages infecting Enterobacter cloacae. The morphology, growth kinetics, host range, and effectiveness of two isolated phages, named Φ107E-p1 and Φ115E-p2, were examined. Additionally, DNA and protein analysis were performed. Based on acquired data, Φ115E-p2 is a potential candidate for use as a biocontrol method to prevent bloater defect during cucumber fermentations. Φ107E-p1 is not a candidate based on the effectiveness data obtained. More research is needed to further evaluate the efficacy of the phage infections against their hosts in cucumber fermentations

Severe Special need Student Inclusion in the Classroom

This school improvement plan focuses on enhancing student inclusion within the general education environment. With inclusion being a pivotal topic in educational settings, this study aims to explore and elucidate its significance. The project encompasses a comprehensive investigation of the issue, examining aspects such as leadership support, differentiated instruction, and the practical implementation of inclusion in the general education setting. Emphasizing the vital role of inclusion in fostering student success, particularly within the inclusive environment, this research advocates for the integration of students with diverse abilities in the general education setting to sustain their social and academic growth. The findings underscore the profound impact of inclusion, revealing that students with varying abilities benefit greatly when afforded the opportunity to learn alongside their peers in an inclusive, accommodating environment, enabling the development of essential life skills

pop-1 Encodes an HMG box protein required for the specification of a mesoderm precursor in Early C. elegans embryos

AbstractIn C. elegans embryogenesis, the MS blastomere produces predominantly mesodermal cell types, while its sister E generates only endodermal tissue. We show that a maternal gene, pop-1, is essential for the specification of MS fate and that a mutation in pop-1 results in MS adopting an E fate. Previous studies have shown that the maternal gene skn-1 is required for both MS and E development and that skn-1 encodes a transcription factor. We show here that the pop-1 gene encodes a protein with an HMG box similar to the HMG boxes in the vertebrate lymphoid-specifictranscriptional regulators TCF-1 and LEF-1. We propose that POP-1 and SKN-1 function together in the early embryo to allow MS-specific differentiation

An Exposure-Based Intervention Dismantles College-Aged Females’ Barriers for Resistance Training: Project WONDER Training

This study aimed to examine the effects of an exposure-based resistance training (RT) intervention on perceived barriers, benefits, and motives for RT in college-aged females and to assess moderating effects of a trainer-trainee relationship on any intervention outcomes. A sample of 13 (Mage = 20.7 ± 1.3y) physically active, non-resistance training female students completed an 8-week intervention (1hr 45min, twice per week). The intervention was effective in reducing perceived time/effort (t[12] = 5.02, p < 0.001, d = 1.81), physical effect (t[12] = 2.48, p = 0.029, d = 0.86) and social (t[12] = 4.86, p < .001, d = 1.97) RT barriers. A positive change pattern was established in stress management (t[12] = 2.21, p = 0.048, d = 0.62), revitalization (t[12] = 2.71, p = .019, d = 0.95), and enjoyment (t[12] = 3.53, p = .004, d = 1.18). Finally, the analyses showed that goal (β = 0.23[0.02], p < 0001, R2 = 0.979) and bond (β = 0.21[.01], p < 0001, R2 = 0.995) alliances were positive moderators with large-sized effects on changes in physical barriers. For stress management, bond alliance was the only statistically significant, small-sized moderator, with a greater bond increasing the effect on the intervention (β = 0.21[.01], p < 0001, R2 = 0.997). This data suggests that an exposure-based RT intervention is beneficial for reducing perceived RT barriers in physically active, non-resistance training college-aged women and that bond-oriented support from the trainer is especially impactful in reducing some of those perceived barriers

What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation.

This article explores the relationship between course performance, English language proficiency, motivation, and academic language skills in an English medium instruction (EMI) university context. It analyses test and questionnaire data from 146 students from an EMI business program at a Japanese university, and follow-up interviews with seven students. Proficiency test and subject exam scores revealed that knowledge of English language and academic English skill were statistically significant predictors of success in EMI, suggesting that lower proficiency students require more targeted language support in order to increase their likelihood of success. A motivation measure did not correlate with higher grades, contradicting research in language learning contexts. Interview data uncovered the multi-faceted nature of ‘success in EMI’ suggesting that students see success as a combination of final grades, lecture comprehension, English language proficiency gains, and long-term career advancement