How Tightly Linked Are Pericopsis elata (Fabaceae) Patches to Anthropogenic Disturbances in Southeastern Cameroon?

peer reviewedWhile most past studies have emphasized the relationships between specific forest stands and edaphic factors, recent observations in Central African moist forests suggested that an increase of slash-and-burn agriculture since 3000–2000 BP (Before Present) could be the main driver of the persistence of light-demanding tree species. In order to examine anthropogenic factors in the persistence of such populations, our study focused on Pericopsis elata, an endangered clustered timber species. We used a multidisciplinary approach comprised of botanical, anthracological and archaeobotanical investigations to compare P. elata patches with surrounding stands of mixed forest vegetation (“out-zones”). Charcoal samples were found in both zones, but were significantly more abundant in the soils of patches. Eleven groups of taxa were identified from the charcoals, most of them also present in the current vegetation. Potsherds were detected only inside P. elata patches and at different soil depths, suggesting a long human presence from at least 2150 to 195 BP, as revealed by our charcoal radiocarbon dating. We conclude that current P. elata patches most likely result from shifting cultivation that occurred ca. two centuries ago. The implications of our findings for the dynamics and management of light-demanding tree species are discussed

Perspectives on the use of transcriptomics to advance biofuels

As a field within the energy research sector, bioenergy is continuously expanding. Although much has been achieved and the yields of both ethanol and butanol have been improved, many avenues of research to further increase these yields still remain. This review covers current research related with transcriptomics and the application of this high-throughput analytical tool to engineer both microbes and plants with the penultimate goal being better biofuel production and yields. The initial focus is given to the responses of fermentative microbes during the fermentative production of acids, such as butyric acid, and solvents, including ethanol and butanol. As plants offer the greatest natural renewable source of fermentable sugars within the form of lignocellulose, the second focus area is the transcriptional responses of microbes when exposed to plant hydrolysates and lignin-related compounds. This is of particular importance as the acid/base hydrolysis methods commonly employed to make the plant-based cellulose available for enzymatic hydrolysis to sugars also generates significant amounts of lignin-derivatives that are inhibitory to fermentative bacteria and microbes. The article then transitions to transcriptional analyses of lignin-degrading organisms, such as Phanerochaete chrysosporium, as an alternative to acid/base hydrolysis. The final portion of this article will discuss recent transcriptome analyses of plants and, in particular, the genes involved in lignin production. The rationale behind these studies is to eventually reduce the lignin content present within these plants and, consequently, the amount of inhibitors generated during the acid/base hydrolysis of the lignocelluloses. All four of these topics represent key areas where transcriptomic research is currently being conducted to identify microbial genes and their responses to products and inhibitors as well as those related with lignin degradation/formation.clos

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Evaluatie in evolutie voor stagemeesters geneeskunde-assistenten

Volgens sociaal constructivisme moet evalueren congruent zijn met het leren: gericht op de performantie in een reële context, longitudinaal, het leren sturend, distributief, zelfevaluatiegericht.status: accepte

Minder evalueren

Het Vlaams onderwijs is sterk op vele vlakken maar zwak op gebied van leermotivatie en het wegwerken van sociale ongelijkheid. Misschien heeft dit wel te maken met het gangbare evaluatiebeleid in lagere en secundaire scholen. De scholen hebben veel pedagogische vrijheid over het evaluatiebeleid zolang dat dit het leren maar bevordert. Typisch aan dit evaluatiebeleid zijn de examens, het gebruik van cijfers op het rapport en het belang van summatieve evaluatie. De zelfdeterminatietheorie van motivatie bekritiseert de leerkrachtgestuurde, summatieve evaluatiecultuur. De sociaal-constructivistische leertheorie zet de strakke, gelaagde leerkrachtgestuurde opbouw van het leren dan weer op de helling. Is de evidentie dat evaluatie ons leren mag leiden wel terecht. Blijkt leren niet te kunnen zonder evaluatie? Zou het leren zelfs niet beter kunnen zonder evaluatie?nrpages: 36status: publishe

Workshop 3P

Participatie of inspanning of betrokkenheid bij de activiteiten Progressie of de persoonlijke vooruitgang of de onderliggende vaardigheden Performantie of geleverde prestatie De weging van deze drie factoren kan je zelf laten variëren Om de leermotivatie te belonen zou ‘participatie’ het meeste moeten wegen. Anderzijds wat moet beloond worden heeft weinig intrinsieke waarde.status: publishe

Evolutie in evaluatie

Wegens verschillende problemen op gebied van evaluatie in het hoger onderwijs werd gezocht naar gepaste oplossingen. Dit leverde een evolutie op van evaluatie naar permanente evaluatie, van vooral vaardigheden, met een pass/fail score, naar meer aandacht voor feedback en uiteindelijk zelfevaluatie.edition: http://www.breed-breder-breedst.be/node/57status: publishe

Leerrijk en evaluatieluw in de lerarenopleiding

Problemen bij gemeenschappelijke vakken 1ste verandering: permanente evaluatie 2de verandering: vaardigheden 3de verandering: pass/fail 4de verandering: zelfevaluatiestatus: publishe

Teacher Education for Inclusion in Belgium (Flemish speaking community)

Is it possible for primary and secondary teachers who come to the end of their initial training (3 years after secondary school) to function in an inclusive setting? One of the key problems in primary and secondary education in Flanders is the relatively large percentage of pupils who attend special education. Because of the presence of a well-built special education network in Flanders, it is relatively easy to send pupils to this type of education and the perception of teachers in regular primary and secondary education is that the diversity in class groups over whelms their capacities to function well. During the 3 years of initial training we prepare students to function in an inclusive setting. By feeling self sufficient, they develop a more open attitude towards inclusive education overall. Students have to believe that through their development of the ‘five competences of inclusion’ they will be able to cope with the diversity in their classes. They don’t have to be experts on different disabilities.status: publishe