Salmon Increase Forest Bird Abundance and Diversity

Resource subsidies across ecosystems can have strong and unforeseen ecological impacts. Marine-derived nutrients from Pacific salmon (Onchorhycus spp.) can be transferred to streams and riparian forests through diverse food web pathways, fertilizing forests and increasing invertebrate abundance, which may in turn affect breeding birds. We quantified the influence of salmon on the abundance and composition of songbird communities across a wide range of salmon-spawning biomass on 14 streams along a remote coastal region of British Columbia, Canada. Point-count data spanning two years were combined with salmon biomass and 13 environmental covariates in riparian forests to test for correlates with bird abundance, foraging guilds, individual species, and avian diversity. We show that bird abundance and diversity increase with salmon biomass and that watershed size and forest composition are less important predictors. This work provides new evidence for the importance of salmon to terrestrial ecosystems and information that can inform ecosystem-based management

Northern Eurasian large lakes history: sediment records obtained in the frame of Russian-German research project PLOT

Russian-German project PLOT (Paleolimnological Transect) aims at investigating the regional responses of the quaternary climate and environment on external forcing and feedback mechanisms along a more than 6000 km long longitudinal transect crossing Northern Eurasia. The well-dated record from Lake El´gygytgyn used as reference site for comparison the local climatic and environmental histories. Seismic surveys and sediment coring up to 54 m below lake floor performed in the frame of the project on Ladoga Lake (North-West of Russia; 2013), Lake Bolshoye Shchuchye (Polar Ural; 2016), Lake Levinson-Lessing and Lake Taymyr (Taymyr Peninsula; 2016-2017), Lake Emanda (Verkhoyansk Range; 2017). Fieldwork at Polar Ural and Taymyr Peninsula was conducted in collaboration with the Russian-Norwegian CHASE (Climate History along the Arctic Seaboard of Eurasia) project. Here, we present the major results of the project obtained so far

Evaluation of the in vitro skin permeation of antiviral drugs from penciclovir 1% cream and acyclovir 5% cream used to treat herpes simplex virus infection

<p>Abstract</p> <p>Background</p> <p>Herpes simplex virus infection (HSV) is a common and ubiquitous infection of the skin which causes mucocutaneous lesions called cold sores (herpes labialis) or fever blisters. It is estimated that approximately 80% of the population worldwide are carriers of the Herpes simplex virus, approximately 40% suffer from recurrent recurrent infections. This study evaluates the <it>in vitro </it>skin permeation and penetration of penciclovir and acyclovir from commercialized creams for the treatment of herpes labialis (cold sores), using non viable excised human abdominal skin samples, which were exposed to 5 mg/cm²of acyclovir 5% cream or penciclovir 1% cream.</p> <p>Methods</p> <p>After 24 h of cream application, excess cream was washed off and layers of stratum corneum were removed by successive tape stripping. Amounts of active ingredients having penetrated through the skin were measured, as well as the amounts in the washed-off cream, in skin strips and creams remaining in the skin. Molecular modelling was used to evaluate physico-chemical differences between the drugs. Western blot analysis enabled to determine whether the marker of basal cells keratin 5 could be detected in the various tape strips.</p> <p>Results</p> <p>Application of penciclovir 1% cream yielded higher concentration of drug in the deeper layers of the epidermis as well as a higher drug flux through the skin. Molecular modelling showed two higher hydrophobic moieties for acyclovir. Presence of the basal cell marker keratin 5 was underscored in the deeper tape strips from the skin, giving evidence that both drugs can reach their target cells.</p> <p>Conclusion</p> <p>Penciclovir 1% cream has the tendency to facilitate the diffusion of the drug through the stratum corneum into the deeper epidermis layers, in which it could reach the target basal cells at effective therapeutical concentration. The small difference in the surface properties between both molecules might also contribute to favour the passage of penciclovir through the epidermis into the deeper basal cells.</p

Safety and feasibility of switching from phenytoin to levetiracetam monotherapy for glioma-related seizure control following craniotomy: a randomized phase II pilot study

Seizures are common in patients with gliomas, and phenytoin (PHT) is frequently used to control tumor-related seizures. PHT, however, has many undesirable side effects (SEs) and drug interactions with glioma chemotherapy. Levetiracetam (LEV) is a newer antiepileptic drug (AED) with fewer SEs and essentially no drug interactions. We performed a pilot study testing the safety and feasibility of switching patients from PHT to LEV monotherapy for postoperative control of glioma-related seizures. Over a 13-month period, 29 patients were randomized in a 2:1 ratio to initiate LEV therapy within 24 h of surgery or to continue PHT therapy. 6 month follow-up data were available for 15 patients taking LEV and for 8 patients taking PHT. In the LEV group, 13 patients (87%) were seizure-free. In the PHT group, 6 patients (75%) were seizure-free. Reported SEs at 6 months was as follows (%LEV/%PHT group): dizziness (0/14), difficulty with coordination (0/29), depression (7/14) lack of energy or strength (20/43), insomnia (40/43), mood instability (7/0). The pilot data presented here suggest that it is safe to switch patients from PHT to LEV monotherapy following craniotomy for supratentorial glioma. A large-scale, double-blinded, randomized control trial of LEV versus PHT is required to determine seizure control equivalence and better assess differences in SEs

FAK/src-Family Dependent Activation of the Ste20-Like Kinase SLK Is Required for Microtubule-Dependent Focal Adhesion Turnover and Cell Migration

Cell migration involves a multitude of signals that converge on cytoskeletal reorganization, essential for development, immune responses and tissue repair. Using knockdown and dominant negative approaches, we show that the microtubule-associated Ste20-like kinase SLK is required for focal adhesion turnover and cell migration downstream of the FAK/c-src complex. Our results show that SLK co-localizes with paxillin, Rac1 and the microtubules at the leading edge of migrating cells and is activated by scratch wounding. SLK activation is dependent on FAK/c-src/MAPK signaling, whereas SLK recruitment to the leading edge is src-dependent but FAK independent. Our results show that SLK represents a novel focal adhesion disassembly signal

Conflicts of Interest in the Assessment of Chemicals, Waste, and Pollution

Pollution by chemicals and waste impacts human and ecosystem health on regional, national, and global scales, resulting, together with climate change and biodiversity loss, in a triple planetary crisis. Consequently, in 2022, countries agreed to establish an intergovernmental science–policy panel (SPP) on chemicals, waste, and pollution prevention, complementary to the existing intergovernmental science–policy bodies on climate change and biodiversity. To ensure the SPP’s success, it is imperative to protect it from conflicts of interest (COI). Here, we (i) define and review the implications of COI, and its relevance for the management of chemicals, waste, and pollution; (ii) summarize established tactics to manufacture doubt in favor of vested interests, i.e., to counter scientific evidence and/or to promote misleading narratives favorable to financial interests; and (iii) illustrate these with selected examples. This analysis leads to a review of arguments for and against chemical industry representation in the SPP’s work. We further (iv) rebut an assertion voiced by some that the chemical industry should be directly involved in the panel’s work because it possesses data on chemicals essential for the panel’s activities. Finally, (v) we present steps that should be taken to prevent the detrimental impacts of COI in the work of the SPP. In particular, we propose to include an independent auditor’s role in the SPP to ensure that participation and processes follow clear COI rules. Among others, the auditor should evaluate the content of the assessments produced to ensure unbiased representation of information that underpins the SPP’s activities

A synthesis of evidence for policy from behavioural science during COVID-19

Scientific evidence regularly guides policy decisions1, with behavioural science increasingly part of this process2. In April 2020, an influential paper3 proposed 19 policy recommendations (‘claims’) detailing how evidence from behavioural science could contribute to efforts to reduce impacts and end the COVID-19 pandemic. Here we assess 747 pandemic-related research articles that empirically investigated those claims. We report the scale of evidence and whether evidence supports them to indicate applicability for policymaking. Two independent teams, involving 72 reviewers, found evidence for 18 of 19 claims, with both teams finding evidence supporting 16 (89%) of those 18 claims. The strongest evidence supported claims that anticipated culture, polarization and misinformation would be associated with policy effectiveness. Claims suggesting trusted leaders and positive social norms increased adherence to behavioural interventions also had strong empirical support, as did appealing to social consensus or bipartisan agreement. Targeted language in messaging yielded mixed effects and there were no effects for highlighting individual benefits or protecting others. No available evidence existed to assess any distinct differences in effects between using the terms ‘physical distancing’ and ‘social distancing’. Analysis of 463 papers containing data showed generally large samples; 418 involved human participants with a mean of 16,848 (median of 1,699). That statistical power underscored improved suitability of behavioural science research for informing policy decisions. Furthermore, by implementing a standardized approach to evidence selection and synthesis, we amplify broader implications for advancing scientific evidence in policy formulation and prioritization

The management of desmoid tumours: A joint global consensus-based guideline approach for adult and paediatric patients

Abstract Desmoid tumor (DT; other synonymously used terms: Desmoid-type fibromatosis, aggressive fibromatosis) is a rare and locally aggressive monoclonal, fibroblastic proliferation characterised by a variable and often unpredictable clinical course. Previously surgery was the standard primary treatment modality; however, in recent years a paradigm shift towards a more conservative management has been introduced and an effort to harmonise the strategy amongst clinicians has been made. We present herein an evidence-based, joint global consensus guideline approach to the management of this disease focussing on: molecular genetics, indications for an active treatment, and available systemic therapeutic options. This paper follows a one-day consensus meeting held in Milan, Italy, in June 2018 under the auspices of the European Reference Network for rare solid adult cancers, EURACAN, the European Organisation for Research and Treatment of Cancer (EORTC) Soft Tissue and Bone Sarcoma Group (STBSG) as well as Sarcoma Patients EuroNet (SPAEN) and The Desmoid tumour Research Foundation (DTRF). The meeting brought together over 50 adult and pediatric sarcoma experts from different disciplines, patients and patient advocates from Europe, North America and Japan

A synthesis of evidence for policy from behavioural science during COVID-19

Scientific evidence regularly guides policy decisions 1, with behavioural science increasingly part of this process 2. In April 2020, an influential paper 3 proposed 19 policy recommendations (‘claims’) detailing how evidence from behavioural science could contribute to efforts to reduce impacts and end the COVID-19 pandemic. Here we assess 747 pandemic-related research articles that empirically investigated those claims. We report the scale of evidence and whether evidence supports them to indicate applicability for policymaking. Two independent teams, involving 72 reviewers, found evidence for 18 of 19 claims, with both teams finding evidence supporting 16 (89%) of those 18 claims. The strongest evidence supported claims that anticipated culture, polarization and misinformation would be associated with policy effectiveness. Claims suggesting trusted leaders and positive social norms increased adherence to behavioural interventions also had strong empirical support, as did appealing to social consensus or bipartisan agreement. Targeted language in messaging yielded mixed effects and there were no effects for highlighting individual benefits or protecting others. No available evidence existed to assess any distinct differences in effects between using the terms ‘physical distancing’ and ‘social distancing’. Analysis of 463 papers containing data showed generally large samples; 418 involved human participants with a mean of 16,848 (median of 1,699). That statistical power underscored improved suitability of behavioural science research for informing policy decisions. Furthermore, by implementing a standardized approach to evidence selection and synthesis, we amplify broader implications for advancing scientific evidence in policy formulation and prioritization

Learning at the bottom of the pyramid : Science, measurement, and policy in low-income countries

In this volume, a diverse group of authors discuss and analyse the scientific tensions in understanding learning among poor and marginalized populations in Low- and Middle-income countries (LMICs). Four broad areas are considered: how to define the BoP; how to measure and assess learning outcomes across diverse populations within a country; variations in learning across the life-span; and the implications for international education policy. Each of the 12 chapters is complemented by two commentaries, thus there are a total of 36 contributions. In the social sciences, learning is defined most commonly as a change – such as in knowledge, skills, attitudes, and values – based on experiences of some kind.Thus, schooling is not the same thing as learning. While schooling is usually designed to foster curriculum-based learning in classrooms, research increasingly demonstrates that much of what we presume is learned in school is not, and that a great deal of learning takes place outside of schools. There is a large and diverse empirical research base in the area of human learning. However, much of the available research is limited by constraints of various kinds. Most prominent among these is the limited ability to generalize from findings in one population or context to others. In Chapter 1, Schmelkes considers common elements to human learning, in and out of school, including important cultural variations that are large and often poorly understood. She concludes that much more should be done to improve educational policy and address such contextual issues. A second key priority is to determine what populations are meant by the phrase BoP. How do populations differ in LMICs – both across and within countries? As pointed out by Montoya in Chapter 2, there are at least six prominent dimensions through which populations at the BoP may be described in low-income countries, and each is important for considering the ways that young people can escape from persistent poverty. Building on the first two chapters, Crouch (Chapter 3) lays out a conceptual model, buttressed by data from international assessments, that describes how to flatten the learning pyramid to ensure more equitable learning outcomes for all by focusing on the poorest learners. Overall, these three chapters provide a framework for considering the nature and extent of BoP studies of learning. There are many critiques of the educational assessment enterprise, the beginning of which is sometimes attributed to the French psychometrician Alfred Binet. In order to support the expansion of public schooling in France, Binet famously created assessments through which he could predict which children would have the most difficulty in school. In this section, we consider contemporary approaches to learning assessments, with a specific focus on the socio-cultural determinants of who succeeds and who does not at the BoP. Kanjee, in Chapter 4, takes a broad perspective by reviewing the purposes of international assessment studies, suggesting that assessments have only limited impact on supporting BoP learning achievement. He concludes that assessments can better address the learning needs of poor and marginalized learners by reporting results through formative evaluations that can impact children before learning gaps widen. In Chapter 5, Willms describes a conceptual model for improved learning over the life-course, empirically supported by research in Uruguay among preschool children, and in Canada with young indigenous children. One of his findings is that in order to succeed in school, children need to learn to read with confidence during the primary grades, and use language to think critically, solve problems, and create new knowledge. He concludes that national and international assessments can serve to establish standards, assess the extent of inequalities among various subpopulations, and provide a framework for basic or theoretical research, but that there should be greater focus on changing classroom practice. One way to understand the inner workings of assessments and use them to promote learning at the BoP is provided by Vagh and Sharma (Chapter 6) in their action research project in Allahabad, India. This project sought to develop and evaluate a local language literacy and numeracy programme for children from low socioeconomic backgrounds in government school primary grades, using measurement and assessment to drive programme change. It highlights some of the strengths and challenges of localized assessments. Moreover, it suggests that assessments can be used by teachers to support early reading. Finally, in Chapter 7, Maddox asks a seminal question: To what extent are learning assessments able to identify and include individual and cultural differences, without reproducing relations of disadvantage? These issues are described in terms of test fairness and procedures for anticipating and removing sources of test bias. In a series of ethnographic studies, Maddox advises the reader to pay close attention to how assessments are carried out in situ, and how questions are interpreted by the person tested. Serious problems can and will ensue without such care in local contexts. Another approach to BoP issues is through a life-span perspective. How do measurement tools on learning and learning outcomes vary for young children, students in school, as well as among youth and adults? Three chapters in this section consider such age-related differences. Dowd and Pisani, in Chapter 8, have been deeply involved in the field of assessments of young children before they reach school age. Their chapter reviews the application of the International Development and Early Learning Assessment (IDELA) instrument to explore young children’s skills at the BoP and identify learning gaps in early academic, physical, and social-emotional development. Based on the broad findings from more than 20 LMICs, and closer analysis of particular contexts, the authors make that case that there is much variation in early childhood learning within countries, particularly between urban and rural contexts. They argue that national policies in support of early childhood need to be guided by disaggregated data in order to ensure that children at the BoP receive adequate support. In Chapter 9, Care, Robertson, and Ferido describe how well-designed assessments for school-aged children can provide individualized information that can support school-based learning. These assessments build on the skill levels that children bring to the classroom. Through what they term a ‘learning progression model’, they present data on children in the Philippines who are best able to learn from specifically guided instruction tailored to their particular skill level. They conclude that learning assessments can and should be inclusive of diverse groups within any larger target population. Finally, Oketch (Chapter 10) focuses on youth and adult learning in subSaharan African, pointing out that rapidly changing demographics and economies in the region require significantly greater attention. Further, the population of low-skilled youth is growing dramatically, even though more African children are going to school than ever before. This chapter describes the importance of technical and vocational education and training (TVET) and non-formal education as two known methodologies for directly providing instruction and learning outside of the classroom in support of out-of-school youth and adults. The problem remains, according to Oketch, that there is a paucity of research in this domain, and in particular among populations at the BoP. In Chapters 1–10, authors and commentators present multiple views on scientific definitions, measurement tools, and life-span approaches for understanding learning at the BoP. This final section of the volume considers the kinds of educational policy implications that need to be considered by both national and international decision-makers. Benavot (Chapter 11) raises a key issue in supporting learning at the BoP, notably the need to move beyond easily accessible measures of learning – namely, school-based surveys of a narrow range of learning outcomes at the primary and lower secondary level – and engage with the broader and more comprehensive learning agenda proposed in the SDGs. He points out that many of the UN goals contain diverse elements of learning, and the specific targets for each goal may vary a great deal across diverse populations. Further, he notes that many of the key markers of disadvantage in education (such as socio-economic status, SES) are very difficult to change. He concludes that a serious focus on learning at the BoP will require greater clarity of definitions, and a more deliberate approach to building evidence on how best to improve relevant learning outcomes for the disadvantaged. In Chapter 12, Van Damme provides a global policy perspective supported by the findings of the Organisation for Economic Co-operation and Development (OECD) international learning assessments. He asserts that international educational policies can only be inclusive and sustainable if those at the bottom of the social and educational pyramid benefit from them. To support this perspective, Van Damme presents findings that demonstrate how higher levels of economic growth are driven by more years of education and greater learning achievement within countries. By disaggregating data from the Programme for International Student Assessment (PISA) 2015 assessment, he reminds us that students with very low proficiency tend to drive down national averages (similar to the findings by Crouch in Chapter 3). He concludes that countries need to focus on raising average learning outcomes to desired national standards while at the same time narrowing the distribution of national learning outcomes