Colonization of Intestinal Pathogen Changes the Gut Microbiota

Enterohemorrhagic Escherechia coli is a serious human pathogen causing bloody diarrhea and hemolytic uremic syndrome. It is difficult to study in animal models, but pathogenesis may be modeled in mice with the similar murine pathogen, Citrobacter rodentium. C. rodentium does not cause disease in streptomycin-treated mice, suggesting that it is competition with other facultative anaerobes that triggers pathogenesis. Streptomycin-treated mice were co-colonized with C. rodentium and a commensal E. coli strain. The intestinal microbiota of each group was observed over a 15-day period using quantitative PCR. Colon weights were also measured over the same period. Results indicate that the disease caused by competition is not similar to normal C. rodentium pathogenesis. Further research is necessary to determine the precise mechanism of pathogenesis in this experimental model. The outcome may provide new insight into enterohemorrhagic E. coli prevention and treatment

English in South Asia and Pedagogical Implications

English at present maintains a significant role as a second or foreign language in the region of South Asia as well as globally. In a discussion of this topic, it is important to explore a brief history of the expansion of English and its origins in South Asia. It is also essential to provide a background of South Asian English and its unique linguistic characteristics as well as its use in different contexts of South Asia. The perspectives of linguists and educators who are native to the region of South Asia should be included as much as possible in this research. The most crucial element in this discussion is the various implications of the role of English in South Asia on English language pedagogical practices. The numerous options for how to teach the language and the diverse contexts in which the language may be used have a profound effect on the English language educational approach. These implications lead to examining and suggesting the seemingly most relevant and effective approaches to English language instruction in South Asia. The main question in response to these considerations is what variety of English or instructional model should be taught or used in a South Asian classroom. Based on the diverse cultural context of South Asia and the global state of our world, this research endorses a polymodel of English pedagogy that incorporates the use of an established variety of English primarily for instruction while also exposing students to many more existing varieties that they may encounter as well as the cultures that use them