Dempseygonzalez0258

We explored the secondary attack rate in different types of contact with persons presymptomatic for coronavirus disease (COVID-19). Close contacts who lived with or had frequent contact with an index case-patient had a higher risk for COVID-19. Our findings provide population-based evidence for transmission from persons with presymptomatic COVID-19 infections.We describe 2 cases in coronavirus disease patients in France involving presumed thrombotic stroke that occurred during ongoing anticoagulation treatment for atrial fibrillation stroke prophylaxis; 1 patient had positive antiphospholipid antibodies. These cases highlight the severe and unique consequences of coronavirus disease-associated stroke.A bacterial strain CC-CTC003T was isolated from a synthetic wooden board. Cells of strain CC-CTC003T were Gram-stain-negative, rod-shaped, motile by gliding and formed yellow colonies. Optimal growth occurred at 25 °C, pH 7 and in the presence of 1 % NaCl. The phylogenetic analyses based on 16S rRNA genes revealed that strain CC-CTC003T belonged to the genus Flavobacterium and was most closely related to Flavobacterium cerinum (95.3 % sequence identity), Flavobacterium maris (94.9 % sequence identity), Flavobacterium qiangtangense (94.8 %) and Flavobacterium subsaxonicum (94.7 %) and had less than 94.7 % sequence similarity to other members of the genus. Average nucleotide identity (ANI) values between strain CC-CTC003T and the type strains of other closely related species were 70.1-74.1 %. The digital DNA-DNA hybridization (dDDH) with F. cerinum was 19.4 %. Strain CC-CTC003T contained C15 0, iso-C15 0, iso-C15 0 3-OH, iso-C17 0 3-OH, summed feature 3 (C16 1 ω6c / C16 1 ω7c) and summed feature 9 (C16 0 10-methyl / iso-C17 1 ω9c) as the predominant fatty acids. The polar lipid profile consisted of phosphatidylethanolamine, four uncharacterized aminophospholipids, two aminolipids and one unidentified glycolipid. The major polyamine was sym-homospermidine and contained MK-6 as major isoprenoid quinone. The DNA G+C content of the genomic DNA was 39.2 mol%. On the basis of the phylogenetic inference and phenotypic data, strain CC-CTC003T should be classified as a novel species, for which the name Flavobacterium supellecticarium sp. nov. is proposed. The type strain is CC-CTC003T (=BCRC 81146T=JCM 32838T).A Gram-stain-negative, non-motile, fine rod or short filament shaped, jacinth pigmented bacterium, designated strain WDS2C27T, was isolated from a marine solar saltern in Wendeng, Weihai, PR China (37°31'5″ N, 122°1'47″ E). Growth of WDS2C27T occurred at 20-42 °C (optimum 37 °C) and pH 6.5-8.5 (optimal pH 7.0-8.0). Optimal growth occurred in modified marine broth containing 6 % (w/v) NaCl. The major polar lipids in WDS2C27T were phosphatidylethanolamine, two unidentified aminolipids and one unidentified lipid. The major respiratory quinone of WDS2C27T was MK-6. The dominant fatty acids were iso-C15 0 and anteiso-C15 0. The DNA G+C content was 35.0 mol%. The nucleotide sequence of the 16S rRNA gene indicated that the most closely related strain was Psychroflexus planctonicus X15M-8T (92.0 % over 1452 bp). WDS2C27T showed 60.7 % average amino acid identity, 55.6 % percentage of conserved proteins, 75.0 % average nucleotide identity and 13.1 % digital DNA-DNA hybridization identity with the type species of the genus Psychroflexus, Psychroflexus torquis ATCC 700755T. The phenotypic and genotypic properties and phylogenetic inference indicated that WDS2C27T could be assigned to a novel species within a novel genus, for which the name Mesohalobacter halotolerans gen. nov., sp. nov. is proposed. Strain WDS2C27T (=MCCC 1H00133T=KCTC 52044T) is the type strain.Due to wet desulfurization system lacks effective control indicators for the oxidation process, so the sulfite oxidation in the slurry and the quality of gypsum become unstable. In this paper actual desulfurization system operation data are used to improve the ORP semi-empirical formula obtained in the laboratory. It was concluded that the ORP was mainly affected by the concentration of sulfite and pH during the operation of the actual desulfurization system, the dissolved oxygen was less affected by the small concentration change during operation. It is verified that the model can correct the ORP measurement value by using other conventional measurement data from the power plant. AEBSF cell line The results can provide theoretical support for adding ORP as a control index to optimize the oxidation process.Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the relationship between anxiety and active learning in the context of community college science courses. In this study, we interviewed 29 students enrolled across nine community colleges in the southwestern United States to probe factors that increase and decrease their anxiety in active-learning science courses. Using inductive coding, we identified a set of common factors that affect community college student anxiety in active learning. We found that community college student anxiety decreased when students perceived that active-learning activities enhanced their learning by providing them with multiple ways of learning or the opportunity to learn from others. We also identified fear of negative evaluation as the primary construct underlying student anxiety in active learning and described factors that mediated students' fear of negative evaluation in the community college science classroom. This work highlights how instructors can create more inclusive active-learning science classrooms by reducing student anxiety during active-learning instruction.Visual representations, such as pathway models, are increasingly being used to both communicate higher education science, technology, engineering, and mathematics (STEM) education program evaluation plans as well as accurately represent complex programs and the systems within which the educational programs reside. However, these representations can be overwhelming to audiences that are not familiar with the program's structure or engaged in the evaluation process. The goal of this methods essay is to help both evaluators and discipline-based education researchers improve communication about program evaluation with a variety of stakeholders. We propose a three-stage method for developing progressively less complex visualizations to build affordances that help make the program evaluation process and statements of program impact more meaningful to a wider range of audiences. The creation of less complex visualizations can facilitate understanding by allowing a stakeholder to more easily "see" the structure of the program and thereby may evoke a greater willingness to take action and make meaningful programmatic changes based on strategic evaluation planning. To aid readers, we describe how we modified the Systems Evaluation Protocol (SEP) to develop simplified visualizations when evaluating a long-standing college science faculty development program, the Summer Institutes on Scientific Teaching.Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We found that men participated more than expected based on the class composition in most participation categories. In particular, men were strongly overrepresented in voluntary responses after small-group discussions across both semesters. Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students.Diversity-focused committees continue to play essential roles in the efforts of professional scientific societies to foster inclusion and facilitate the professional development of underrepresented minority (URM) young scientists in their respective scientific disciplines. Until recently, the efforts of these committees have remained independent and disconnected from one another. Funding from the National Science Foundation has allowed several of these committees to come together and form the Alliance to Catalyze Change for Equity in STEM Success, herein referred to as ACCESS. The overall goal of this meta-organization is to create a community in which diversity-focused committees can interact, synergize, share their collective experiences, and have a unified voice on behalf of URM trainees in science, technology, engineering, and mathematics disciplines. In this Essay, we compare and contrast the broad approaches that scientific societies in ACCESS use to implement and assess their travel award programs for URM trainees. We also report a set of recommendations, including both short- and long-term outcomes assessment in populations of interest and specialized programmatic activities coupled to travel award programs.Although many scientists agree that evolution does not make claims about God/god(s), students might assume that evolution is atheistic, and this may lead to lower evolution acceptance. In study 1, we surveyed 1081 college biology students at one university about their religiosity and evolution acceptance and asked what religious ideas someone would have to reject if that person were to accept evolution. Approximately half of students wrote that a person cannot believe in God/religion and accept evolution, indicating that these students may have atheistic perceptions of evolution. Religiosity was not related to whether a student wrote that evolution is atheistic, but writing that evolution is atheistic was associated with lower evolution acceptance among the more religious students. In study 2, we collected data from 1898 students in eight states in the United States using a closed-ended survey. We found that 56.5% of students perceived that evolution is atheistic even when they were given the option to choose an agnostic perception of evolution. Further, among the most religious students, those who thought evolution is atheistic were less accepting of evolution, less comfortable learning evolution, and perceived greater conflict between their personal religious beliefs and evolution than those who thought evolution is agnostic.