Meredithstarr7145

Sponges are ecologically important components of marine and freshwater benthic environments; these holobionts contain a variety of microorganisms and viruses. For the metagenomic characterization of potential taxonomic and functional diversity of sponge-associated dsDNA viruses, we surveyed two samples of Baikal endemic sponge Baikalospongia bacillifera (diseased and visually healthy). In total, after quality processing, we have obtained 3 375 063 and 4 063 311 reads; of these 97 557 and 88 517 sequences, accounting for ca. 2.9 and 2.2% of datasets, have been identified as viral. We have revealed approximately 28 viral families, among which the bacteriophages of the Myoviridae, Siphoviridae and Podoviridae families, as well as the viruses of the Phycodnaviridae and Poxviridae families, dominated in the samples. Analysis of viral sequences using the COG database has indicated 22 functional categories of proteins. Viral communities of visually healthy and diseased Baikal sponges were significantly different. The metagenome sequence data were deposited to NCBI SRA as BioProject PRJNA577390. © 2020 The Authors.The amphibian order Caudata, contains several important model species for biological research. However, there is need to generate transcriptome data from representative species of the primary salamander families. Here we describe a de novo reference transcriptome for a terrestrial salamander, Bolitoglossa vallecula (Caudata Plethodontidae). We employed paired-end (PE) illumina RNA sequencing to assemble a de novo reference transcriptome for B. vallecula. Assembled transcripts were compared against sequences from other vertebrate taxa to identify orthologous genes, and compared to the transcriptome of a close plethodontid relative (Bolitoglossa ramosi) to identify commonly expressed genes in the skin. This dataset should be useful to future comparative studies aimed at understanding important biological process, such as immunity, wound healing, and the production of antimicrobial compounds. © 2020 The Authors.This dataset contains demographic information of 355 respondents and a validated 32-items Stages of Concerns Questionnaire (SoCQ). The SoCQ questionnaire was developed based on the Concerns-Based Adoption Model (CBAM) which measures seven stages of concerns as the variables. They are unconcerned, informational, personal, management, consequence, collaboration and refocusing. The data was firstly tested with normality, followed by validity checking using confirmatory factor analysis (CFA). It is useful for policy makers and stakeholders to have a thorough understanding about teachers' concerns on the use of the e-learning platform and thus, design suitable interventions to smoothen the adoption process of using the technology. This set of data could be used in a multi-racial developing country for more complex analyses. © 2020 The Author(s).Gas chromatography-electron impact-mass spectrometry (GC/EI/MS) global profiling of the endo-metabolome of wild and genetically engineered yeast (Saccharomyces cerevisiae) strains was performed. The strains were treated or not with sub-lethal doses of the fungicide flusilazole, in order to mine the involvement of the ABC transporter YCF1, which is located in the yeast vacuole membrane, in its resistance to fungicides. Raw GC/EI/MS total ion chromatograms (*.cdf format) of the yeast endo-metabolome were recoded, which are included in this article. Since yeast is a model organism, the dataset could serve as a reference for yeast metabolomics studies related to the investigation of the effects of bioactive ingredients on its metabolism. The dataset support the research article "Karamanou D. and Aliferis K.A, 2019. The yeast (Saccharomyces cerevisiae) YCF1 vacuole transporter evidence on its implication into the yeast resistance to flusilazole as revealed by GC/EI/MS metabolomics. Pest. selleck compound Biochem. Physiol. doi https//doi.org/10.1016/j.pestbp.2019.09.013". 10.1016/j.pestbp.2019.09.013. © 2020 The Authors.The current dataset incorporates multimodal brain imaging and creativity test data from a sample of 66 healthy young adults, all of whom were healthy right-handed English speakers, aged 22 to 35, with normal or corrected-to-normal hearing and vision. The participants completed measures of divergent thinking (Abbreviated Torrance Test for Adults; ATTA), everyday creativity (Creative Behaviour Inventory; CBI), and creative achievement (Creative Achievement Questionnaire; CAQ), consistent with the known multidimensional nature of creativity. They also completed high-resolution anatomical scans (T1-weighted and T2-weighted), diffusion tensor imaging scans, and resting state fMRI scans. The data were originally used in the article Neuroimaging predictors of creativity in healthy adults by Sunavsky and Poppenk [1] to test a set of confirmatory predictions regarding the volumetric, structural connectivity, and functional connectivity correlates of creativity. The data are uniquely high-dimensional in measuring both multiple dimensions of creativity as well as multimodal brain data, and may be valuable to researchers for testing models of individual differences in creativity, or who are seeking to integrate multiple datasets for large-scale, multi-site analysis of creativity. © 2020 The Author.Introduction Hepatocytes, which account for the majority of liver tissue, are derived from the endoderm and become hepatocytes via differentiation of hepatic progenitor cells. Induced hepatocyte-like (iHep) cells and artificial liver tissues are expected to become useful, efficient therapies for severe and refractory liver diseases and to contribute to drug discovery research. The establishment of iHep cell lines are needed to carry out liver transplants and assess liver toxicity in the rising number of dogs affected by liver disease. Recently, direct conversion of non-hepatocyte cells into iHep cells was achieved by transfecting mouse adult fibroblasts with the Forkhead box protein A1 (Foxa1) and hepatocyte nuclear factor 4 homeobox alpha (Hnf4α) genes. Here, we applied this conversion process for the differentiation of canine bone marrow stem cells (cBMSCs) into hepatocyte-like cells. Methods Bone marrow specimens were collected from four healthy Beagle dogs and used to culture cBMSCs in Dulbecco's Modified hosting by Elsevier B.V.Background Constructive feedback from faculty to trainees is essential to promoting trainees' learning yet is rarely provided. Resident physicians want more feedback than they receive but it is unclear whether faculty know this. We explored faculty and resident impressions of constructive feedback and the barriers to giving more. We hypothesized that residents want more constructive feedback; however, faculty believe that residents do not want constructive feedback and would retaliate against faculty who give it. Methods Between January and March 2019, we performed a cross-sectional survey study of anesthesiology residents and teaching faculty at two large academic centers. All residents and faculty were eligible to participate. The survey assessed satisfaction with written and in-person feedback and predicted responses to specific examples, in addition to perceived barriers. Results The survey was distributed to 156 residents and 260 faculty across the two institutions 116 residents (74% response rate) and 127 faculty (49% response rate) responded. Eighty-eight percent of residents would want to receive feedback similar to the examples, whereas only 60% of faculty responded that they thought residents would want feedback. Ninety-eight percent of residents said they would not retaliate. Barriers to providing feedback included time constraints, insufficient confidence/training, fear of retaliation, and feelings of futility. Conclusions Residents were significantly more likely to want to receive constructive feedback than the faculty members had predicted. link2 Further, residents are unlikely to retaliate against faculty who provide feedback. Addressing barriers may help increase the amount of constructive feedback that faculty provide and resident satisfaction with feedback received. © 2019 Society for Education in Anesthesia.Background Program directors of anesthesiology residencies agree that it is the program's responsibility to prepare residents for primary American Board of Anesthesiology (ABA) certification, although few report an Objective Standardized Clinical Exam (OSCE) program reflective of the new ABA examination. We created an authentic simulated OSCE (SOSCE) using existing resources to prepare third-year clinical anesthesia residents for the ABA APPLIED exam before graduation and identify knowledge gaps relevant to the OSCE. Methods Junior anesthesiology residents and medical students acted as standardized patients for the 7 SOSCE stations. Third-year clinical anesthesia residents were evaluated on performance by faculty educators during the SOSCE and completed surveys regarding their experience. Follow-up surveys were distributed to participants after they completed the ABA APPLIED Exam. Results Mean scores ranged from 82.6% correct (echocardiogram) to 97.2% correct (ultrasonography). Knowledge gaps were present in competencies explicitly stated as objectives by the ABA. link3 Echocardiography scores improved from 76.1% in the first year to 90.0% in the second year (P = .009). Participants found the SOSCE to be valuable in preparing for the OSCE and the standardized patients' performance to be convincing. Participants felt better prepared for the ABA exam and thought that the SOSCE was authentic in content and process. Conclusions An SOSCE program can be developed with preexisting resources. This program was highly rated as useful and informative, an accurate reflection of the ABA OSCE, and helpful in preparation for the examination. Development of a SOSCE program is feasible, sustainable, and valuable. © 2019 Society for Education in Anesthesia.Background Although obtaining medical consent is an important skill, many residents may have knowledge gaps in understanding key concepts of informed consent or may lack awareness of serious procedural risks. The objective of this study was to see if formal education makes a difference in anesthesiology residents' ability to obtain an informed consent. Methods Thirty-four first-year anesthesiology residents (CA1s) were randomized into either a control group or study group. The control group learned how to obtain consent for general anesthesia the current way, which is by observing senior residents or faculty. The study group received additional formal education, which included a video, a narrated lecture, and a quiz. Afterwards, both groups were observed obtaining informed consent on patients receiving general anesthesia. The investigators used a checklist consisting of 10 important items that the resident had to fulfill for a proper informed consent. To minimize bias, neither the control group nor the study group was shown the checklist. Results Overall, the study group did significantly better than the control group in fulfilling the 10 items on the checklist (median 0.90 vs 0.70; P less then .001). There were statistical differences on 4 key components identifying all persons on the anesthesia team (76.5% vs 5.9%, P less then .0001), explaining why general anesthesia is necessary (82.4% vs 35.3%, P less then .0134), explaining the risks and benefits of general anesthesia (94.1% vs 47.1%, P less then .0066), and discussing the risks and benefits of blood transfusion (70.59% vs 29.4%, P less then .0381). Conclusions This study shows that formal instruction on informed consent enhances residents' ability to obtain an informed consent. © 2019 Society for Education in Anesthesia.