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Development and validation of a duplex RT-qPCR assay for norovirus quantification in wastewater samples
Get PDFNorovirus (NoV) is a highly contagious enteric virus that causes widespread outbreaks and a substantial number of deaths across communities. As clinical surveillance is often insufficient, wastewater-based epidemiology (WBE) may provide novel pathways of tracking outbreaks. To utilise WBE, it is important to use accurate and sensitive methods for viral quantification. In this study, we developed a one-step duplex RT-qPCR assay to simultaneously test the two main human pathogenic NoV genogroups, GI and GII, in wastewater samples. The assay had low limits of detection (LOD), namely 0.52 genome copies (gc)/µl for NoVGI and 1.37 gc/µl for NoVGII. No significant concentration-dependent interactions were noted for both NoVGI and for NoVGII when the two targets were mixed at different concentrations in the samples. When tested on wastewater-derived RNA eluents, no significant difference between duplex and singleplex concentrations were found for either target. Low levels of inhibition (up to 32 %) were noted due to organic matter present in the wastewater extracts. From these results we argue that the duplex RT-qPCR assay developed enables the sensitive detection of both NoVGI and NoVGII in wastewater-derived RNA eluents, in a time and cost-effective way and may be used for surveillance to monitor public and environmental health.</p
Blue carbon benefits from global saltmarsh restoration
Get PDFAbstractCoastal saltmarshes are found globally, yet are 25%–50% reduced compared with their historical cover. Restoration is incentivised by the promise that marshes are efficient storers of ‘blue’ carbon, although the claim lacks substantiation across global contexts. We synthesised data from 431 studies to quantify the benefits of saltmarsh restoration to carbon accumulation and greenhouse gas uptake. The results showed global marshes store approximately 1.41–2.44 Pg carbon. Restored marshes had very low greenhouse gas (GHG) fluxes and rapid carbon accumulation, resulting in a mean net accumulation rate of 64.70 t CO2e ha−1 year−1. Using this estimate and potential restoration rates, we find saltmarsh regeneration could result in 12.93–207.03 Mt CO2e accumulation per year, offsetting the equivalent of up to 0.51% global energy‐related CO2 emissions—a substantial amount, considering marshes represent <1% of Earth's surface. Carbon accumulation rates and GHG fluxes varied contextually with temperature, rainfall and dominant vegetation, with the eastern coasts of the USA and Australia particular hotspots for carbon storage. While the study reveals paucity of data for some variables and continents, suggesting need for further research, the potential for saltmarsh restoration to offset carbon emissions is clear. The ability to facilitate natural carbon accumulation by saltmarshes now rests principally on the action of the management‐policy community and on financial opportunities for supporting restoration
Evaluation of machine learning methods and multi-source remote sensing data combinations to construct forest above-ground biomass models
Get PDFRapid and accurate estimation of forest biomass is essential to drive sustainable management of forests. Field-based measurements of forest above-ground biomass (AGB) can be costly and difficult to conduct. Multi-source remote sensing data offers potential to improve the accuracy of modelled AGB predictions. Here, four machine learning methods: Random Forest (RF), Gradient Boosting Decision Tree (GBDT), Classification and Regression Trees (CART) and Minimum Distance (MD) were used to construct forest AGB models of Taiyue Mountain forest, Shanxi Province, China using single and multi-sourced remote sensing data and the Google Earth Engine platform. Results showed that the machine learning method that most accurately predicted AGB was GBDT and spectral index for coniferous (R2=0.99; RMSE=65.52 Mg/ha), broadleaved (R2=0.97; RMSE=29.14 Mg/ha), and mixed species (R2=0.97; RMSE=81.12 Mg/ha) forest types. Models constructed using bivariate variable combinations that included the spectral index improved the AGB estimation accuracy of mixed species (R2=0.99; RMSE=59.52 Mg/ha) forest types and reduced slightly the accuracy of coniferous (R2=0.99; RMSE=101.46 Mg/ha), and broadleaved (R2=0.97; RMSE=37.59 Mg/ha) forest AGB estimation. Overall, parameterising machine learning algorithms with multi-source remote sensing variables can improve the prediction accuracy of mixed species forests
Creu diwylliant cydweithredol mewn Bwrdd Gwasanaethau Cyhoeddus: Briff polisi ar gyfer Byrddau Gwasanaethau Cyhoeddus
Get PDFInvestigating the Ecology and Infection Biology of Gymnopus fusipes, a Fungal Root Rot Pathogen of Woodland Trees
Get PDFUnderstanding the impact of the Covid-19 pandemic on aspects of literacy provision in schools across Wales.
Get PDFPresented is a synthesis of data from an online survey and semi-structuredinterviews, aiming to: 1) explore the teaching of reading in primary and ALN schools pre, during and post pandemic; 2) explore the impact of the pandemic on reading progress and attainment; 3) summarise current practice in relation to current research evidence, and identify key areas for future research.Although there was additional disruption in the form of further local lockdowns,firebreaks and phased returns in some areas of Wales, there were two distinctperiods of widespread school closures that were captured in this study. The firstlockdown period was from March – July 2020, and the second lockdown period was January – March 2021.1.1 Impact of the pandemic on reading provisionTeachers were asked about their reading provision pre, during, and post pandemic. Pre-pandemic, teachers reported use of a wide range of reading interventions, programmes, and resources (36 for Foundation Phase, 52 for KS2, and 11 for ALN schools). 4 Welsh language resources were also identified.Some of these strategies/resources were predominantly online (mainstream = 23;ALN = 6); some were a combination of online and physical (mainstream = 12; ALN = 1); and some were predominantly physical (mainstream = 21; ALN = 4).The majority of mainstream teachers reported that reading provision changed forhome learners for both lockdown periods, with a less significant change during the second lockdown period.Universal phonics provision. Teachers strongly agreed that the frequency andlength of phonics sessions decreased. This was not the case for all, and more typical phonics provision was achieved by some schools during the second lockdown.Reading comprehension provision. Teachers strongly agreed that readingcomprehension provision changed, but that many learners still received directteaching of reading comprehension skills.Targeted provision and differentiation. The majority of mainstream teachersagreed that targeted provision for struggling readers was not possible during both lockdowns. Many indicated that they were able to differentiate work for struggling readers to some extent, however this was more challenging for younger readers, and it was difficult to support the groups most in need; those with ALN and hard to reach families. Welsh language reading provision. Welsh language reading provision was impacted more negatively than English reading provision during both lockdowns. However, some Welsh medium schools experienced the opposite. Challenges included lack of available Welsh resources, and lack of parental confidence in Welsh.ALN schools. ALN school teachers unanimously reported provision changed during the pandemic. Pre-pandemic reading provision involved phonics-based reading programs. During lockdown, the use of online programs and physical resources allowed reading provision to continue to some degree, although this was impossible with some learners. Staff felt better prepared to teach remotely during the second lockdown, but technical issues presented challenges.1.2 Impact of the pandemic on reading progress and attainmentMainstream teachers reported that the pandemic had a significant negative impact on reading skills, which was worse for learners at home than those in school. A common theme was the issue of reduced Welsh vocabulary and generalunderstanding of the language. ALN teachers also reported a significant negativeimpact of the pandemic on reading skills, with one school indicating that averagereading age had reduced by 27 months following the first lockdown.1.3 Barriers and facilitators to engagementAccess to resources. Mainstream teachers agreed that lack of access to technology and Wi-Fi presented a barrier to engagement for home learners. 32% of teachers reported they were unable to provide reading materials for learners in need. Access to skilled support. There was strong agreement from teachers in mainstream schools that not having Welsh language input at home was a significant barrier to engaging with Welsh language reading provision for learners at home. Similarly, the majority agreed that a lack of technological skills in parents or learners themselves was a barrier for many learners, in contrast to the overwhelming disagreement that lack of such skills in teachers or teaching assistants presented a barrier.Learner motivation and parental engagement. Most mainstream teachers agreed that students lacked interest in home learning. Some schools reported good levels of parental engagement with reading provision, but a marginal majority reported that parents had not enabled struggling readers to meet set targets during lockdown one, although this improved slightly during lockdown 2.ALN schools. The majority of ALN teachers reported the need to supply equipment to families during lockdown to enable access to online learning. All teachers discussed there were significant conflicting priorities for the families of learners in ALN schools as they navigated various aspects of their care and educationprovision.1.4 Ongoing disruption to reading provision and skillsThe majority of mainstream teachers reported that the pandemic had not causedongoing significant disruption to reading provision. They felt that learners’ confidence and engagement had improved, and that they had been able to begin to redress the impact on reading skills since the return to school. However, 34% reported that there had been ongoing disruption, reporting challenges related to staff/learner absence, ongoing restrictions to working environments (such as ‘bubbles’), and the need to address more fundamental readiness to learn skills. Similarly, in ALN schools, challenges were reported relating to behaviour, reading confidence, and competing priorities such as the need to reteach social and communication skills.1.5 Beyond the pandemicMany schools continued to use apps and online programmes utilised duringlockdown periods to aid reading proficiency and communicate with parent’s post-pandemic. They also reported trying to maintain the strong parent-learnerrelationships developed over lockdown to support learning. Staff suggested thatfunding for reading resources and training practitioners to run specialisedinterventions, and the creation of a positive school ethos for reading, are priorities for supporting learners’ reading skills post-pandemic.Teachers also identified a need for greater training in a number of areas; onlinelearning to deliver blended teaching approaches, mental health and wellbeingtraining, and training to teach the building blocks of reading and phonics for older as well as younger learners. They also identified a need for time to help learners settle back into education; to develop social skills and independence, as well as a need for age-appropriate resources, specifically for older students in ALN schools. Finally, the need for the Welsh Government to provide clearer guidance on the use of phonics programmes (including access and available support), was identified, as well as a need for more comprehensive support and investment of teaching time beyond the early years for ALN learners to develop reading skills.1.6 RecommendationsMany of the recommendations from this report come directly from participatingteachers in mainstream primary and ALN schools across Wales. Furtherrecommendations are made following our synthesis of the broad range of insights provided by the data gathered in this report, including those specific to the pandemic and pandemic recovery, and broader recommendations for policy, practice, and related research. Fourteen recommendations are made.Applying learning to potential future lockdowns.1. If schools were to close, or if learning from home becomes more frequent for any groups of learners again, Welsh Government must ensure there is clear, planned provision in place, which allows for the best possible reading provision to continue for learners who are at home.2. As such, further research is needed to collate and evaluate potentially effectivepractices for providing support for learners and parents/carers to access thenecessary technology and educational platforms. This must include those familiesand learners who are hard to reach, and those with ALN, with a particular need for close consideration of effective ways to deliver such provision for learners with more complex needs.3. Similarly, Welsh Government must ensure there are systems in place to provideaccess to the necessary technology for all learners who need it. Supporting the reading development of learners negatively affected by thepandemic.4. For learners whose reading skills have been negatively affected by the pandemic, Welsh Government should provide targeted funding and initiatives to further redress this.5. Learners now in Upper Key Stage 2 and early Key Stage 3 should have access totargeted intervention, that focuses on developing their decoding skills as required. Welsh Government should provide the required additional resources for schools to increase staffing capacity to deliver this intervention work at a larger scale than is typical for these year groups, as well as additional training for teachers of learners in these year groups to enable them to more effectively support their reading development more broadly across the curriculum.6. Due to the numerous challenges reportedly faced upon the return to school (e.g., social and learning skill deficits), learners across the primary years are likely to need additional support to ensure they develop fluent reading skills within primary school.7. Disadvantaged and vulnerable learners and learners for whom English is anAdditional Language are likely to require even greater levels of additional support to ensure they develop fluent reading skills.8. Learners in Welsh medium or bilingual schools who are from non-Welsh speaking homes will require further support to ensure the negative effects reported in relation to their Welsh reading, vocabulary, and understanding of the language can be redressed. This issue has particular significance for the Cymraeg 2050 agenda and the related recent census results. The future of reading provision for learners in Wales: effectively supporting the reading development of learners across Wales.9. The way reading is taught across Wales needs to be explored further, throughfurther research to audit and evaluate the evidence for the range of approachesbeing employed.10. Areas of promising practice need to be identified and evaluated to help inform practice across Wales.11. Welsh Government should review the evidence driving the implementation ofvery different policy and practice in Wales, as compared to that in England, to ensure our learners are receiving the best possible support with their reading development.12. Guidance from Welsh Government is needed to ensure sufficient significanceand time is given to the development of a strong foundation in early reading skills, for all learners across mainstream primary and ALN schools in Wales, regardless of age and stage. This will require further research and collaboration with schools to discuss how effective practice in the teaching of reading can be embedded in the implementation of the Curriculum for Wales, which in turn will require funding.13. To support recommendations 4-8, and recommendation 12, Welsh Government should commission a review of training provision in to relation reading instruction for existing and trainee teachers, including the professional learning offer and Initial Teacher Education provision in this domain.14. There is a need for better access to age-appropriate reading resources andprogrammes for learners who might need to access teaching of early reading skills beyond the Foundation Phase and lower Key Stage 2.15. There is a need for further development of Welsh language reading resourcesand programmes for all learners, and evaluations of such programmes to ensure the most effective provision possible
The genome sequence of the Birch Marble, Apotomis betuletana (Haworth, 1811)
Get PDFWe present a genome assembly from an individual male Apotomis betuletana (the Birch Marble; Arthropoda; Insecta; Lepidoptera; Tortricidae). The genome sequence is 684 megabases in span. Most of the assembly is scaffolded into 28 chromosomal pseudomolecules with the Z sex chromosome assembled. The mitochondrial genome has also been assembled and is 15.8 kilobases in length. Gene annotation of this assembly on Ensembl identified 21,717 protein coding gene
Barosensory vessel mechanics and the vascular sympathetic baroreflex: Impact on blood pressure homeostasis
Get PDFNew FindingsWhat is the topic of this review?We review barosensory vessel mechanics and their role in blood pressure regulation across the lifespan.What advances does it highlight?In young normotensive men, aortic unloading mechanics contribute to the resting operating point of the vascular sympathetic baroreflex; however, with advancing age, this contribution is removed. This suggests that barosensory vessel unloading mechanics are not driving the well-documented age-related increase in resting muscle sympathetic nerve activity.An age-associated increase in arterial blood pressure is evident for apparently healthy humans. This is frequently attributed to stiffening of the central arteries and a concurrent increase in sympathetic outflow, potentially mediated by a reduced ability of the baroreceptive vessels to distend. This is supported, in part, by a reduced mechanical component of the vascular sympathetic baroreflex (i.e., a reduction in distension for a given pressure). Previous characterization of the mechanical component has assessed only carotid artery distension; however, evidence suggests that both the aortic and carotid baroreflexes are integral to blood pressure regulation. In addition, given that baroreceptors are located in the vessel wall, the change in wall tension, comprising diameter, pressure and vessel wall thickness, and the mechanics of this change might provide a better index of the baroreceptor stimulus than the previous method used to characterize the mechanical component that relies on diameter alone. This brief review summarizes the data using this new method of assessing barosensory vessel mechanics and their influence on the vascular sympathetic baroreflex across the lifespan
Glacier Surface Heatwaves Over the Tibetan Plateau
Get PDFThe Tibetan Plateau (TP) has warmed at a rate twice the global average and presents unique warming patterns in surface temperature changes. However, key characteristics of glacier surface heatwave duration and intensity over the TP during the present extreme warming period are still unknown. In this study, we show that surface temperatures in glacial regions of the TP (0.37 ± 0.10°C per decade) have increased faster than those in non-glacial areas (0.29 ± 0.05°C per decade) between 2001 and 2020. Moreover, the duration (5.3 ± 3.2 days per decade) and cumulative intensity (24.9 ± 16.3 days °C per decade) of glacier surface heatwaves have increased significantly during autumn. Our results demonstrate an elevation dependence to these key warming characteristics, which we also suggest are associated with extreme glacier mass loss. Here, we highlight potential threats to the sustainability of glacier water resources and increasing risk of glacier related hazards at the “roof of the world.
