Trehalose and α-glucan mediate distinct abiotic stress responses in Pseudomonas aeruginosa.

An important prelude to bacterial infection is the ability of a pathogen to survive independently of the host and to withstand environmental stress. The compatible solute trehalose has previously been connected with diverse abiotic stress tolerances, particularly osmotic shock. In this study, we combine molecular biology and biochemistry to dissect the trehalose metabolic network in the opportunistic human pathogen Pseudomonas aeruginosa PAO1 and define its role in abiotic stress protection. We show that trehalose metabolism in PAO1 is integrated with the biosynthesis of branched α-glucan (glycogen), with mutants in either biosynthetic pathway significantly compromised for survival on abiotic surfaces. While both trehalose and α-glucan are important for abiotic stress tolerance, we show they counter distinct stresses. Trehalose is important for the PAO1 osmotic stress response, with trehalose synthesis mutants displaying severely compromised growth in elevated salt conditions. However, trehalose does not contribute directly to the PAO1 desiccation response. Rather, desiccation tolerance is mediated directly by GlgE-derived α-glucan, with deletion of the glgE synthase gene compromising PAO1 survival in low humidity but having little effect on osmotic sensitivity. Desiccation tolerance is independent of trehalose concentration, marking a clear distinction between the roles of these two molecules in mediating responses to abiotic stress.

Control of mRNA translation by dynamic ribosome modification.

Control of mRNA translation is a crucial regulatory mechanism used by bacteria to respond to their environment. In the soil bacterium Pseudomonas fluorescens, RimK modifies the C-terminus of ribosomal protein RpsF to influence important aspects of rhizosphere colonisation through proteome remodelling. In this study, we show that RimK activity is itself under complex, multifactorial control by the co-transcribed phosphodiesterase trigger enzyme (RimA) and a polyglutamate-specific protease (RimB). Furthermore, biochemical experimentation and mathematical modelling reveal a role for the nucleotide second messenger cyclic-di-GMP in coordinating these activities. Active ribosome regulation by RimK occurs by two main routes: indirectly, through changes in the abundance of the global translational regulator Hfq and directly, with translation of surface attachment factors, amino acid transporters and key secreted molecules linked specifically to RpsF modification. Our findings show that post-translational ribosomal modification functions as a rapid-response mechanism that tunes global gene translation in response to environmental signals.

Pseudomonas syringae addresses distinct environmental challenges during plant infection through the coordinated deployment of polysaccharides.

Prior to infection, phytopathogenic bacteria face a challenging environment on the plant surface, where they are exposed to nutrient starvation and abiotic stresses. Pathways enabling surface adhesion, stress tolerance, and epiphytic survival are important for successful plant pathogenesis. Understanding the roles and regulation of these pathways is therefore crucial to fully understand bacterial plant infections. The phytopathogen Pseudomonas syringae pv. tomato (Pst) encodes multiple polysaccharides that are implicated in biofilm formation, stress survival, and virulence in other microbes. To examine how these polysaccharides impact Pst epiphytic survival and pathogenesis, we analysed mutants in multiple polysaccharide loci to determine their intersecting contributions to epiphytic survival and infection. In parallel, we used qRT-PCR to analyse the regulation of each pathway. Pst polysaccharides are tightly coordinated by multiple environmental signals. Nutrient availability, temperature, and surface association strongly affect the expression of different polysaccharides under the control of the signalling protein genes ladS and cbrB and the second messenger cyclic-di-GMP. Furthermore, functionally redundant, combinatorial phenotypes were observed for several polysaccharides. Exopolysaccharides play a role in mediating leaf adhesion, while α-glucan and alginate together confer desiccation tolerance. Our results suggest that polysaccharides play important roles in overcoming environmental challenges to Pst during plant infection.

The impact of prior occupations and initial teacher education on post-graduate pre-service teachers' conceptualization and realization of technology integration.

Post-graduate teacher recruitment schemes are designed to fulfil ongoing teaching shortages. However, despite the emphasis of technology integration in educational contexts, little research has examined the knowledge, skills and attitudes post-graduate pre-service teachers bring to teaching from a technology perspective. This paper presents findings from the final phase of an explanatory case study exploring the development of post-graduate pre-service teachers' technology integration beliefs and practice during a teacher education program at an Australian university. Semi-structured interviews were conducted with 17 post-graduate pre-service teachers after two professional (field) experiences. A social cognitive lens was applied to understand how technology integration beliefs and practice developed during this time. Results showed occupation-specific technology experience provided this group with a diversity of technology expertise, confidence using technology, resilience to overcome technical issues, and self-regulatory traits to learn new technology tools. Contributing personal factors influencing beliefs and practice included age, professional background, technology skills and technology self-efficacy beliefs. Initial practice revealed a predilection to integrate technology to supplement teacher-directed pedagogy. The shift towards technology integration to support student-centred pedagogy was dependent upon modelling and mentoring provisions offered by both teacher-educators and teacher-mentors during professional (field) experience placements. Other extrinsic factors, such as hardware provisions, Information Technology infrastructure, and school culture, were also instrumental in the conceptualization and realization of technology pedagogy. Recommendations include the necessity for post-graduate teacher education programs to recognise the untapped technology expertise this group may bring to teaching, and practical suggestions to support the development of meaningful technology integration epistemologies.

Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties.

Teachers' beliefs in inclusive education can be influential toward the success of inclusive practices and also students' successes and failures within the classroom. Having a clear understanding and high expectations toward students with specific learning difficulties (SpLD) is important if these students are to reach their potential. This study examined 276 British primary and secondary teachers' perceptions toward inclusive education for all, and their causal attributions toward students with and without SpLD. The results show that teachers who believe that inclusive education is an effective way to teach all students, provide greater positive feedback, feel less frustrated, and hold lower expectations for future failure, in comparison to their colleagues with more negative inclusive educational beliefs. Teachers need to believe that inclusive education is an effective way to teach all students, and that they, as teachers are capable of managing this. However, they need to be provided with relevant systemic support.

Social Media Web 2.0 Tools Adoption in Language and Literacy Development in Early Years: A Scoping Review.

Social media tools are increasingly used in child's language and literacy development in early years. However, few researchers shed light on effectiveness and the practice that the EC professionals and teachers have adopted in ECE settings and other related contexts. This scoping review synthesized and evaluated the literature on social media integration in language and literacy development in ECE in the last decade, to provide a clearer picture on what social media tools were used, how they were used, and whether they were effective. Results showed that a wide-range of social media tools were used in diverse learning activities; however, few studies designed the learning activities with the guidance of an evidence-based teaching method or pedagogical framework.

Well-being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students' resilience.

BACKGROUND: Mental health problems are a growing and significant issue in the Australian education system. Research has suggested that resilience can be learned and that schools can play an important role in developing resilient skills among youth; however, rigorous evaluation of interventions promoting resilience is limited. AIMS: As martial arts training has been found to have psychological benefits such as increased confidence and self-esteem, this study investigated whether a 10-week martial arts training programme was an efficacious sports-based mental health intervention that promoted resilience in secondary school students. SAMPLE: Two hundred and eighty-three secondary school students (age range 12-14 years) participated in the study. METHODS: The study examined the effects of martial arts training on participants' resilience by delivering a 10-week martial arts-based intervention in secondary school settings. The intervention was evaluated using quantitative methodology and an experimental research design using a randomized controlled trial which measured participant responses at baseline, post-intervention, and follow-up. RESULTS: The study found that the martial arts-based intervention had a significantly positive effect on developing students' resilience. This was especially apparent when the intervention and control group's mean resilience outcomes were compared. Resilience outcomes appeared to be stronger immediately following the intervention compared with 12-week follow-up. CONCLUSIONS: Given the prevalence of mental illness among Australian youth, the current study provides robust evidence that students' resilience can be improved using martial arts-based interventions delivered in school settings. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21 August 2018.

The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis.

OBJECTIVE: Mental health issues are of increasing public concern, however are often untreated for a variety of reasons. While limited, the research examining the relationship between mental health and martial arts training is generally positive. This systematic review and meta-analysis explored whether martial arts training may be an efficacious sports-based mental health intervention. DESIGN: The meta-analysis used a random effects model and examined three mental health outcomes: wellbeing, internalising mental health, and aggression. DATA SOURCES: During January to July 2018 the following electronic databases were searched: CENTRAL, EBSCO, Embase, ERIC, MEDLINE, PUBMED, and ScienceDirect. ELIGIBILITY CRITERIA: Eligibility criteria included: (1) martial arts was examined as an intervention or activity resulting in a psychological outcome, (2) the study reported descriptive quantitative results measured using standardised scales that compared results between groups and (3) studies were published as full-length articles in peer reviewed scientific or medical journals. RESULTS: More than 500,000 citations were identified and screened to determine eligibility. Data was extracted from 14 eligible studies. Martial arts training had a significant but small positive effect on wellbeing (d = 0.346, 95% CI = 0.106 to 0.585, I2 = 59.51%) and a medium effect on internalising mental health (d = 0.620, 95% CI = 0.006 to 1.23, I2 = 84.84%). Martial arts training had a minimal non-significant positive effect in reducing aggression (d = 0.022, 95% CI = -0.191 to 0.236, I2 = 58.12%). SUMMARY/CONCLUSION: Whilst there is considerable variance across the studies included in the meta-analyses, there is support for martial arts training as an efficacious sports-based mental health intervention for improving wellbeing and reducing symptoms associated with internalising mental health.

A within-subject experiment of item format effects on early primary students' language, reading, and numeracy assessment results.

Standardized testing is ubiquitous in educational assessment, but questions have been raised about the extent to which these test scores accurately reflect students' genuine knowledge and skills. To more rigorously investigate this issue, the current study employed a within-subject experimental design to examine item format effects on primary school students' standardized assessment results in literacy, reading comprehension, and numeracy. Eighty-nine Grade 3 students (ages 8-9 years) completed tests that varied only in item format: multiple choice; open-ended; error detection and correction; explain; and, for numeracy questions, low literacy. Analyses contrasted students' performance across these conditions, as well as item response theory-derived item difficulty and ability discrimination estimates. Findings revealed that difficulty increased and accuracy decreased from multiple-choice to open-response to error-correction and explain questions. However, the most difficult item formats tended to yield the greatest discrimination across student ability levels. Despite previous findings to the contrary, low-literacy numeracy questions did not improve student performance or reduce item difficulty. Overall, findings indicated the impact of differing methods of assessment on standardized test performance and highlighted the need for careful consideration of not only the content of assessments but also their approaches to assessment. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The effects of martial arts participation on mental and psychosocial health outcomes: a randomised controlled trial of a secondary school-based mental health promotion program.

BACKGROUND: Mental health problems are a significant social issue that have multiple consequences, including broad social and economic impacts. However, many individuals do not seek assistance for mental health problems. Limited research suggests martial arts training may be an efficacious sports-based mental health intervention that potentially provides an inexpensive alternative to psychological therapy. Unfortunately, the small number of relevant studies and other methodological problems lead to uncertainty regarding the validity and reliability of existing research. This study aims to examine the efficacy of a martial arts based therapeutic intervention to improve mental health outcomes. METHODS/DESIGN: The study is a 10-week secondary school-based intervention and will be evaluated using a randomised controlled trial. Data will be collected at baseline, post-intervention, and 12-week follow-up. Power calculations indicate a maximum sample size of n = 293 is required. The target age range of participants is 11-14 years, who will be recruited from government and catholic secondary schools in New South Wales, Australia. The intervention will be delivered in a face-to-face group format onsite at participating schools and consists of 10 × 50-60 min sessions, once per week for 10 weeks. Quantitative outcomes will be measured using standardised psychometric instruments. DISCUSSION: The current study utilises a robust design and rigorous evaluation process to explore the intervention's potential efficacy. As previous research examining the training effects of martial arts participation on mental health outcomes has not exhibited comparable scale or rigour, the findings of the study will provide valuable evidence regarding the efficacy of martial arts training to improve mental health outcomes. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Register ACTR N12618001405202 . Registered 21st August 2018.

Differential Regulation of Genes for Cyclic-di-GMP Metabolism Orchestrates Adaptive Changes During Rhizosphere Colonization by Pseudomonas fluorescens.

Bacteria belonging to the Pseudomonas genus are highly successful colonizers of the plant rhizosphere. The ability of different Pseudomonas species to live either commensal lifestyles or to act as agents of plant-growth promotion or disease is reflected in a large, highly flexible accessory genome. Nevertheless, adaptation to the plant environment involves a commonality of phenotypic outputs such as changes to motility, coupled with synthesis of nutrient uptake systems, stress-response molecules and adherence factors including exopolysaccharides. Cyclic-di-GMP (cdG) is a highly important second messenger involved in the integration of environmental signals with appropriate adaptive responses and is known to play a central role in mediating effective rhizosphere colonization. In this study, we examined the transcription of multiple, reportedly plant-upregulated cdG metabolism genes during colonization of the wheat rhizosphere by the plant-growth-promoting strain P. fluorescens SBW25. While transcription of the tested genes generally increased in the rhizosphere environment, we additionally observed a tightly orchestrated response to environmental cues, with a distinct transcriptional pattern seen for each gene throughout the colonization process. Extensive phenotypical analysis of deletion and overexpression strains was then conducted and used to propose cellular functions for individual cdG signaling genes. Finally, in-depth genetic analysis of an important rhizosphere colonization regulator revealed a link between cdG control of growth, motility and stress response, and the carbon sources available in the rhizosphere.

A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities.

Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers' attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.

Developing Wellbeing Through a Randomised Controlled Trial of a Martial Arts Based Intervention: An Alternative to the Anti-Bullying Approach.

Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants' ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping individuals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.

Community-led comparative genomic and phenotypic analysis of the aquaculture pathogen Pseudomonas baetica a390T sequenced by Ion semiconductor and Nanopore technologies.

Pseudomonas baetica strain a390T is the type strain of this recently described species and here we present its high-contiguity draft genome. To celebrate the 16th International Conference on Pseudomonas, the genome of P. baetica strain a390T was sequenced using a unique combination of Ion Torrent semiconductor and Oxford Nanopore methods as part of a collaborative community-led project. The use of high-quality Ion Torrent sequences with long Nanopore reads gave rapid, high-contiguity and -quality, 16-contig genome sequence. Whole genome phylogenetic analysis places P. baetica within the P. koreensis clade of the P. fluorescens group. Comparison of the main genomic features of P. baetica with a variety of other Pseudomonas spp. suggests that it is a highly adaptable organism, typical of the genus. This strain was originally isolated from the liver of a diseased wedge sole fish, and genotypic and phenotypic analyses show that it is tolerant to osmotic stress and to oxytetracycline.

Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties.

Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers' attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers' causal attributional outcomes of students' level of achievement can impact upon the students' own attributions, with teachers' responses for students with SpLD having the potential to, unintentionally, influence students' own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.

What are standardized literacy and numeracy tests testing? Evidence of the domain-general contributions to students' standardized educational test performance.

BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students' standardized test performance and the pathway(s) through which they exert this influence. SAMPLE: Participants were 91 Grade 2 students recruited from five regional and metropolitan primary schools in Australia. METHODS: Participants completed measures of WM and non-verbal reasoning, as well as literacy and numeracy subtests of a national standardized educational assessment. RESULTS: Path analysis of Rasch-derived ability estimates and residuals with domain-general cognitive abilities indicated: (1) a consistent indirect pathway from WM to literacy and numeracy ability, through non-verbal reasoning; (2) direct paths from phonological WM and literacy ability to numeracy ability estimates; and (3) a direct path from WM to spelling test residuals. CONCLUSIONS: Results suggest that the constitution of this nationwide standardized assessment confounded non-targeted abilities with those that were the target of assessment. This appears to extend beyond the effect of WM on learning more generally, to the demands of different assessment types and methods. This has implications for students' abilities to demonstrate genuine competency in assessed areas and the educational supports and provisions they are provided on the basis of these results.

Are we exacerbating students' learning disabilities? an investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities.

While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.