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The literature strongly emphasises the importance of constructive relationships between parents and their children's caregivers. However, minimal empirical research has investigated relationships between language minority parents and caregivers in childcare. This large-scale study seeks to fill this gap by exploring the quality of the language minority parent-caregiver relationship with a focus on the child's multilingual upbringing. Therefore, three domains that reflect the quality of parent-caregiver relationships were assessed: (1) interpersonal connections, (2) home-childcare continuity, and (3) language and multilingual upbringing advice parents receive from caregivers. The sample consists of 404 language minority parents, recruited from 85 childcare facilities (0-3 years). Results indicate that most parents reported positive relationships with their child's caregiver with respect to interpersonal characteristics (communication and trust). In contrast, parents responded less favorably regarding issues pertaining to their language expectations, including whether multilingual upbringing advice, either solicited or unsolicited, was discussed. While language advice was not frequently given, when it was given, multilingual advice was more prevalent than monolingual advice, and one-parent one-language (OPOL) advice was common. Practical and policy implications are discussed.

Abstract Background Despite increased use of immune checkpoint inhibitors (ICIs) in patients with advanced melanoma, little is known about patient experiences during this treatment. This study aimed to gain an in-depth understanding of experiences and unmet care needs of patients treated in the adjuvant or metastatic setting for advanced melanoma regarding their ICI treatment trajectory. Methods Interviews and focus groups were conducted among 35 patients treated with ICIs in the adjuvant setting for completely resected stage III (n = 14), or in the metastatic setting for irresectable stage IV (n = 21) melanoma. A thorough thematic content analysis was conducted. Results Three main themes were identified. When (1) dealing with uncertainty in the decision-making process, adjuvant patients explored the pros and cons, whereas metastatic patients considered immunotherapy their only viable option. Both groups expressed the need for additional guidance. In (2) navigating the immunotherapy course, both perceived the trajectory as intense, experienced a major impact on their and their (close) relatives’ lives, and felt the need to (re)gain control. When (3) looking back on the immunotherapy experience, metastatic patients generally felt relieved, while among adjuvant patients, feelings of doubt regarding their choice for ICIs were also reported. Conclusions ICI treatment is perceived as intensive for both patient groups, facing both comparable and distinct challenges throughout the treatment trajectory, underscoring the need for stage-specific, individualised guidance. Options regarding flexible follow-ups, low-threshold contact and psychosocial support throughout the treatment trajectory should be explored.

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9–12 were assigned to one of three conditions: a control group taking a science test in the language of schooling (n = 64), a group receiving a written bilingual test in both the pupils’ L1 and language of schooling (n = 64), and a group with a written bilingual test accompanied by read-aloud accommodations in both languages (n = 69). The hypothesis posited that pupils in accommodated conditions would outperform those in non-accommodated conditions. However, univariate analysis of variance did not reveal significant differences between conditions, suggesting that accommodations did not lead to higher test scores. Subsequent multiple linear regression within the condition involving the bilingual test with read-alouds examined how within-group variance impacted accommodation effectiveness, considering both main effects and interaction effects. Results indicate that proficiency in the L1 and frequency of read-aloud use in the L1 significantly predict science performance. Notably, for pupils who frequently used read-alouds, the significant interaction effect with L1 proficiency suggests an amplified beneficial effect on the test scores when pupils are more proficient in their L1.

To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with or without read-aloud accommodation, was administered to 1022 5th-grade pupils in 36 Flemish primary schools. We assessed the hypotheses that, first, pupils in a condition with accommodation perform better than their non-accommodated peers, and second, certain background characteristics are related to science achievement for different groups of pupils. The results indicate that read-aloud accommodation in language education does not significantly contribute to making assessments fairer. Overall, parental job status, grade retention, migration status, and self-reported oral proficiency significantly predicted pupils’ science achievement. For pupils taking an accommodated test, their age of arrival and the language they spoke at home did not significantly relate to their science achievement, but their self-rated literacy skills in the language of schooling did.

The temporal and spatial evolution of dispersed media is a fundamental problem in a wide range of physicochemical systems, such as emulsions, suspensions and aerosols. These systems are multiphasic and involve compounds of different densities. They are therefore subject to the influence of gravity which determines the sedimentation rate of their dispersed phase. This effect can be dominant and prevent a detailed study of the phenomena occurring between the constituents themselves, such as the coalescence of drops in emulsions, the evaporation of droplets or the flocculation in suspensions. In this context, the Centre National d’Etudes Spatiales (CNES) has recently supported the development of a new instrument to produce populations of droplets, a few micrometers in radius, under controlled conditions with the objective of allowing a detailed study of their properties in microgravity conditions. The principle of this instrument is to generate, by a fast compression/expansion of air, populations of water droplets and to track their evolution by optical scanning tomography in transmission mode within a volume of approximately 2 mm$^{3}$. Parabolic flight experiments have shown the possibility to generate and accurately follow the evolution of populations of several hundred droplets for more than 20 s. The first experimental results show that it is possible to study their evaporation kinetics or their motion when imposing von Karman swirling flows. This work is part of the AEROSOL project of DECLIC-EVO supported by CNES and aims to help the understanding of cloud microphysics which remains a critical open problem in the context of global warming.

AbstractObjectiveDesignStudy SampleResultsConclusionsThe current study aimed to explore (1) school-aged children’s auditory and cognitive abilities and (2) their perceptions (self-reported and parents) of listening behaviours and symptoms following mild traumatic brain injury (mTBI).Prospective cohort study.Twenty-one children aged 8 to 12 participated in this study. Eleven children with mTBI were diagnosed in the emergency department, and 10 were matched controls. They were assessed twice, in the acute (≤14 days) and chronic (≥3 months) stages post-injury, using six central auditory behavioural tests, a cognitive screening battery, and questionnaires. ANOVA and correlation analysis were performed.Group differences were present in three auditory tests as children with mTBI obtained poorer scores than controls (Pitch Pattern Sequence Tests - PPST: p = 0.037; Gap In Noise test - GIN threshold: p = 0.046; Duration Pattern Test - DPT: p = 0.053), but not for perceived listening behaviours and cognitive abilities. Correlations were found only between perceived listening behaviours and reported mTBI symptoms for parents (p =0.014) and children (p =0.002).Auditory abilities, mostly those related to temporal processing, were affected following mTBI, independently of cognitive abilities. Better identification of auditory processing difficulties following mTBI will improve treatment and resource allocation for children. [ABSTRACT FROM AUTHOR]

Purpose: The main purpose of this retrospective study was to identify auditory dysfunctions related to traumatic brain injury (TBI) in individuals evaluated in an Audiology clinic. Method: Peripheral and central auditory evaluations were performed from March 2014 to June 2018 in 26 patients (14 males) with TBI. The age of the participants ranged from 9 to 59 years old (34.24 ± 15.21). Six participants had blast-related TBI and 20 had blunt force TBI. Sixteen experienced a single TBI event whereas ten experienced several. Correlation analyses were performed to verify the relationship, if any, between the number of auditory tests failed and the number, type, and severity of TBIs. Result: All participants failed at least one auditory test. Nearly 60% had abnormal results on degraded speech tests (compressed and echoed, filtered or in background noise) and 25% had a high frequency hearing loss. There was no statistically significant correlation between the number of auditory tests failed and the number, type, and severity of TBIs. Conclusion: Results indicated negative and heterogenous effects of TBI on peripheral and central auditory function and highlighted the need for a more extensive auditory assessment in individuals with TBI.

A challenge in designing tests is ensuring fairness for all test takers. Pupils who are not yet sufficiently proficient in the language of schooling taking a test that was designed for native speakers is unfair, since they will not be able to demonstrate their true abilities (Abedi, J., and C. Lord. 2001. "The Language Factor in Mathematics Tests." Applied Measurement in Education 14 (3): 219-234.). Multilingual pupils should be provided with accommodations to overcome these challenges but most studies on assessment accommodations for multilingual pupils focus on effectiveness and validity, rather than on fairness (Li, H., and H. K. Suen. 2012. "Are test accommodations for English language learners fair?" Language Assessment Quarterly 9 (3): 293-309). This study fills a gap in current research by viewing accommodation practices through an insiders' lens. Pupils (n = 35) in the fifth grade of primary education were interviewed about a hypothetical test situation which displayed a range of accommodations. Pupils interpret the benefits of accommodations as leading towards more inclusion, as contributing to better understanding, and as increasing learning of both L1 and L2. Results contribute to the fairness debate on which pupils should be given accommodations and who should not.

One of the greatest assessment challenges is providing fair and valid tests for multilingual pupils. Since language proficiency impacts their results on content tests, accommodations are suggested to help in solving the validity issues. In this mixed methods study on multilingual assessment, pupils were divided according to three testing conditions: one with the written science test in the language of instruction (LOI = Dutch); a second one in which pupils received a bilingual test in the LOI and a written translation in their first language (L1); and a third bilingual condition with added audio support in both languages. For each condition pupils were interviewed about their testing experience, including their decisions (not) to make use of particular accommodations. Results indicate that pupils perceived the accommodations as helpful. The strategies they used depend on personal preferences, language proficiency in both languages, the content attended to and the complexity of the test item. This study illustrates pupils' dynamic use of accommodations in relation to their linguistic repertoires.

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9-12 were assigned to one of three conditions: a control group taking a science test in the language of schooling (n = 64), a group receiving a written bilingual test in both the pupils' L1 and language of schooling (n = 64), and a group with a written bilingual test accompanied by read-aloud accommodations in both languages (n = 69). The hypothesis posited that pupils in accommodated conditions would outperform those in non-accommodated conditions. However, univariate analysis of variance did not reveal significant differences between conditions, suggesting that accommodations did not lead to higher test scores. Subsequent multiple linear regression within the condition involving the bilingual test with read-alouds examined how within-group variance impacted accommodation effectiveness, considering both main effects and interaction effects. Results indicate that proficiency in the L1 and frequency of read-aloud use in the L1 significantly predict science performance. Notably, for pupils who frequently used read-alouds, the significant interaction effect with L1 proficiency suggests an amplified beneficial effect on the test scores when pupils are more proficient in their L1. [ABSTRACT FROM AUTHOR]

The literature strongly emphasises the importance of constructive relationships between parents and their children's caregivers. However, minimal empirical research has investigated relationships between language minority parents and caregivers in childcare. This large-scale study seeks to fill this gap by exploring the quality of the language minority parent‒caregiver relationship with a focus on the child's multilingual upbringing. Therefore, three domains that reflect the quality of parent‒caregiver relationships were assessed: (1) interpersonal connections, (2) home‒childcare continuity, and (3) language and multilingual upbringing advice parents receive from caregivers. The sample consists of 404 language minority parents, recruited from 85 childcare facilities (0–3 years). Results indicate that most parents reported positive relationships with their child's caregiver with respect to interpersonal characteristics (communication and trust). In contrast, parents responded less favorably regarding issues pertaining to their language expectations, including whether multilingual upbringing advice, either solicited or unsolicited, was discussed. While language advice was not frequently given, when it was given, multilingual advice was more prevalent than monolingual advice, and one-parent one-language (OPOL) advice was common. Practical and policy implications are discussed. [ABSTRACT FROM AUTHOR]

Neutral modes related to spontaneous broken symmetries at the onset of a pattern-forming instability can strongly modify the nature of secondary instabilities of the pattern. In particular these neutral modes can change the order of the secondary transition making it first order or subcritical in the language of bifurcation theory. We first discuss this phenomenon in the context of the drift bifurcation from stationary to traveling patterns. We then consider patterns that undergo a spatial period-doubling bifurcation like the Peierls transition in solid state physics.

We present experimental evidence of a thermoelectric effect at the interface between two liquid metals. Using superimposed layers of mercury and gallium in a cylindrical vessel operating at room temperature, we provide a direct measurement of the electric current generated by the presence of a thermal gradient along a liquid-liquid interface. At the interface between two liquids, temperature gradients induced by thermal convection lead to a complex geometry of electric currents, ultimately generating current densities near boundaries that are significantly higher than those observed in conventional solid-state thermoelectricity. When a magnetic field is applied to the experiment, an azimuthal shear flow, exhibiting opposite circulation in each layer, is generated. Depending on the value of the magnetic field, two different flow regimes are identified, in good agreement with a model based on the spatial distribution of thermoelectric currents, which has no equivalent in solid systems. Finally, we discuss various applications of this effect, such as the efficiencyofliquid metal batteries. [ABSTRACT FROM AUTHOR]

This document provides the conclusions of the pest survey card that was prepared in the context of the EFSA mandate on plant pest surveillance (M‐2020‐0114) at the request of the European Commission. The full pest survey card for Acrobasis pirivorella is published and available online in the EFSA Pest Survey Card gallery at the following link and will be updated whenever new information becomes available: https://efsa.europa.eu/plants/planthealth/monitoring/surveillance/acrobasis-pirivorella [ABSTRACT FROM AUTHOR]

To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with or without read-aloud accommodation, was administered to 1022 5th-grade pupils in 36 Flemish primary schools. We assessed the hypotheses that, first, pupils in a condition with accommodation perform better than their non-accommodated peers, and second, certain background characteristics are related to science achievement for different groups of pupils. The results indicate that read-aloud accommodation in language education does not significantly contribute to making assessments fairer. Overall, parental job status, grade retention, migration status, and self-reported oral proficiency significantly predicted pupils' science achievement. For pupils taking an accommodated test, their age of arrival and the language they spoke at home did not significantly relate to their science achievement, but their self-rated literacy skills in the language of schooling did. [ABSTRACT FROM AUTHOR]

This technical report was prepared in the context of the EFSA mandate on plant pest surveillance (M‐2020‐0114) at the request of the European Commission. Its purpose is to support Member States in planning and preparing crop‐based surveys of Union quarantine pests in line with Commission Implementing Regulation (EU) 2019/2072. In particular, the report includes a list of species reported as hosts of the regulated pests targeted by the call: GP/EFSA/PLANTS/2022/05 – 'Development of crop‐based survey tools for plant pests of fruit trees, conifers, and palms and ornamentals in the EU' – Lot 1. Additionally, a classification of their occurrence in the EU is provided. The report provides basic information regarding the cultivation in the EU of 19 species of fruit trees widely cultivated in the EU, hosting at least one pest of the call in the families of the Ebenaceae, i.e. persimmon (Diospyros kaki L. f.); Ericaceae, i.e. bilberry (Vaccinium myrtillus L.), high‐bush blueberry (Vaccinium corymbosum); Lythraceae, i.e. pomegranate (Punica granatum L.); Moraceae, i.e. silkworm mulberry (Morus alba), fig (Ficus carica L.); Rosaceae, i.e. apple (Malus domestica Borkh.), pear (Pyrus communis L.), quince (Cydonia oblonga Mill.), plum (Prunus domestica), almond (Prunus dulcis Miller D.A. Webb.), apricot (Prunus armeniaca L.), sour cherry (Prunus cerasus), peach (Prunus persica (L.) Batsch), sweet cherry (Prunus avium L.), Japanese plum (Prunus salicina Lindl.), loquat (Eriobotrya japonica (Thunb.) Lindl.); Rutaceae, i.e. bitter orange (Citrus × aurantium L.); and Vitaceae, i.e. grape (Vitis vinifera). For the selection of cultivated fruit‐tree species, information on the main phenological stages, management practices, agroecosystems, climate suitability and distribution, regulatory requirements and trade of key commodities are provided. [ABSTRACT FROM AUTHOR]

Huffmanela is a genus of parasitic nematodes in the family Trichosomoididae. Huffmanela species infest only one freshwater fish species and a small number­­ of saltwater fishes. They commonly affect many tissues in particular the swim bladder, gut mucosa, skin, and musculature (Carballo and Navone 2007). https://edis.ifas.ufl.edu/in1276

Across Europe we can observe the reinforcement of monolingual education policies, despite increasing multilingualism. Recent research has shown that the emphasis is on language proficiency in the socially dominant language. This is viewed as the key to educational success. The use of other languages or linguistic repertoires is not valued in educational policies, nor in educational practices. These monolingual policies and practices affect the assessment of pupils' (language) proficiencies and practices. Pupils who do not (solely) speak the school language at home also take content-related tests in e.g. mathematics or science in a language they are often not yet familiar with. In this paper, we discuss why and how this imposes limitations on test results and may result in unfair disadvantage. We first present alternative ways of assessing multilingual pupils for purposes of large-scale testing which can be explored in future research. Second, we focus on the potential of classroom-based and learner-oriented multilingual assessment. We conclude the paper by introducing the concept of Functional Multilingual Assessment For Learning and argue that this can be a powerful means to overcome some of the limitations in the assessment of multilingual pupils who are still in the process of learning the language of instruction.

Review of Jennie Batchelor and Manushag N. Powell, eds, Women’s Periodicals and Print Culture in Britain, 1690–1820s (2018).

Resumo As fístulas aorto-cava são entidades raras e de etiologia variada, estando frequentemente associadas a significativa morbimortalidade. Acredita-se que o aumento da tensão da parede nos grandes aneurismas resulte em reação inflamatória e aderência à veia adjacente, culminando na erosão das camadas aderidas e na formação da fístula. O tratamento cirúrgico convencional tem altas taxas de mortalidade. Embolia pulmonar paradoxal e o vazamento são complicações temidas do tratamento endovascular. O uso de oclusor vascular associado a endoprótese bifurcada é boa opção no tratamento do aneurisma de aorta abdominal com fístula aorto-cava.