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In the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading comprehension) and writing (written composition). After matching students on receptive vocabulary, differences in reading-writing connections were explored across lexical and discourse levels. We also examined the role of vocabulary knowledge in reading and writing performance. Results showed that word reading and spelling were significant predictors of written composition and reading comprehension, respectively, for both groups. However, reading comprehension and written composition predicted each other for the NES group only. Furthermore, vocabulary was predictive of reading comprehension and written composition only for ELL students. Findings highlight different patterns of reading-writing connections between NES and ELL first graders and underscore the importance of vocabulary knowledge in reading and writing for young ELLs.

Fulminant giant cell myocarditis is a fatal form of acute myocarditis leading to a rapid-onset clinical presentation with lethal arrhythmias, acute heart failure, or cardiogenic shock requiring mechanical circulatory support. We report the case of a 52-year-old female diagnosed with fulminant myocarditis requiring veno-arterial extracorporeal membrane oxygenation (V-A ECMO) and intra-aortic balloon pump(IABP) support. Due to hemodynamic instability, she was transferred to our hospital by helicopter on day 4. On arrival at our hospital, she underwent percutaneous balloon atrial septostomy to decompress the left ventricle. Although the left ventricular distension and pulmonary edema improved after atrial septostomy, no signs of biventricular function recovery were identified on day 14. On day 23, V-A ECMO and IABP were switched to a durable left ventricular assist device(LVAD) system and a right ventricular assist device(RVAD) with ECMO (RVAD-ECMO) under median sternotomy. On day 37, RVAD-ECMO was eventually removed and rehabilitation was started with the remaining LVAD support as destination therapy. On day 78, the patient was finally discharged with LVAD support to follow-up as an outpatient. This case underscores the importance of a multidisciplinary approach and rigorous monitoring to optimize outcomes in the treatment of fulminant giant cell myocarditis.

In the U.S., Heritage language learners (HLLs) are bilinguals who grew up in homes where a non-English language was spoken but received English instruction from school. We used resting-state functional connectivity analysis to examine the differences in the reading networks of HLL and matched bilingual children who are biliterate in both languages (bilingual-biliterates). Compared to bilingual-biliterates, HLLs built a wider and more distributed reading network. This more distributed network included connections to regions known to be involved in motor control, verbal memory, speech production, and language control. Moreover, even though no significant difference in English reading was found, HLLs continued to show differentiated intrinsic connectivity associated with English reading scores. For HLLs only, better English reading scores were related to stronger functional connectivity between reading and language control areas. This suggests that HLLs are more likely to recruit brain regions involved in language control to achieve advanced English word reading.

At present, the reconfiguration, maintenance, and review of power lines play a pivotal role in maintaining the stability of electrical grid operations and ensuring the accuracy of electrical energy measurements. These essential tasks not only guarantee the uninterrupted functioning of the power system, thereby improving the reliability of the electricity supply but also facilitate precise electricity consumption measurement. In view of these considerations, this article endeavors to address the challenges posed by power line restructuring, maintenance, and inspections on the stability of power grid operations and the accuracy of energy metering. To accomplish this goal, this article introduces an enhanced methodology based on the hidden Markov model (HMM) for identifying the topology of distribution substations. This approach involves a thorough analysis of the characteristic topology structures found in low-voltage distribution network (LVDN) substations. A topology identification model is also developed for LVDN substations by leveraging time series data of electricity consumption measurements and adhering to the principles of energy conservation. The HMM is employed to streamline the dimensionality of the electricity consumption data matrix, thereby transforming the topology identification challenge of LVDN substations into a solvable convex optimization problem. Experimental results substantiate the effectiveness of the proposed model, with convergence to minimal error achieved after a mere 50 iterations for long time series data. Notably, the method attains an impressive discriminative accuracy of 0.9 while incurring only a modest increase in computational time, requiring a mere 35.1 milliseconds. By comparison, the full-day data analysis method exhibits the shortest computational time at 16.1 milliseconds but falls short of achieving the desired accuracy level of 0.9. Meanwhile, the sliding time window analysis method achieves the highest accuracy of 0.95 but at the cost of a 50-fold increase in computational time compared to the proposed method. Furthermore, the algorithm reported here excels in terms of energy efficiency (0.89) and load balancing (0.85). In summary, the proposed methodology outperforms alternative approaches across a spectrum of performance metrics. This article delivers valuable insights to the industry by fortifying the stability of power grid operations and elevating the precision of energy metering. The proposed approach serves as an effective solution to the challenges entailed by power line restructuring, maintenance, and inspections.

Norovirus is a major cause of foodborne disease and causes a large number of cases, hospitalizations, and deaths in the United States and globally (1-4). Specific treatments are not available, [...]

OBJECTIVES: An accurate prognostic score to predict mortality for adults with COVID-19 infection is needed to understand who would benefit most from hospitalizations and more intensive support and care. We aimed to develop and validate a two-step score system for patient triage, and to identify patients at a relatively low level of mortality risk using easy-to-collect individual information. DESIGN: Multicenter retrospective observational cohort study. SETTING: Four health centers from Virginia Commonwealth University, Georgetown University, the University of Florida, and the University of California, Los Angeles. PATIENTS: Coronavirus Disease 2019-confirmed and hospitalized adult patients. MEASUREMENTS AND MAIN RESULTS: We included 1,673 participants from Virginia Commonwealth University (VCU) as the derivation cohort. Risk factors for in-hospital death were identified using a multivariable logistic model with variable selection procedures after repeated missing data imputation. A two-step risk score was developed to identify patients at lower, moderate, and higher mortality risk. The first step selected increasing age, more than one pre-existing comorbidities, heart rate >100 beats/min, respiratory rate ≥30 breaths/min, and SpO2

Orthographic depth, the consistency of grapheme-phoneme correspondence, influences brain activation in multilinguals’ first (L1) and second language (L2). The intrinsic functional connectivity of cross-language transfer was investigated between two groups of multilinguals, those whose L2 orthography is deeper than their L1 (S-to-D group) and those whose L2 orthography is shallower than their L1 (D-to-S group). We focused on two seed regions: the Visual Word Form Area (VWFA) and the left posterior supramarginal gyrus (pSMG). stronger connectivity was found between the left pSMG and the right precuneus in multilinguals who spoke at least three languages (trilinguals) compared to those who only spoke two languages (bilinguals). Follow-up analyses revealed that this difference was driven by stronger intrinsic connectivity in D-to-S trilinguals compared to the S-to-D trilinguals. Multilinguals’ intrinsic functional connectivity is shaped by the orthographic distance between L1 and L2, as well as differences between bilingualism and trilingualism.

This study examined the writing skills of first-grade students who are English Language Learners (ELLs) or Native English Speakers (NESs). We examined the roles of transcription and oral language skills on contextualized spelling, writing fluency, and writing quality outcomes for ELL and NES students. Thirty-four ELLs (Mean age (A) = 78.03 months, SD = 6.28), and 35 NESs (A = 78.79, SD = 5.40) matched on receptive vocabulary completed measures of real word and pseudo word reading, reading comprehension, expressive and receptive vocabulary, handwriting, single-word spelling, writing fluency, and written composition (narrative and expository). The compositions were scored for length, contextualized spelling, and quality. Differences between groups were mostly non-significant, except for handwriting; ELL students performed better than their NES peers. Linear regressions were used to predict contextualized spelling, writing fluency, and writing quality separately for both groups. Results showed that single-word spelling was a predictor of contextualized spelling for both groups. For writing fluency, both handwriting and single-word spelling were predictors for ELLs, and single-word spelling was the only predictor for NESs. For writing quality, expressive vocabulary was the only predictor for ELLs, and single-word spelling was the only predictor for NESs. The results highlight the important role of expressive vocabulary, beyond the role of receptive vocabulary, in writing quality for young ELLs. Implications regarding writing acquisition and instruction for ELLs are considered.