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BACKGROUND: The purpose of this study was to develop a deep learning approach to automatically segment the scapular bone on magnetic resonance imaging (MRI) images and to compare the accuracy of these three-dimensional (3D) models with that of 3D computed tomography (CT). METHODS: Fifty-five patients with high-resolution 3D fat-saturated T2 MRI were retrospectively identified. The underlying pathology included rotator cuff tendinopathy and tears, shoulder instability, and impingement. Two experienced musculoskeletal researchers manually segmented the scapular bone. Five cross-validation training and validation splits were generated to independently train two-dimensional (2D) and 3D models using a convolutional neural network approach. Model performance was evaluated using the Dice similarity coefficient (DSC). All models with DSC > 0.70 were ensembled and used for the test set, which consisted of four patients with matching high-resolution MRI and CT scans. Clinically relevant glenoid measurements, including glenoid height, width, and retroversion, were calculated for two of the patients. Paired t-tests and Wilcoxon signed-rank tests were used to compare the DSC of the models. RESULTS: The 2D and 3D models achieved a best DSC of 0.86 and 0.82, respectively, with no significant difference observed. Augmentation of imaging data significantly improved 3D but not 2D model performance. In comparing clinical measurements of 3D MRI and CT, there was a mean difference ranging from 1.29 mm to 3.46 mm and 0.05° to 7.47°. CONCLUSION: We have presented a fully automatic, deep learning-based strategy for extracting scapular shape from a high-resolution MRI scan. Further developments of this technology have the potential to allow for surgeons to obtain all clinically relevant information from MRI scans and reduce the need for multiple imaging studies for patients with shoulder pathology.

Fungivorous millipedes (subterclass Colobognatha) likely represent some of the earliest known mycophagous terrestrial arthropods, yet their fungal partners remain elusive. Here we describe relationships between fungi and the fungivorous millipede, Brachycybe lecontii. Their fungal community is surprisingly diverse, including 176 genera, 39 orders, four phyla, and several undescribed species. Of particular interest are twelve genera conserved across wood substrates and millipede clades that comprise the core fungal community of B. lecontii. Wood decay fungi, long speculated to serve as the primary food source for Brachycybe species, were absent from this core assemblage and proved lethal to millipedes in pathogenicity assays while entomopathogenic Hypocreales were more common in the core but had little effect on millipede health. This study represents the first survey of fungal communities associated with any colobognath millipede, and these results offer a glimpse into the complexity of millipede fungal communities.

Background: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of practising teachers rather than policy-makers or curriculum developers. Purpose: We ask how and why collaborations get started and explore how mathematics and science departments actually work together in secondary (high) schools in England. We ask what some of the affordances and challenges are in both initiating and sustaining collaborative practice. Design and methods: Six schools were identified and visited and semi-structured interviews carried out with the 15 teachers most closely involved in collaborating, to explore their perspectives and insights. Results: The findings show that collaborations are possible, though they are challenging to sustain, and they can be approached in a number of ways. Mathematics/science collaboration can be a key site of professional learning for teachers, particularly about the 'other' curriculum. Informal conversations across departments were highly valued but tended to be between those with a well-established pre-existing relationship. While physical structures can promote collaboration, it needs strong support from senior leadership teams to both begin and continue. Conclusion: Contrary to the commonly espoused view that there are many overlaps between mathematics and science in school, it can be a significant challenge for teachers to find them. Collaboration is neither straightforward to begin nor to sustain. Researchers and policy-makers should thus be cautious about recommending collaboration as straightforward for science and mathematics teachers to adopt. These conclusions provide a major challenge to simplistic advocacy of STEM in schools.

Mathematical reasoning and tools are intrinsic to science, yet the close and dependent relationship science has to mathematics is not reflected in either school education or science education research. This paper asks what the barriers are to a mutually beneficial relationship between the two disciplines. A two-phase qualitative interview study was used to explore the relationship between school science and mathematics education through the perspectives of science and mathematics education policy-makers and of teachers in departments which are unusual in collaborating. In total there were 36 participants. Interview data were analysed using thematic analysis. Findings show that there is an asymmetry in the dependency between school science and mathematics: science is dependent on mathematics but the reverse is not true. We discuss three consequences of this asymmetric dependency: there is greater benefit for science from any collaboration; 'maths blame' can arise from science teacher frustration; and science educators may believe they should have some ownership of the mathematics curriculum. Asymmetry of dependency, and therefore of benefit, will make it very difficult for mathematics and science to work together in a way which is genuinely mutually beneficial.

Science is a much-revised and contested area of the curriculum. A new curriculum has recently been introduced in England which includes far more mathematical aspects of science than previous versions. This study asks what the influences, ideologies and values are which led to this change. A two-phase qualitative approach was followed comprising semi-structured interviews with key contributors to the science and mathematics education discourse together with an analysis of government and other influential documentation. This study is unusual both in its focus on those who were responsible for making science education policy and its focus on the policy development of the mathematical aspects of the science curriculum. The findings suggest that drivers for increasing the amount of mathematics in science include concerns about standards, the difficulties students have transitioning to higher stages of science education and the desire to improve students' broader mathematical competence. Aiming to improve students' mathematical competence is an aim for all students. In contrast, helping students transition to further scientific study is for a minority. I argue that ideologies and values which underpin the curriculum need to be interrogated more closely and should remain a focus of research.

The author reflects on her decades of cultural and political activism in the fight for Ethnic Studies--from her role in the 1969 Third World Strike at UC Berkeley, to her community activism after her graduation, to her participation in the fiftieth anniversary of the strike, including a transcription of her speech at the event. KEYWORDS Asian American Movement, Ethnic Studies, Third World Liberation Front, UC Berkeley, INTRODUCTION I was born and raised in Salinas, California--the 'Salad Bowl to the World.' My father was a first-generation farmer/scholar from Toishan, China. My mother was a third-generation Chinese American [...]

Propionibacterium acnes and Staphylococcus aureus are cutaneous pathogens that have become increasingly resistant to antibiotics. We sought to determine if chitosan, a polymer of deacetylated chitin, could be used as a potential treatment against these bacteria. We found that higher molecular weight chitosan had superior antimicrobial properties compared to lower molecular weights, and that this activity occurred in a pH dependent manner. Electron and fluorescence microscopy revealed that chitosan forms aggregates and binds to the surface of bacteria, causing shrinkage of the bacterial membrane from the cell wall. Of special relevance, clinical isolates of P. acnes were vulnerable to chitosan, which could be combined with benzoyl peroxide for additive antibacterial effect. Chitosan also demonstrated significantly less cytotoxicity to monocytes than benzoyl peroxide. Overall, chitosan demonstrates many promising qualities for treatment of cutaneous pathogens.