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Biology subjects

Lane, A. K.

Publications and source records attributed to Lane, A. K..

2 recordsLinked to original sources

Interactions between Streptococcus agalactiae and Candida albicans affect persistence and virulence

Streptococcus agalactiae (Group B Streptococcus or GBS), a Gram-positive bacterium, and Candida albicans, a polymorphic fungus, are commensal microbes in most of the population they colonize. However, for certain patients they can cause severe and sometimes fatal infections. Previous research has indicated that GBS and C. albicans can synergize to enhance the colonization of GBS in the bladders of mice, but not much was known prior to this study about how interactions between GBS and C. albicans alter treatment effectiveness and infection outcome in vivo. Results showed that interactions between the two opportunistic pathogens were influenced by media nutrient availability, and that the presence of C. albicans in a culture reduces the effectiveness of certain antibiotics against GBS in vitro. This study also utilized a larval zebrafish model to investigate differences in virulence in solo infections vs co-infections with both pathogens in vivo. Co-infections of GBS and C. albicans into the otic vesicle were found to have increased virulence compared to solo infections of either pathogen. Co-infection also led to an increased GBS burden compared to solo GBS infections. Co-infections of GBS and C. albicans by yolk sac injection were not more virulent than solo infections with either pathogen. However, the antibiotic clindamycin was less effective in preventing mortality in co-infections compared to solo GBS infections. Overall, these findings highlight how interactions between GBS and C. albicans can influence treatment effectiveness and virulence during infection.

microbiology↗

Applying And Promoting Open Science In Ecology - Surveyed Drivers And Challenges

Open Science (OS) comprises a variety of practices and principles that are broadly intended to improve the quality and transparency of research, and the concept is gaining traction. Since OS has multiple facets and still lacks a unifying definition, it may be interpreted quite differently among practitioners. Moreover, successfully implementing OS broadly throughout science requires a better understanding of the conditions that facilitate or hinder OS engagement, and in particular, how practitioners learn OS in the first place. We addressed these issues by surveying OS practitioners that attended a workshop hosted by the Living Norway Ecological Data Network in 2020. The survey contained scaled-response and open-ended questions, allowing for a mixed-methods approach. Out of 128 registered participants we obtained survey responses from 60 individuals. Responses indicated usage and sharing of data and code, as well as open access publications, as the OS aspects most frequently engaged with. Men and those affiliated with academic institutions reported more frequent engagement with OS than women and those with other affiliations. When it came to learning OS practices, only a minority of respondents reported having encountered OS in their own formal education. Consistent with this, a majority of respondents viewed OS as less important in their teaching than in their research and supervision. Even so, many of the respondents suggestions for what would help or hinder individual OS engagement included more knowledge, guidelines, resource availability and social and structural support; indicating that formal instruction can facilitate individual OS engagement. We suggest that the time is ripe to incorporate OS in teaching and learning, as this can yield substantial benefits to OS practitioners, student learning, and ultimately, the objectives advanced by the OS movement.

scientific communication and education↗