Metagenome tracking biogeographic agroecology: Phytobiota of tomatoes from Virginia, Maryland, North Carolina and California.

Describing baseline microbiota associated with agricultural commodities in the field is an important step towards improving our understanding of a wide range of important objectives from plant pathology and horticultural sustainability, to food safety. Environmental pressures on plants (wind, dust, drought, water, temperature) vary by geography and characterizing the impact of these variable pressures on phyllosphere microbiota will contribute to improved stewardship of fresh produce for both plant and human health. A higher resolution understanding of the incidence of human pathogens on food plants and co-occurring phytobiota using metagenomic approaches (metagenome tracking) may contribute to improved source attribution and risk assessment in cases where human pathogens become introduced to agro-ecologies.

Uncovering the theoretical underpinnings of an interprofessional preschool intervention program: Tumbling Together.

Background: Intervention programs are rarely tailored for children with self-regulation and communication challenges. Therefore, clinicians develop their own programs as is the case with the preschool program Tumbling Together. This program combines occupational therapy, speech-language therapy, and gymnastics.

The Sense of School Belonging and Implementation of a Prevention Program: Toward Healthier Interpersonal Relationships Among Early Adolescents.

The purpose of this qualitative study is to pave the way for the establishment of healthy interpersonal relations by facilitating an understanding of the impacts of as perceived by adolescents and teachers who took part in it. has become recognized as an evidence-based program for preventing alcohol and drug use through the development of social skills and the promotion of meaningful engagement in the school community (Lions Clubs International, Overview of Skills for Adolescence 2013). Semi-structured interviews were conducted with 7th and 8th grade Francophone and Anglophone adolescents from three schools in Eastern Ontario who had participated in .

How do deaf signers of LSQ and their teachers construct the meaning of a written text?

Many studies have investigated why learning to read is so problematic for deaf individuals. However, we still know very little about how to teach reading to signing students. In this article, we report on an exploratory qualitative study of deaf LSQ (Langue des signes québécoise) signers learning to read with two teachers, in an effort to better understand what strategies might be most useful in constructing the meaning of a text.

Using Noldus Observer XT for research on deaf signers learning to read: an innovative methodology.

Despite years of research on the reading problems of deaf students, we still do not know how deaf signers who read well actually crack the code of print. How connections are made between sign language and written language is still an open question. In this article, we show how the Noldus Observer XT software can be used to conduct an in-depth analysis of the online behavior of deaf readers.