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Abstract Coral bleaching events from thermal stress are increasing globally in duration, frequency, and intensity. While bleaching can cause mortality, some corals survive, reacquire symbionts, and recover. We experimentally bleachedMontipora capitatato examine molecular and physiological differences between corals that recover (resilient) and those that die (susceptible). Corals were collected and monitored for eight months post-bleaching to identify genets with long-term resilience. Using an integrated systems-biology approach that included quantitative proteomics, 16S rRNA sequencing to characterize the coral microbiome, total coral lipids, symbiont community composition and density, we explored molecular-level mechanisms of tolerance in corals pre- and post-bleaching. Prior to thermal stress, resilient corals have a more diverse microbiome and abundant proteins essential for carbon acquisition, symbiont retention, and pathogen resistance. Protein signatures of susceptible corals showed early symbiont rejection and utilized urea for carbon and nitrogen. Our results reveal molecular factors for surviving bleaching events and identify diagnostic protein biomarkers for reef management and restoration. 

Integrated computing curricula combine learning objectives in computing with those in another discipline, like literacy, math, or science, to give all students experience with computing, typically before they must decide whether to take standalone CS courses. One goal of integrated computing curricula is to provide an accessible path to an introductory computing course by introducing computing concepts and practices in required courses. This study analyzed integrated computing curricula to determine which CS practices and concepts are taught, how extensively the curricula are taught, and, by extension, how they might prepare students for later computing courses. The authors conducted a content analysis to examine primary and lower secondary (i.e., K-8) curricula that are taught in non-CS classrooms, have explicit CS learning objectives (i.e., CS+X), and that took 5+ hours to complete. Lesson plans, descriptions, and resources were scored based on frameworks developed from the K-12 CS Framework, including programming concepts, non-programming CS concepts, and CS practices. The results found that curricula most extensively taught introductory concepts and practices, such as sequences, and rarely taught more advanced content, such as conditionals. Students who engage with most of these curricula would have no experience working with fundamental concepts, like variables, operators, data collection or storage, or abstraction in the context of a program. While this focus might be appropriate for integrated curricula, it has implications for the prior knowledge that students should be expected to have when starting standalone computing courses. 

The current study evaluated the potential enhancement of lauric acid (LA) in black soldier fly, Hermetia illucens, (L.) (Diptera: Stratiomyidae) larvae (BSFL), a source of this short-chain fatty acid which has antimicrobial and immunostimulatory properties. Replicate groups of BSFL were reared on either the coconut or Gainesville diet for 7 days. After the rearing period, BSFL were harvested, purged, dried, and subjected to proximate, fatty acid and amino acid compositions, and pepsin digestibility analyses. Results demonstrate changes in proximate composition. BSFL reared on the coconut had significantly (P = 0.002) higher lipid content (47.3% vs. 25.2%) on a dry-matter basis. The LA concentration in BSFL produced on the coconut was 31% greater than those reared on Gainesville, resulting in almost 150% more LA. Furthermore, BSFL-fed coconut had reduced crude protein (29.7% of dry weight) and ash (3.7% of dry weight) relative to those fed Gainesville (43.4% and 7.5% for crude protein and ash, respectively) but higher pepsin digestibility (91.0% vs. 87.0%). The relative amounts of various amino acids in the 2 BSFL meals did not differ extensively, with statistically lower concentrations of only phenylalanine and tryptophan and higher concentrations of alanine, arginine, isoleucine, leucine, and serine in BSFL reared on coconut. Results demonstrate that the nutritional composition of BSFL can be manipulated, and an enhancement of LA concentrations of 150% was achieved with coconut, which has value for BSFL as a feed for various livestock, including aquaculture. Lower protein content is a tradeoff in terms of BSFL value as a feed additive. 

Designing materials to have three unique but predictable thermal expansion axes represents a major challenge. Inorganic materials and hybrid frameworks tend to crystallize in high-symmetry space groups, which necessarily limits this by affording isotropic behavior. On the other hand, molecular organic materials tend to crystallize in lower-symmetry space groups, offering significant opportunity to achieve anisotropic properties. The challenge arises in self-assembling the organic components into a predictable arrangement to afford predictable thermal expansion properties. Here, we demonstrate a design strategy for engineering organic solid-state materials that exhibit anisotropic thermomechanical behaviors. Presented are a series of multicomponent solids wherein one component features a BODPIY core strategically decorated with orthogonal hydrogen- and halogen-bond donor groups. A series of size-matched halogen-bond acceptors are used as the second component in each solid. By matching the molecular dimensions with the interaction strength, we obtained good control over the anisotropic thermal expansion of the molecular materials. Moreover, using shape-size mimicry and propensity for molecular motion, a rare ternary molecular system that is isostructural to the two binary solids was successfully achieved. The diiodo-functionalized BODIPY core in this study has been previously used in photocatalysts, and halogen bonding was hypothesized as a driving force; here, we provide corroborating solution and solid-state evidence of intermolecular halogen bonding in multicomponent solids featuring a 2,6-diiodo BODIPY. 

In May and June of 2021, marine microbial samples were collected for DNA sequencing in East Sound, WA, USA every 4 hours for 22 days. This high temporal resolution sampling effort captured the last 3 days of aRhizosoleniasp. bloom, the initiation and complete bloom cycle ofChaetoceros socialis(8 days), and the following bacterial bloom (2 days). Metagenomes were completed on the time series, and the dataset includes 128 size-fractionated microbial samples (0.22–1.2 µm), providing gene abundances for the dominant members of bacteria, archaea, and viruses. This dataset also has time-matched nutrient analyses, flow cytometry data, and physical parameters of the environment at a single point of sampling within a coastal ecosystem that experiences regular bloom events, facilitating a range of modeling efforts that can be leveraged to understand microbial community structure and their influences on the growth, maintenance, and senescence of phytoplankton blooms. 

Evidence-based strategies suggest ways to reduce the gender gap in computing. For example, elective classes are valuable in enabling students to choose in which directions to expand their computing knowledge in areas aligned with their interests. The availability of electives of interest may also make computing programs of study more meaningful to women. However, research on which elective computing topics are more appealing to women is often class or institution specific. In this study, we investigate differences in en- rollment within undergraduate-level elective classes in computing to study differences between women and men. The study combined data from nine institutions from both Western Europe and North America and included 272 different classes with 49,710 student enrollments. These classes were encoded using ACM curriculum guidelines and combined with the enrollment data to build a hier- archical statistical model of factors affecting student choice. Our model shows which elective topics are less popular with all students (including fundamentals of programming languages and parallel and distributed computing), and which elective topics are more pop- ular with women students (including mathematical and statistical foundations, human computer interaction and society, ethics, and professionalism). Understanding which classes appeal to different students can help departments gain insight of student choices and develop programs accordingly. Additionally, these choices can also help departments explore whether some students are less likely to choose certain classes than others, indicating potential barriers to participation in computing.