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Released from prison for a crime he didn't commit, an ex-con targets the same bank he was sent away for robbing.

Aim  Our scientific understanding of the extent and distribution of mangrove forests of the world is inadequate. The available global mangrove databases, compiled using disparate geospatial data sources and national statistics, need to be improved. Here, we mapped the status and distributions of global mangroves using recently available Global Land Survey (GLS) data and the Landsat archive. Methods  We interpreted approximately 1000 Landsat scenes using hybrid supervised and unsupervised digital image classification techniques. Each image was normalized for variation in solar angle and earth–sun distance by converting the digital number values to the top‐of‐the‐atmosphere reflectance. Ground truth data and existing maps and databases were used to select training samples and also for iterative labelling. Results were validated using existing GIS data and the published literature to map ‘true mangroves’. Results  The total area of mangroves in the year 2000 was 137,760 km2 in 118 countries and territories in the tropical and subtropical regions of the world. Approximately 75% of world's mangroves are found in just 15 countries, and only 6.9% are protected under the existing protected areas network (IUCN I‐IV). Our study confirms earlier findings that the biogeographic distribution of mangroves is generally confined to the tropical and subtropical regions and the largest percentage of mangroves is found between 5° N and 5° S latitude. Main conclusions  We report that the remaining area of mangrove forest in the world is less than previously thought. Our estimate is 12.3% smaller than the most recent estimate by the Food and Agriculture Organization (FAO) of the United Nations. We present the most comprehensive, globally consistent and highest resolution (30 m) global mangrove database ever created. We developed and used better mapping techniques and data sources and mapped mangroves with better spatial and thematic details than previous studies.

The interaction of gradual climate trends and extreme weather events since the turn of the century has triggered complex and, in some cases, catastrophic ecological responses around the world. We illustrate this using Australian examples within a press–pulse framework. Despite the Australian biota being adapted to high natural climate variability, recent combinations of climatic presses and pulses have led to population collapses, loss of relictual communities and shifts into novel ecosystems. These changes have been sudden and unpredictable, and may represent permanent transitions to new ecosystem states without adaptive management interventions. The press–pulse framework helps illuminate biological responses to climate change, grounds debate about suitable management interventions and highlights possible consequences of (non-) intervention.

The Gulf of Carpentaria and Torres Strait in north‐eastern Australia support globally significant seagrass ecosystems that underpin fishing and cultural heritage of the region. Reliable data on seagrass distribution are critical to understanding how these ecosystems are changing, while managing for resilience. Spatial data on seagrass have been collected since the early 1980s, but the early data were poorly curated. Some was not publicly available, and some already lost. We validated and synthesized historical seagrass spatial data to create a publicly available database. We include a site layer of 48,612 geolocated data points including information on seagrass presence/absence, sediment, collection date, and data custodian. We include a polygon layer with 641 individual seagrass meadows. Thirteen seagrass species are identified in depths ranging from intertidal to 38 m below mean sea level. Our synthesis includes scientific survey data from 1983 to 2022 and provides an important evidence base for marine resource management.

Background and AimsUltrasound-guided regional anaesthesia requires needling expertise to minimise the risk of nerve damage – the needle tip should be neither too far from the nerve nor within the nerve, but in the “near-nerve” zone. Whilst block phantoms exist to allow trainees to learn this skill without putting patients at risk, generally they do not provide feedback as to needle tip position relative to the nerve – the trainee may think they are visualising the tip but actually it may be somewhere else.MethodsADAMgel (Aqueous Dietary fibre Antifreeze Mix gel, a tissue-simulating ultrasound medium [1]) was used to form a tubular coating (representing the near-nerve zone) around a copper rod (the nerve), then wrapped in an insulating layer. This was embedded in more ADAMgel, along with a fluid-filled balloon to simulate a blood vessel. A latex sheet formed the skin. Electrodes connected to the ADAMgel layers, the copper nerve, and the needle tip were fed to an Arduino programmable microcontroller, which was connected to a liquid-crystal display (LCD) (Figure 1). C++ code uploaded to the Arduino allowed it to detect change in resistance as the needle tip advanced through the layers.Abstract B50 Figure 1ResultsWhen a needle with conducting tip was advanced through the ADAMgel towards the nerve, the LCD indicated whether the distance from the nerve was >10mm,≤10mm, or touching the nerve (Figure 2).Abstract B50 Figure 2ConclusionsA prototype block phantom with needle-position feedback was created. With further refinement, for example reducing the near-nerve zone to 3mm, this offers the potential to improve needling technique training.

This study examines relationships between adverse childhood experiences (ACEs) and adolescent health indicators among a sample of 8th, 9th, and 11th graders participating in the 2016 Minnesota Student Survey. Logistic regression was used to determine whether 10 types of ACEs were associated with health indicators that may link to health in adulthood, including self-rated health, body mass index (BMI), sleep duration, and dietary and physical activity participation after adjustment for demographic covariates. Individual and cumulative ACEs measures were significantly associated with adverse health indicators, including poorer self-rated health, increased odds of BMI ≥85% and frequent fast food intake, and reduced odds of adequate sleep duration, daily fruit intake, and physical activity participation on most days of the week. Findings advocate screening for ACEs as a means to inform anticipatory guidance strategies and to support development of care models that are relevant and responsive to youth and family needs.

Rationale Global tobacco-related mortality dwarfs that of all other drugs. Nicotine is believed to be the primary agent responsible for tobacco use and addiction. However, nicotine is a relatively weak and inconsistent reinforcer in nonhumans and nicotine reinforcement has not been demonstrated in never-smokers. Objectives This study investigated the discriminative, subjective, and reinforcing effects of nicotine in never-smokers. Methods Eighteen never-smokers (<50 lifetime nicotine exposures) participated in a double-blind study. During a drug discrimination phase, volunteers ingested oral nicotine and placebo capsules (quasi-random order) at least 2 h apart and rated subjective effects repeatedly for 2 h after ingestion in daily sessions. Blocks of 10 sessions were continued until significant discrimination was achieved ( p  ≤ 0.05, binomial test; ≥8 of 10). Following discrimination, nicotine choice was tested by having volunteers choose which capsule set to ingest on each daily session. Successive blocks of 10 sessions were conducted until choice for nicotine or placebo met significance within each volunteer (≥8 of 10 sessions). Results All 18 volunteers significantly discriminated nicotine from placebo; the lowest dose discriminated ranged from 1.0 to 4.0 mg/70 kg. Nine volunteers significantly chose nicotine (choosers) and nine significantly chose placebo (nicotine avoiders). The choosers reported predominately positive nicotine subjective effects (e.g., alert/attentive, good effects, liking), while avoiders tended to report negative effects (e.g., dizzy, upset stomach, disliking). Both choosers and avoiders attributed their choice to the qualitative nature of drug effects. Conclusions These results provide the first evidence that nicotine can function as a reinforcer in some never-smokers.

Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences offered to children in 20 first-grade classrooms selected from very low- and very high-SES school districts. Each classroom was visited for four full days over the course of a school year. On each visit, data were collected about the types of texts on classroom walls and other surfaces, in the classroom library, and in classroom written language activities. Results show a scarcity of informational texts in these classroom print environments and activities--there were relatively few informational texts included in classroom libraries, little informational text on classroom walls and other surfaces, and a mean of only 3.6 minutes per day spent with informational texts during classroom written language activities. This scarcity was particularly acute for children in the low-SES school districts, where informational texts comprised a much smaller proportion of already-smaller classroom libraries, where informational texts were even less likely to be found on classroom walls and other surfaces, and where the mean time per day spent with informational texts was 1.9 minutes, with half the low-SES classrooms spending no time at all with informational texts during any of the four days each was observed. Strategies for increasing attention to informational texts in the early grades are presented/// [Spanish] Si bien, desde hace algún tiempo, los investigadores han mostrado la necesidad de prestar mayor atención a los textos informativos en los grados iniciales, se dispone de pocos datos acerca del grado en el que efectivamente se incorporan textos informativos en las aulas de grados iniciales y de la forma en que son utilizados. Este estudio proporciona información básica, descriptiva acerca de experiencias con textos informativos llevadas a cabo con niños de 20 aulas de primer grado seleccionadas de distritos escolares de nivel socio-económico (NSE) muy bajo y muy alto. Se visitó cada aula durante cuatro días completos en el curso del año escolar. En cada visita se recogieron datos sobre los tipos de textos que aparecían en las paredes del aula y otras superficies, en la biblioteca del aula y en las actividades de lenguaje escrito. Los resultados muestran una escasez de textos informativos en las escrituras del medio y en las actividades; había pocos textos informativos en las bibliotecas de las aulas, pocos textos informativos en las paredes del aula y otras superficies y una media de sólo 3.6 minutos por día dedicados a textos informativos durante las actividades con el lenguaje escrito. Esta escasez fue particularmente aguda en el caso de los distritos escolares de bajo NSE, en los cuales los textos informativos constituían una pequeña proporción en las ya pequeñas bibliotecas de las aulas. Asimismo, era poco probable encontrar textos informativos en las paredes de las aulas y otras superficies, el tiempo promedio por día dedicado a textos informativos fue de 1.9 minutos y en la mitad de las aulas de bajo NSE no se trabajó en ningún momento con textos informativos durante los cuatro días de observación. Se presentan estrategias para desarrollar la atención hacia los textos informativos en los grados iniciales. /// [German] Obgleich die Wissenschaftler seit einiger Zeit fordern, den informativen Texten größere Beachtung in Anfangsklassen zu widmen, sind nur wenige Daten über das Ausmaß verfügbar, in welchem informative Texte tatsächlich in Anfangsklassen integriert werden und auf welche Weise dies geschieht. Diese Studie liefert gründlich dargelegte Erkenntnisse über die Verwertung informativer Texterfahrungen, die Kinder der ersten Klasse in 20 ausgesuchten Klassenräumen von sehr niedrigen bis zu sehr hohen sozial-ökonomischen [SES=Socio-Economic Status] Schulbezirken machten. Jeder Klassenraum wurde für einen vollen Tag an insgesamt vier Tagen im Verlauf eines Schuljahres besucht. Bei jedem Besuch wurden Daten über die Art der Texte an Klassenraumwänden und anderen Aushangflächen, in der Klassenraumbücherei und bei schriftlichen Klassenraumaktivitäten gesammelt. Die Resultate zeigen einen Mangel an informativen Texten in dieser für Gedrucktes und ähnlicher Aktivitäten vorgesehenen Klassenraumumgebung--es fanden sich relativ wenige informative Texte einschließlich der Klassenraumbücherei, wenig informativer Text an Klassenraumwänden und anderen Flächen, und während der Sprachaktivitäten im Durchschnitt nur 3.6 mit informativen Texten verbrachte Minuten pro Tag. Diese Einschränkung war besonders bei Kindern im unteren SES-Schulbezirk akut, wo informative Texte einen noch weit geringeren Anteil bilden, bei ohnehin kleineren Klassenraumbibliotheken, wobei solche informativen Texte weit weniger an Klassenraumwänden oder anderen Flächen zu finden waren und wo im Tagesdurchschnitt 1.9 Minuten mit informativen Texten verbracht wurden, wobei die Hälfte der niedrigen SES-Klassenräume überhaupt keine Zeit an nicht einem einzigen der vier observierten Tage mit informativen Texten verbrachten. Strategien für eine gesteigerte Bedeutung hin zu informativen Texten in den Anfangsklassen werden dargelegt. /// [French] Bien que les chercheurs aient proposé depuis un certain temps quelon fasse d'avantage attention aux textes informatifs pendant les premiéres années d'école, on dispose de peu de données relatives à la place qui est faite aujourd'hui aux textes informatifs dans les premières classes et à la façon dont on les utilise cette recherche allorte une information descriptive de base sur l'expérience des textes informatifs qui est offerte a des enfants de 20 classes de 1$^{\\underline{\\text{a}}}$année issues de circonscriptions très favorisées et très défavorisées. On a visité chaque classe pendant une journée entière à quatre reprises au cours d'une année scolaire. A chaque visite, on a recueilli des données relatives aux types de texte se trouvant sur les murs de la classe ou d'autres supports, a la bibliothèque de la classe, et dans les activités de langue écrite de la classe. Les résultats montrent la rareté des textes informatifs dans l'environnement écrit de ces classes et dans leurs activitésily a il y a relativement peu de textes informatifs sur les murs de la classe ou les autres supports, et une moyenne de 3.6 minutes par jour où des textes informatifs sont utilisés au cours d'activités d'ecrit. Cette rareté est particulièrement criarde pour les enfants des circonscriptions de milieu défavorisé, où les textes informatifs sont en pourcentage encore beaucoup plus petit dans bibliothèques déja plus petites, où la probabilité de trouver des textes informatifs sur les murs de la classes ou sur d'autres supports est encore plus petite, et où le temps moyen consacré chaque jour à des textes informatifs tombe a 1.9 minutes, tandis que la moitié de ces classes de milieu défavorisé n'utilisent pas du tout de textes informatifs pendant les quatre jours où elles ont été observées. Nous présentons des stratégies afin que l'on accorde plus d'attention aux textes informatifs.

RationaleIn order to understand mechanisms underlying tolerance and dependence following chronic benzodiazepine treatments, quantitative and reproducible behavioral models of these phenomena are required.ObjectivesThis research evaluated the ability of chronic treatment with a commonly prescribed benzodiazepine, alprazolam, to induce tolerance to sedative effects and physical dependence using a novel set of behavioral measurements in rhesus monkeys.MethodsFour female rhesus monkeys (Macaca mulatta) were implanted with chronic intravenous catheters and administered i.v. alprazolam (1.0 mg/kg every 4 h, 38 days total). Quantitative observation measures were obtained during the 38 days of treatment. Acute administration of the benzodiazepine receptor antagonist flumazenil (0.1, 0.3 mg/kg, i.v.) was given to assess precipitated withdrawal. On day 39, saline was substituted for alprazolam and withdrawal signs were assessed for 7 days.ResultsMaximal sedation (“deep sedation”) was evident on day 1 but was not significantly different from baseline levels by day 4 and was absent for the remainder of the 38 days of treatment. A milder form of sedation, “rest/sleep posture,” emerged by day 3 and did not decline over 38 days. Cessation of alprazolam treatment resulted in significant withdrawal signs (nose rub, vomit, procumbent posture, tremor/jerk, rigid posture) that dissipated by day 3. These signs also were observed with flumazenil (0.3 mg/kg).ConclusionsChronic alprazolam treatment resulted in rapid tolerance to some behaviors (e.g., deep sedation) but no tolerance to others (e.g., rest/sleep posture). Physical dependence was observed via both spontaneous and precipitated withdrawal. Based on previous research, these phenomena may reflect differential plasticity at GABAA receptor subtypes.