Rationale for reading fluconazole MICs at 24 hours rather than 48 hours when testing Candida spp. by the CLSI M27-A2 standard method.

We investigated if CLSI M27-A2 Candida species breakpoints for fluconazole MIC are valid when read at 24 h. Analysis of a data set showed good correlation between 48- and 24-h MICs, as well as similar outcomes and pharmacodynamic efficacy parameters, except for isolates in the susceptible dose-dependent category, such as Candida glabrata.

Wieczna kobiecość i emancypacja kobiet: obraz kobiecości w twórczości Karoliny Světlej

To nie przypadek, że wyrażenie „wieczna kobiecość" ukute przez Goethego zbiega się w czasie z pierwszymi zachodnimi próbami emancypacji kobiet. W chwili, kiedy model kobiety istniejącej tylko w zależności od mężczyzny zaczyna być kwestionowany, kategoria wiecznej kobiecości pozwala ponownie potwierdzić ten model, wypełniając go pozytywnymi wartościami. Naturą kobiety jest być uległą i oddaną, a te cechy sprawiają, że kobieta jest depozytariuszem wszelkiej potencjalnej zbawczej łaski. Tak w Fauście Goethego, przypada Małgorzacie, dziewczynie naiwniej, niewinnej, niewykształconej i bez własnej woli, wykupić Fausta siłą swojej miłości. Wszystko dzieje się tak, jakby pozytywna kodyfikacja właściwości kobiet dzięki kategorii wiecznej kobiecości służyła tylko lepszemu ukryciu rzeczywistości ich ucisku; feministki jednak nie dają się zwieść: ideały popierane przez kategorię wiecznej kobiecości są a priori niezgodne z emancypacją kobiet. Karolina Světlá, jedna z najważniejszych postaci w walce o zrównanie praw między mężczyznami i kobietami w Czechach w XIX wieku, wykorzystywała przecież intensywnie w swojej literackiej twórczości ten model kobiety, która poświęca się dla kochanego mężczyzny i tym samym udaje się jej go "podciągnąć do góry" ("hinan zu ziehen", Goethe) oraz dać mu dostęp do "nieskończoności", "nieśmiertelności" i "wieczności". Czy jej teoretyczne pisma i jej działalność na rzecz emancypacji kobiet zaprzeczałyby jej tekstom literackim, na pierwszy rzut oka tak konwencjonalnym? W tym wykładzie podejmuję próbę odpowiedzi na to pytanie uważną lekturą jednego z jej najbardziej faustowskich opowiadań, mianowice "Czarna dziewanna".

Language context modulates reading route: an electrical neuroimaging study.

INTRODUCTION The orthographic depth hypothesis (Katz and Feldman, 1983) posits that different reading routes are engaged depending on the type of grapheme/phoneme correspondence of the language being read. Shallow orthographies with consistent grapheme/phoneme correspondences favor encoding via non-lexical pathways, where each grapheme is sequentially mapped to its corresponding phoneme. In contrast, deep orthographies with inconsistent grapheme/phoneme correspondences favor lexical pathways, where phonemes are retrieved from specialized memory structures. This hypothesis, however, lacks compelling empirical support. The aim of the present study was to investigate the impact of orthographic depth on reading route selection using a within-subject design. METHOD We presented the same pseudowords (PWs) to highly proficient bilinguals and manipulated the orthographic depth of PW reading by embedding them among two separated German or French language contexts, implicating respectively, shallow or deep orthography. High density electroencephalography was recorded during the task. RESULTS The topography of the ERPs to identical PWs differed 300-360 ms post-stimulus onset when the PWs were read in different orthographic depth context, indicating distinct brain networks engaged in reading during this time window. The brain sources underlying these topographic effects were located within left inferior frontal (German > French), parietal (French > German) and cingular areas (German > French). CONCLUSION Reading in a shallow context favors non-lexical pathways, reflected in a stronger engagement of frontal phonological areas in the shallow versus the deep orthographic context. In contrast, reading PW in a deep orthographic context recruits less routine non-lexical pathways, reflected in a stronger engagement of visuo-attentional parietal areas in the deep versus shallow orthographic context. These collective results support a modulation of reading route by orthographic depth.

Impacts of a word-picture training on reading in youth with mixed intellectual disabilities. A waiting-list control group comparison

Individuals with intellectual disabilities (ID) often struggle with learning how to read. Reading difficulties seem to be the most common secondary condition of ID. Only one in five children with mild or moderate ID achieves even minimal literacy skills. However, literacy education for children and adolescents with ID has been largely overlooked by researchers and educators. While there is little research on reading of children with ID, many training studies have been conducted with other populations with reading difficulties. The most common approach of acquiring literacy skills consists of sophisticated programs that train phonological skills and auditory perception. Only few studies investigated the influence of implicit learning on literacy skills. Implicit learning processes seem to be largely independent of age and IQ. Children are sensitive to the statistics of their learning environment. By frequent word reading they acquire implicit knowledge about the frequency of single letters and letter patterns in written words. Additionally, semantic connections not only improve the word understanding, but also facilitate storage of words in memory. Advances in communication technology have introduced new possibilities for remediating literacy skills. Computers can provide training material in attractive ways, for example through animations and immediate feedback .These opportunities can scaffold and support attention processes central to learning. Thus, the aim of this intervention study was to develop and implement a computer based word-picture training, which is based on statistical and semantic learning, and to examine the training effects on reading, spelling and attention in children and adolescents (9-16 years) diagnosed with mental retardation (general IQ  74). Fifty children participated in four to five weekly training sessions of 15-20 minutes over 4 weeks, and completed assessments of attention, reading, spelling, short-term memory and fluid intelligence before and after training. After a first assessment (T1), the entire sample was divided in a training group (group A) and a waiting control group (group B). After 4 weeks of training with group A, a second assessment (T2) was administered with both training groups. Afterwards, group B was trained for 4 weeks, before a last assessment (T3) was carried out in both groups. Overall, the results showed that the word-picture training led to substantial gains on word decoding and attention for both training groups. These effects were preserved six weeks later (group A). There was also a clear tendency of improvement in spelling after training for both groups, although the effect did not reach significance. These findings highlight the fact that an implicit statistical learning training in a playful way by motivating computer programs can not only promote reading development, but also attention in children with intellectual disabilities.

The Beach in Anglophone Literatures and Cultures: Reading Littoral Space

From early colonial encounters to the ecological disasters of the twenty-first century, the performativity of contact has been a crucial element in the political significance of the beach. Conceptualising the beach as a creative trope and as a socio-cultural site, as well as an aesthetically productive topography, this collection examines its multiplicity of meanings and functions as a natural environment engendering both desire and fear in the human imagination from the Victorian period to the present. The contributors examine literature, film, and art, in addition to moments of encounter and environmental crisis, to highlight the beach as a social space inspiring particular codes of behaviour and specific discourses, as a geographical frontier between land and water, as an historical site of contact and conflict, and as a vacationscape promising regeneration and withdrawal from everyday life. The diversity of the beach is reflected in the geographical range, with essays on locales and texts from Britain, Ireland, the Caribbean, South Africa, the United States, Polynesia, and New Zealand. Focusing on the changed function of the beach as a result of processes of industrialisation and the rise of a modern leisure and health culture, this interdisciplinary volume theorises the beach as a demarcater of the precarious boundary between land and the sea, as well as between nature and culture.

Just Reading? How Gender-Fair Language Triggers Readers' Use of Gender-Fair Forms

Gender-fair language, that is, referring to men and women with symmetrical linguistic forms, has been found to promote gender equality, but it is largely unknown which factors help make gender-fair forms more common in everyday life. Two studies examined whether speakers of German used more gender-fair forms after reading a text with gender-fair wording (vs. masculine generics vs. no personal nouns vs. another topic). Both studies showed consistently that women used more gender-fair forms after reading the gender-fair text than the other texts, whereas men did not. Men employed more gender-fair forms only after being made aware of these forms (Study 2). To conclude, merely reading gender-fair texts enhances women’s inclination to use gender-fair language, whereas men need to be made aware of this type of language use. Both studies highlight the importance of using gender-fair language frequently and consistently in everyday life.