University of Warwick

About: University of Warwick is a education organization based out in Coventry, Warwickshire, United Kingdom. It is known for research contribution in the topics: Population & Context (language use). The organization has 26212 authors who have published 77127 publications receiving 2666552 citations. The organization is also known as: Warwick University & The University of Warwick.

Ecological Genomics of Marine Picocyanobacteria

Abstract: Marine picocyanobacteria of the genera Prochlorococcus and Synechococcus numerically dominate the picophytoplankton of the world ocean, making a key contribution to global primary production. Prochlorococcus was isolated around 20 years ago and is probably the most abundant photosynthetic organism on Earth. The genus comprises specific ecotypes which are phylogenetically distinct and differ markedly in their photophysiology, allowing growth over a broad range of light and nutrient conditions within the 45 degrees N to 40 degrees S latitudinal belt that they occupy. Synechococcus and Prochlorococcus are closely related, together forming a discrete picophytoplankton clade, but are distinguishable by their possession of dissimilar light-harvesting apparatuses and differences in cell size and elemental composition. Synechococcus strains have a ubiquitous oceanic distribution compared to that of Prochlorococcus strains and are characterized by phylogenetically discrete lineages with a wide range of pigmentation. In this review, we put our current knowledge of marine picocyanobacterial genomics into an environmental context and present previously unpublished genomic information arising from extensive genomic comparisons in order to provide insights into the adaptations of these marine microbes to their environment and how they are reflected at the genomic level.

Enterotypes in the landscape of gut microbial community composition

Abstract: Population stratification is a useful approach for a better understanding of complex biological problems in human health and wellbeing. The proposal that such stratification applies to the human gut microbiome, in the form of distinct community composition types termed enterotypes, has been met with both excitement and controversy. In view of accumulated data and re-analyses since the original work, we revisit the concept of enterotypes, discuss different methods of dividing up the landscape of possible microbiome configurations, and put these concepts into functional, ecological and medical contexts. As enterotypes are of use in describing the gut microbial community landscape and may become relevant in clinical practice, we aim to reconcile differing views and encourage a balanced application of the concept.

Educational psychology and the effectiveness of inclusive education/mainstreaming.

Abstract: Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. Samples. The review covers a range of SEN and children from pre-school to the end of compulsory education. Method. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001-2005 (N = 1373): journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, journal of Learning Disabilities, Remedial and Special Education, British journal of Special Education, European journal of Special Needs Education, and the International journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non-comparative qualitative studies including non-experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non-comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Conclusions. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's education.