The accidental ingestion of slugs, intermediate hosts to the Angiostrongylus cantonensis parasite, is the most common cause of rat lungworm disease (RLWD) found in humans in Hawaii. This disease has high morbidity and can be complicated to diagnose and treat. With these considerations, efforts in prevention of the initial infection are of high priority. Management of the slug and snail population in food crops is a primary focus to reduce contamination of produce with the rat lungworm (RLW) parasite. The purpose of this study was to prevent RLW crop contamination by preventing the intermediate slug hosts from infesting produce. Our studies showed that an electrified metal tape was a very effective barrier first in the laboratory and then in a garden/farm setting. The intervention is simple to install and maintain and with monitoring for occasional barrier breaches should be able to significantly reduce slug invasion. An integrated pest management program will benefit from the addition of this barrier method to prevent slug carriers of RLWD from infesting produce.
Developing academic literacy skills in Classical Arabic (L1), Hebrew (L2) and English (FL) among 10th-grade Bedouin students in Southern Israel is of central importance, in light of the country's policies regarding trilingual education for this sector. This paper presents the findings of research which examined the impact of a teaching model where identical strategies of reading comprehension and writing skills are taught simultaneously by the Arabic, Hebrew and English teachers in order to promote academic mastery in all three languages. The method is based on the theoretical connection between languages relating to literacy and the potential of transfer of strategies between languages, as put forth by Cummins, McLaughlin and Kecses & Papp. It is also based on the perception that the trilingual learning environment is dynamic and allows cross-linguistic interactions. The results show that the programme has significantly contributed to improving the overall level of achievement by the students in all three languages by an average of 15.32% in Arabic, 6.95% in Hebrew and 10.36% in English. The results also point to an improvement in the specific skills tested in the areas of reading comprehension and composition writing in all three languages.
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