Arctic entry: Kuskokwim River photogravures

Master's Project (M.F.A.) University of Alaska Fairbanks, 2014I was able to pursue my interest in copperplate photogravure with Dean Todd Sherman’s encouragement and funding from Anderson Ranch Arts Center, the UAF Graduate School, the Journalism Department, and the Art Department. I also appreciate Lothar Osterburg sharing his knowledge with me

Challenges and other feedback: Integrating intercultural learning in the Digital Age

[EN] This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL).  The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange.  Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on students’ anxiety level and communicative competences. Bailey, A.; Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review. 28(1):3-14. https://doi.org/10.4995/eurocall.2020.11982OJS314281Abrams, Z.I. (2002). Surfing to cross-cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals, 35(2), 141- 160. https://doi.org/10.1111/j.1944-9720.2002.tb03151.xAvgousti, M. I. (2018) Intercultural communicative competence and online exchanges: a systematic review. Computer Assisted Language Learning, 31(8), 819853. https://doi.org/10.1080/09588221.2018.1455713Belz, J.A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7 (2), 68-117. http://dx.doi.org/10125/25201Council of Europe (2001), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languagesCouncil of Europe (2018), Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/cefr-companion-volumewith-new-descriptors2018/1680787989Fuchs, C., Hauck, M., & Müller-Hartmann, A. (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82-102. Retrieved from http://llt.msu.edu/issues/october2012/fuchsetal.pdfGalante, A. (2018). Plurilingual or monolingual? A mixed methods study investigating plurilingual instruction in an EAP program at a Canadian university. (Doctoral dissertation) Retrieved from https://tspace.library.utoronto.ca/handle/1807/91806Gläsman, S. (2004). Communication online. Bedfordbury: CILT.Guarda, M. (2013). Negotiating a transcultural place in an English as a lingua franca telecollaboration exchange. (Unpublished PhD thesis). Retrieved from http://paduaresearch.cab.unipd.it/5337/1/guarda_marta_tesi.pdfHelm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. Retrieved from http://llt.msu.edu/issues/june2015/helm.pdfKe, I. C., & Suzuki, T. (2011). Teaching global English with NNS-NNS online communication. Journal of Asia TEFL, 8(2), 169-188. Retrieved from https://waseda.pure.elsevier.com/en/publications/teaching-global-english-with-nns-nnsonline-communicationMüller-Hartmann, A., O'Dowd, R., and colleagues from the EVALUATE team (2017). A training manual on telecollaboration for teacher trainers. Retrieved from https://www.evaluateproject.eu/evlt-data/uploads/2017/09/TrainingManual_EVALUATE.pdfPellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In Warschauer, M. & Kern, R. (dir.). Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press. 59-87. https://doi.org/10.1017/CBO9781139524735.006Schenker, T. (2017). Synchronous telecollaboration for novice language learners: Effects on speaking skills and language learning interests. Alsic, 20(2). https://doi.org/10.4000/alsic.3068Seidlhofer, B. (2005). English as a lingua franca, ELT Journal, 59, 339-41. https://doi.org/10.1093/elt/cci064Tian, J. & Wang, Y. (2010). Taking language learning outside the classroom: Learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4 (3), 181-197. https://doi.org/10.1080/17501229.2010.513443UNICollaboration (n.d.). International Conference: Telecollaboration in University Foreign Language Education. Retrieved from http://unicollaboration.unileon.esWarschauer, M. (1996). Comparing face-to-face and electronic communication in the second language classroom. CALICO Journal, 13(2), 7-26. Retrieved from http://education.uci.edu/uploads/7/2/7/6/72769947/comparing_face-toface_and_electronic_discussion.pdfYamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. Computers & Education, vol. 52(4), 820-833. https://doi.org/10.1016/j.compedu.2008.12.00

“You don’t immediately stick a label on them”: a qualitative study of influences on general practitioners’ recording of anxiety disorders

Objectives: Anxiety is a common condition usually managed in general practice (GP) in the UK. GP patient records can be used for epidemiological studies of anxiety as well as clinical audit and service planning. However it is not clear how General Practitioners (GPs) conceptualise, diagnose and document anxiety in these records. We sought to understand these factors through an interview study with GPs. Setting: United Kingdom (UK) NHS General Practice (England and Wales) Participants: 17 UK GPs Primary and Secondary Outcome Measures: Semi-structured interviews used vignettes to explore the process of diagnosing anxiety in primary care and investigate influences on recording. Interviews were transcribed verbatim and analysed using thematic analysis. Results: GPs chose 12 different codes for recording anxiety in the two vignettes, and reported that history, symptoms and management would be recorded in free text. GPs reported on four themes representing influences on recording of anxiety: “anxiety or a normal response”, “granularity of diagnosis”, “giving patients a label”, and “time as a tool”; and three themes about recording in general: “justifying the choice of code”, “usefulness of coding” and “practice specific pressures”. GPs reported using only a regular selection of codes in patient records to help standardise records within the practice and as a time saving measure. Conclusions: We have identified a coding culture where GPs feel confident recognising anxiety symptoms, however due to clinical uncertainty, a long term perspective and a focus on management they are reluctant to code firm diagnoses in the initial stages. Researchers using GP patient records should be aware that GPs may prefer free text, symptom codes and other general codes rather than firm diagnostic codes for anxiety

Utilization of Molecular Inversion Probes in Malaria Sequencing

While massively parallel sequencing of whole genomes shed light on many previously puzzling genetic questions, the high costs associated with this approach makes its use impractical when large cohorts need to be sequenced at high coverage. Available capture technologies reduces the sequencing costs by enriching template material for the regions of interest. However, these technologies are also prohibitively costly at high sample numbers. Capture methods utilizing molecular inversion probes (MIPs) offer a flexible alternative to enrich template material that multiplex well for thousands of samples and require minimal resources. Here, for our work in malaria, we extend the utility of MIPs, improving the capture length and efficiency. We have also dramatically decreased the capture time from 24-48 h to 1 h. Combined, these improvements allow the potential for rapid and reliable application of MIP captures in research and, importantly, clinical settings

Drug-Resistance and Population Structure of Plasmodium falciparum Across the Democratic Republic of Congo Using High-Throughput Molecular Inversion Probes

A better understanding of the drivers of the spread of malaria parasites and drug resistance across space and time is needed. These drivers can be elucidated using genetic tools. Here, a novel molecular inversion probe (MIP) panel targeting all major drug-resistance mutations and a set of microsatellites was used to genotype Plasmodium falciparum infections of 552 children from the 2013-2014 Demographic and Health Survey conducted in the Democratic Republic of the Congo (DRC). Microsatellite-based analysis of population structure suggests that parasites within the DRC form a homogeneous population. In contrast, sulfadoxine-resistance markers in dihydropteroate synthase show marked spatial structure with ongoing spread of double and triple mutants compared with 2007. These findings suggest that parasites in the DRC remain panmictic despite rapidly spreading antimalarial-resistance mutations. Moreover, highly multiplexed targeted sequencing using MIPs emerges as a cost-effective method for elucidating pathogen genetics in complex infections in large cohorts

Mesangial IgA1 in IgA nephropathy exhibits aberrant O-glycosylation: Observations in three patients

Mesangial IgA1 in IgA nephropathy exhibits aberrant O-glycosylation: Observations in three patients.BackgroundIn IgA nephropathy (IgAN), circulating IgA1 molecules display an abnormal pattern of O-glycosylation. This abnormality may potentially contribute to mesangial IgA1 deposition, but this is unproven because the O-glycosylation of mesangial IgA1 has not been analyzed.MethodsIgA1 was eluted from glomeruli isolated from the kidneys of three IgAN patients obtained after nephrectomy or at postmortem. Serum from these patients, other patients with IgAN, and controls was subjected to the same treatment as the glomerular eluates. The O-glycosylation of eluted and serum IgA1 was measured by lectin binding using an enzyme-linked immunosorbent assay-based system.ResultsIn all three cases, the lectin binding of IgA1 eluted from the glomeruli of IgAN patients was markedly higher than that of the serum IgA1 of the same individual, and also all but one of a series of serum IgA1 samples from other patients and controls.ConclusionsThe higher lectin binding of glomerular compared with serum IgA1 suggests that O-glycosylated IgA1 molecules abnormally and selectively deposit in the kidney. These results provide the first evidence that mesangial IgA1 is abnormally O-glycosylated, and support a direct role for abnormal IgA1 O-glycosylation in the mechanism of mesangial IgA deposition in IgAN

Prevalence of Cardiovascular Disease and Rate of Major Adverse Cardiovascular Events in Severe Alpha-1 Antitrypsin Deficiency COPD

Aim: Alpha-1 antitrypsin deficiency is an autosomal co-dominant condition that predisposes individuals to early-onset emphysema. As with COPD, AATD-COPD is associated with pulmonary exacerbations, which impacts on overall mortality and quality of life. Though there is evidence that COPD is associated with a higher prevalence of cardiovascular disease and major adverse cardiovascular events (MACE), it is unclear if this is true for patients with AATD-COPD.Methods: Prevalence of cardiovascular disease was determined in two separate severe AATD cohorts: AlphaNet, USA and the Birmingham AATD registry, UK. All patients had preexisting lung disease. Cardiovascular disease was defined as presence of any of the following: heart failure, ischaemic heart disease, atrial fibrillation, stroke, and myocardial infarction. A Cox proportional hazards model was used to assess the impact of prior cardiovascular disease and frequent exacerbator phenotype on risk of future MACE.Results: Out of 3493 patients with severe AATD, 14.7% had prior cardiovascular disease, including stroke (2.3%), myocardial infarction (2.2%), and heart failure (2.5%). Frequent exacerbators were more likely to have preexisting cardiovascular disease compared with those with one or no exacerbations in the preceding year (63% vs 44.8%, p = 0.001). There was increased risk of future MACE in frequent exacerbators (HR 1.85, 95% CI 1.24 to 2.75), former and current smokers (HR 1.80, 95% CI 1.07 to 3.02, p = 0.026, and HR 4.04, 95% CI 1.44 to 11.32, p = 0.008, respectively), and those with prior cardiovascular disease (HR 3.81, 95% CI 2.60 to 5.58, p < 0.001).Conclusion: In severe AATD-COPD, MACE are associated with an increased exacerbation frequency, previous cardiovascular disease, and a history of smoking

The Iowa Homemaker vol.2, no.9

Table of Contents The Giving of the Gift by Alice Dodge, page 1 Christmas Dinner Done in Reds and Greens by N. Beth Bailey, page 2 Where Does Christmas Come From by Gertrude Murray, page 3 Iowa State Welcomes New Dean of Home Economics by Eleanor Murray and Helen Hamilton, page 4 Basketry – A Modernized Ancient Art by Juanita Beard and Gladys McVay, page 4 From “H. Ec.” to Geisha Girls and Russian Refugees by Jeanette Beyer, page 6 If You Make Your Own by Iva L. Brandt, page 7 Who’s There and Where by Jeanette Beyer, page 8 Make Your Kitchen Attractive by Ethel Huebner, page 1