Microblogging on Twitter: Social networking in intermediate Italian classes

Second language acquisition (SLA) research has explored the significance of computer-mediated communication (CMC) in educational models for second language (L2) pedagogy. Recently, the proliferation of Web 2.0 technologies has become the focus of many teachers and researchers who study the impact of Web 2.0 innovations on L2 teaching and learning. The majority of students enrolled in language courses in postsecondary institutions, too, are “digital natives”—a generation of “‘native speakers’ of the digital language of computers, video games and the Internet”(Prensky, 2001, p. 1)—who desire obtaining information in new ways. Web 2.0 provides the core for an internet experience that is focused on the user: its principles and practices foster active participation that, in turn, harnesses a collective intelligence (O’Reilly, 2005). This interactive and dynamic nature of the web creates new opportunities for language teaching and learning because of four key features: it is participatory, authentic, immediate, and it engages the community. These characteristics parallel those of the L2 acquisition process and make Web 2.0 a promising language-learning tool (for numerous examples of how technology can be best employed in the L2 curriculum to enhance and enrich the learner’s contact with the L2, see Blake, 2008)

Twitter as a formal and informal language learning tool: from potential to evidence

Twitter can be used as a language learning tool and this potential has been identified by a number of scholars. This chapter presents an overview of the identified potential of Twitter as a language learning tool and presents an overview of different studies carried out to provide evidence of language learning using Twitter in different contexts. It concludes that, although there is evidence of language acquisition in formal contexts, more research is needed to inform how Twitter is used in informal settings

Role of PCSK5 Expression in Mouse Ovarian Follicle Development: Identification of the Inhibin α- and β-Subunits as Candidate Substrates

Inhibin and activin are essential dimeric glycoproteins belonging to the transforming growth factor-beta (TGFβ) superfamily. Inhibin is a heterodimer of α- and β-subunits, whereas activin is a homodimer of β-subunits. Production of inhibin is regulated during the reproductive cycle and requires the processing of pro-ligands to produce mature hormone. Furin is a subtilisin-like proprotein convertase (proconvertase) that activates precursor proteins by cleavage at basic sites during their transit through the secretory pathway and/or at the cell surface. We hypothesized that furin-like proconvertases are central regulators of inhibin α- and β-subunit processing within the ovary. We analyzed the expression of the proconvertases furin, PCSK5, PCSK6, and PCSK7 in the developing mouse ovary by real-time quantitative RT-PCR. The data showed that proconvertase enzymes are temporally expressed in ovarian cells. With the transition from two-layer secondary to pre-antral follicle, only PCSK5 mRNA was significantly elevated. Activin A selectively enhanced expression of PCSK5 mRNA and decreased expression of furin and PCSK6 in cultured two-layer secondary follicles. Inhibition of proconvertase enzyme activity by dec-RVKR-chloromethylketone (CMK), a highly specific and potent competitive inhibitor of subtilisin-like proconvertases, significantly impeded both inhibin α- and β-subunit maturation in murine granulosa cells. Overexpression of PC5/6 in furin-deficient cells led to increased inhibin α- and βB-subunit maturation. Our data support the role of proconvertase PCSK5 in the processing of ovarian inhibin subunits during folliculogenesis and suggest that this enzyme may be an important regulator of inhibin and activin bioavailability

Phylogenomic Analyses Reveal the Evolutionary Origin of the Inhibin α-Subunit, a Unique TGFβ Superfamily Antagonist

Transforming growth factor-beta (TGFβ) homologues form a diverse superfamily that arose early in animal evolution and control cellular function through membrane-spanning, conserved serine-threonine kinases (RII and RI receptors). Activin and inhibin are related dimers within the TGFβ superfamily that share a common β-subunit. The evolution of the inhibin α-subunit created the only antagonist within the TGFβ superfamily and the only member known to act as an endocrine hormone. This hormone introduced a new level of complexity and control to vertebrate reproductive function. The novel functions of the inhibin α-subunit appear to reflect specific insertion-deletion changes within the inhibin β-subunit that occurred during evolution. Using phylogenomic analysis, we correlated specific insertions with the acquisition of distinct functions that underlie the phenotypic complexity of vertebrate reproductive processes. This phylogenomic approach presents a new way of understanding the structure-function relationships between inhibin, activin, and the larger TGFβ superfamily

How far is Georgia?: New Jersey\u27s teachers of Italian evaluate their preparation

This study examined the professional preparation of Italian teachers in New Jersey through the lens of Cooper\u27s (2004) investigation in Georgia, which determined how K-12 foreign language teachers perceived and evaluated the effectiveness of their professional preparation. Unfortunately, however, that report did not have an Italian representation. In view of the undeniable presence of Italian in New Jersey, this replicate study attempts to ascertain the degree to which the perceptions and evaluations of teachers of Italian in New Jersey were similar to those of foreign language teachers in Georgia and to determine if there were specific findings that could be considered distinctive to Italian programs. The present study had 37 participants, all current teachers of Italian, 75% of whom had received certification in New Jersey. The survey they completed was based on 40 of the 42 questions asked to foreign language teachers in Georgia, and included several additional items such as level taught, second field certification, and place of certification. The quantitative findings for Italian teachers in New Jersey and foreign language teachers in Georgia were consistent in terms of participants\u27 evaluation of teacher education programs and their teaching competencies. Additionally, in their responses to the open-ended questions, participants echoed many of the observations about foreign language teacher education programs outlined by Cooper (2004). However, Italian teachers in New Jersey also expressed concern about the following specific aspects of teacher preparation: (1) observe Italian classes, (2) work with mentors who help “fill-the-gaps” left by the programs, (3) participate in intensive language programs and methodology workshops (offered by some out-of-state programs), (4) participate in and network at conferences and in-service workshops, and (5) become members of relevant associations

The teaching of elementary Italian as a second language in Canadian universities, methodologies, curricula, and future considerations

grantor: University of TorontoForeign language departments in Canadian universities are currently confronting new challenges that reflect distinctive exigencies in educational reform. These convey the following concerns on which these departments must immediately focus: (a) anticipated enrollment figures (as a result of expanding population and the "double cohort"), and (b) the changing student body (i.e., non-traditional L2 students) that will enroll in the course offerings of these language departments. As Italian is a microcosm of foreign language pedagogy in Canada (it truly is a reflection of the richness in research and practice of second language teaching and learning theories), Italian departments will harness these issues and interpret them positively by continuing to enhance research, materials production and curriculum design. These three fundamentals in second/foreign language pedagogy have been cultivated by a number of Italian pedagogues in Canada with great success. However, there has never been a comprehensive study to examine the national perspective of Italian as a foreign language. Therefore, the purpose of the study is to put forth the following three questions: (1) what are the current directions of research, and what influenced this research? (2) do the Italian language programs implemented in university curricula evidence the theoretical and practical research conducted by Canadian pedagogues? and (3) what do these programs indicate about the teaching of Italian in Canadian universities? As a response to these queries, this study first observes the current Canadian research in Italian L2 pedagogy, then provides a comparison of the elementary Italian programs adopted by the various universities, and concludes with implications and suggestions derived from research and curricula. As a final thought, a pedagogical cycle of elementary L2 Italian in Canadian universities is advanced to promote a more fully integrated and active investigation by all participants of this hypothesis. Data was collected from all Italianists whose focus in research is specifically language teaching at the beginner's level via publications and personal communications, while facts regarding program and syllabus design were collected via surveys distributed to the twenty-two universities that offer an introductory level Italian courses. As well, some universities were personally visited to experience both research and curriculum in action.Ph.D

Detection of allelic expression utilizing RNA fluorescent in situ hybridization in mouse embryonic cells

grantor: University of TorontoGenomic imprinting in mammals is defined as a reversible epigenetic process which renders the two parental genomes functionally nonequivalent in the developing embryo. Monoallelic expression is observed exclusively in seventeen imprinted genes identified to date, however the time at which transcriptional silencing of one allele occurs is variable throughout development and dependent on the gene in question. RNA fluorescent in situ hybridization (FISH) is utilised in this study as a method of detecting when one allele of an imprinted gene undergoes transcriptional silencing in the embryonic development of the mouse. The aim of this work is to utilize this sensitive FISH technique, which targets the nascent transcripts of genes, in order to visualise transcriptionally active alleles. Examination of the levels of active transcription in each individual cell in a spectrum of tissues will reveal if all nuclei act synonymously and determine at what embryonic stage an imprinted locus is silenced. This thesis attempts to optimize the conditions for RNA FISH in two models--cultured cell lines and embryonic tissues of the mouse.M.Sc

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