Editorial: Non-themed issue: 2010

The decision to have regular non-themed issues of English Teaching: Practice and Critique was made by way of Board consultation some time ago. As a Board, we believe that the policy of having a panel of guest editors taking control of a “themed” issue has worked well. In many cases, guess editors have worked together for the first time in a common enterprise. In all cases, having panels of guest editors has expanded the reach of the journal, increasing its subscriber base and the number of distinct educational constituencies who view the journal as a desirable target for contributions. It has facilited the journal’s aim of providing “a place where authors from a range of backgrounds can identify matters of common concern and thereby foster professional communities and networks”

The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

Influence of opioids on immune function in patients with cancer pain: from bench to bedside

In patients with cancer, opioids are principally used for the management of acute surgical and chronic cancer-related pain. However, opioids have many non-analgesic effects, including direct and indirect effects on cancer cells and on anti-tumour immunity (NK cells, macrophages and T-cells). Direct effects on immune cells are manifested via opioid and non-opioid toll-like receptors, whereas indirect effects are manifested via the sympathetic nervous system and hypothalamic–pituitary–adrenal axis. Opioids can also decrease/alter immune cell infiltration into the tumour micro-environment. Animal models have shown that this is not a class effect, in that morphine and fentanyl suppress NK cell cytotoxicity; buprenorphine does not affect NK cell cytotoxicity, whereas tramadol increases NK cell cytotoxicity, reducing metastasis. In healthy individuals, morphine suppresses and fentanyl enhances NK cell cytotoxicity. In patients undergoing surgery, fentanyl decreased and tramadol increased NK cell cytotoxicity; clinical outcomes were not determined. Meta-analyses of opioid-sparing surgical studies report an association between improved recurrence-free and/or overall survival with regional/neuraxial anaesthesia compared with systemic opioids. In patients receiving opioids for non-surgical cancer-related pain, morphine has variable effects on immunity; clinical outcomes were not assessed. Although there is a potential association between systemic opioid administration and shorter survival in cancer patients with a prognosis of months to years, studies have not been designed to primarily assess survival, as a consequence of which causality cannot be apportioned. Pain is immunosuppressive, so analgesia is important. Opioids for cancer-related pain will continue to be recommended until definitive data on the effects of opioids on clinical outcomes in specific patient groups becomes available

Overexpression of Mcl-1 exacerbates lymphocyte accumulation and autoimmune kidney disease in lpr mice

Cell death by apoptosis has a critical role during embryonic development and in maintaining tissue homeostasis. In mammals, there are two converging apoptosis pathways: the ‘extrinsic’ pathway, which is triggered by engagement of cell surface ‘death receptors’ such as Fas/APO-1; and the ‘intrinsic’ pathway, which is triggered by diverse cellular stresses, and is regulated by prosurvival and pro-apoptotic members of the Bcl-2 family of proteins. Pro-survival Mcl-1, which can block activation of the proapoptotic proteins, Bax and Bak, appears critical for the survival and maintenance of multiple haemopoietic cell types. To investigate the impact on haemopoiesis of simultaneously inhibiting both apoptosis pathways, we introduced the vavP-Mcl-1 transgene, which causes overexpression of Mcl-1 protein in all haemopoietic lineages, into Faslpr/lpr mice, which lack functional Fas and are prone to autoimmunity. The combined mutations had a modest impact on myelopoiesis, primarily an increase in the macrophage/monocyte population in Mcl-1tg/lpr mice compared with lpr or Mcl-1tg mice. The impact on lymphopoiesis was striking, with a marked elevation in all major lymphoid subsets, including the non-conventional double-negative (DN) T cells (TCRβ+ CD4– CD8– B220+ ) characteristic of Faslpr/lpr mice. Of note, the onset of autoimmunity was markedly accelerated in Mcl-1tg/lpr mice compared with lpr mice, and this was preceded by an increase in immunoglobulin (Ig)-producing cells and circulating autoantibodies. This degree of impact was surprising, given the relatively mild phenotype conferred by the vavP-Mcl-1 transgene by itself: a two- to threefold elevation of peripheral B and T cells, no significant increase in the non-conventional DN T-cell population and no autoimmune disease. Comparison of the phenotype with that of other susceptible mice suggests that the development of autoimmune disease in Mcl-1tg/lpr mice may be influenced not only by Ig-producing cells but also other haemopoietic cell types

The Power of Trust: Designing Trustworthy Machine Learning Systems in Healthcare

Machine Learning (ML) systems have an enormous potential to improve medical care, but skepticism about their use persists. Their inscrutability is a major concern which can lead to negative attitudes reducing end users trust and resulting in rejection. Consequently, many ML systems in healthcare suffer from a lack of user-centricity. To overcome these challenges, we designed a user-centered, trustworthy ML system by applying design science research. The design includes meta-requirements and design principles instantiated by mockups. The design is grounded on our kernel theory, the Trustworthy Artificial Intelligence principles. In three design cycles, we refined the design through focus group discussions (N1=8), evaluation of existing applications, and an online survey (N2=40). Finally, an effectiveness test was conducted with end users (N3=80) to assess the perceived trustworthiness of our design. The results demonstrated that the end users did indeed perceive our design as more trustworthy

Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678), a Google+ Community (n = 105), a Facebook Group (n = 19), a blog feed (n = 5), and a “make� repository (n = 21). Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.ECU Open Access Publishing Support Fun

‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms

What do artists do when they work in schools? Can teachers do the same? These were the questions at the heart of our recent research, investigating the work of 12 artists working in primary and secondary schools in England. Funded by Creativity, Culture and Education as a ‘legacy’ project of Creative Partnerships (2003–2011) our intention was to develop a theorisation of artists’ practice that could inform the work that teachers do. In this paper, we report on a key aspect of the Signature Pedagogies project (www.signaturepedagogies.org.uk) the way in which artists approached the issue of inclusion. Through an examination of the work of three story-makers in primary and nursery schools, documented through observation, film and interview, we show that the democratic participatory practices they adopted were based on a fundamental belief that: every child was capable of having ideas; every child could contribute meaningfully to discussions; and every child was integral to a collective ‘performance’. We conclude that these artists’ democratic orientations may well be difficult for teachers to adopt in the current moment, but that this artistic work in schools may still provide a welcome relief for all involved, as well as maintaining an exemplar of alternative pedagogical practice that might be expanded in a changed policy environment

To Use or Not to Use Artificial Intelligence? A Framework for the Ideation and Evaluation of Problems to Be Solved with Artificial Intelligence

The recent advent of artificial intelligence (AI) solutions that surpass humans’ problem-solving capabilities has uncovered AIs’ great potential to act as new type of problem solvers. Despite decades of analysis, research on organizational problem solving has commonly assumed that the problem solver is essentially human. Yet, it remains unclear how existing knowledge on human problem solving translates to a context with problem-solving machines. To take a first step to better understand this novel context, we conducted a qualitative study with 24 experts to explore the process of problem finding that forms the essential first step in problem-solving activities and aims at uncovering reasonable problems to be solved. With our study, we synthesize emerged procedural artifacts and key factors to propose a framework for problem finding in AI solver contexts. Our findings enable future research on human-machine problem solving and offer practitioners helpful guidance on identifying and managing reasonable AI initiatives

Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88094/1/JAAL.53.2.3.pd