Energy radiation of moving cracks

The energy radiated by moving cracks in a discrete background is analyzed. The energy flow through a given surface is expressed in terms of a generalized Poynting vector. The velocity of the crack is determined by the radiation by the crack tip. The radiation becomes more isotropic as the crack velocity approaches the instability threshold.Comment: 7 pages, embedded figure

Mir-21-Sox2 Axis Delineates Glioblastoma Subtypes with Prognostic Impact.

UNLABELLED: Glioblastoma (GBM) is the most aggressive human brain tumor. Although several molecular subtypes of GBM are recognized, a robust molecular prognostic marker has yet to be identified. Here, we report that the stemness regulator Sox2 is a new, clinically important target of microRNA-21 (miR-21) in GBM, with implications for prognosis. Using the MiR-21-Sox2 regulatory axis, approximately half of all GBM tumors present in the Cancer Genome Atlas (TCGA) and in-house patient databases can be mathematically classified into high miR-21/low Sox2 (Class A) or low miR-21/high Sox2 (Class B) subtypes. This classification reflects phenotypically and molecularly distinct characteristics and is not captured by existing classifications. Supporting the distinct nature of the subtypes, gene set enrichment analysis of the TCGA dataset predicted that Class A and Class B tumors were significantly involved in immune/inflammatory response and in chromosome organization and nervous system development, respectively. Patients with Class B tumors had longer overall survival than those with Class A tumors. Analysis of both databases indicated that the Class A/Class B classification is a better predictor of patient survival than currently used parameters. Further, manipulation of MiR-21-Sox2 levels in orthotopic mouse models supported the longer survival of the Class B subtype. The MiR-21-Sox2 association was also found in mouse neural stem cells and in the mouse brain at different developmental stages, suggesting a role in normal development. Therefore, this mechanism-based classification suggests the presence of two distinct populations of GBM patients with distinguishable phenotypic characteristics and clinical outcomes. SIGNIFICANCE STATEMENT: Molecular profiling-based classification of glioblastoma (GBM) into four subtypes has substantially increased our understanding of the biology of the disease and has pointed to the heterogeneous nature of GBM. However, this classification is not mechanism based and its prognostic value is limited. Here, we identify a new mechanism in GBM (the miR-21-Sox2 axis) that can classify ∼50% of patients into two subtypes with distinct molecular, radiological, and pathological characteristics. Importantly, this classification can predict patient survival better than the currently used parameters. Further, analysis of the miR-21-Sox2 relationship in mouse neural stem cells and in the mouse brain at different developmental stages indicates that miR-21 and Sox2 are predominantly expressed in mutually exclusive patterns, suggesting a role in normal neural development

Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course

This article reports a study of the discourse of shared lesson planning sessions in the early stages of a pre-service TESOL certificate course. The study focuses on ‘lesson planning conferences’ (LPCs), in which a teacher educator and a group of student teachers worked on one student teacher’s lesson plan. It describes the discursive practices through which lesson plans emerged and through which student teachers constructed personal practical knowledge and identity as they negotiated the process of becoming members of the community of practice of English language teachers. The study revealed the LPCs to be a dynamic and recursive process in which problems of instruction emerged and solutions were suggested. While the teacher educators produced more meanings related to personal practical knowledge, the student teachers had a substantial share in the discursive resources with which meanings were exchanged. The analysis also shows how participants engaged with the practice of planning for teaching through such discursive acts as producing directives, proposing actions, evaluating, articulating teaching principles and imagining classroom events.The article argues that — in spite of some limitations — shared lesson planning is a promising strategy for the construction of novice language teachers’ personal practical knowledge and professional identities