9,841 research outputs found
Singular values of some modular functions
We study the properties of special values of the modular functions obtained
from Weierstrass P-function at imaginary quadratic points.Comment: 19 pages,corrected typo
Identification of presumed pathogenic KRT3 and KRT12 gene mutations associated with Meesmann corneal dystrophy.
PurposeTo report potentially pathogenic mutations in the keratin 3 (KRT3) and keratin 12 (KRT12) genes in two individuals with clinically diagnosed Meesmann corneal dystrophy (MECD).MethodsSlit-lamp examination was performed on the probands and available family members to identify characteristic features of MECD. After informed consent was obtained, saliva samples were obtained as a source of genomic DNA, and screening of KRT3 and KRT12 was performed. Potentially pathogenic variants were screened for in 200 control chromosomes. PolyPhen-2, SIFT, and PANTHER were used to predict the functional impact of identified variants. Short tandem repeat genotyping was performed to confirm paternity.ResultsSlit-lamp examination of the first proband demonstrated bilateral, diffusely distributed, clear epithelial microcysts, consistent with MECD. Screening of KRT3 revealed a heterozygous missense variant in exon 1, c.250C>T (p.(Arg84Trp)), which has a minor allele frequency of 0.0076 and was not identified in 200 control chromosomes. In silico analysis with PolyPhen-2 and PANTHER predicted the variant to be damaging to protein function; however, SIFT analysis predicted tolerance of the variant. The second proband demonstrated bilateral, diffusely distributed epithelial opacities that appeared gray-white on direct illumination and translucent on retroillumination. Neither parent demonstrated corneal opacities. Screening of KRT12 revealed a novel heterozygous insertion/deletion variant in exon 6, c.1288_1293delinsAGCCCT (p.(Arg430_Arg431delinsSerPro)). This variant was not present in either of the proband's parents or in 200 control chromosomes and was predicted to be damaging by PolyPhen-2, PANTHER, and SIFT. Haplotype analysis confirmed paternity of the second proband, indicating that the variant arose de novo.ConclusionsWe present a novel KRT12 mutation, representing the first de novo mutation and the first indel in KRT12 associated with MECD. In addition, we report a variant of uncertain significance in KRT3 in an individual with MECD. Although the potential pathogenicity of this variant is unknown, it is the first variant affecting the head domain of K3 to be reported in an individual with MECD and suggests that disease-causing variants associated with MECD may not be restricted to primary sequence alterations of either the helix-initiation or helix-termination motifs of K3 and K12
A discourse analysis of trainee teacher identity in online discussion forums
Teacher education involves an identity transformation for trainees from being a student to being a teacher. This discourse analysis examined the online discussion board communications of a cohort of trainee teachers to better understand the situated identities of the trainees and how they were presented online. Their discussion board posts were the primary method of communication during placement periods and, as such, provided insight into how the trainees situated their identities in terms of being a student or being a teacher. During the analysis, the community boundaries, language and culture were explored along with the tutor's power and role in the identity transformation process. This involved looking at the lexis used by the students, the use of pronouns to refer to themselves and others such as teachers and pupils, the types of messages allowed in the community and the effect of the tutor's messages on their communication. The research found that the trainees felt comfortable with teaching but did not feel like teachers during the course. Tutors and school teachers need to develop an awareness of the dual nature of trainees' identities and help promote the transition from student to teacher. In the beginning of the course, trainees should be familiarised with teacher vocabulary and practical concepts in addition to pedagogical theory. Towards the end of the course, trainee identity as teachers could be promoted through the use of authentic assessments that mirror real teacher tasks and requirements
Chemical reactivity of hydrogen, nitrogen and oxygen atoms at temperatures below 100 deg K Fifth semiannual technical report
Chemical reactivity of hydrogen, nitrogen, and oxygen atoms at temperatures below 100 deg
Implant Combinations and Reimplanting Strategies for Yearling Steers Fed High Concentrate Diets
Crossbred yearling steers were used to determine the relative efficacy of specific anabolic implant combinations and sequences on feedlot performance and carcass traits. Steers were fed a high concentrate finishing diet for 112 days. lmplanting was done on days 1 and 42 of the feeding period. lmplanting improved (P \u3c .05) average daily gain (ADG) 22% and feed efficiency 15%. Implant treatment generally increased dry matter intake. Lmplanting increased (P\u3c.05) the rib eye area of carcasses 6.5% and tended to cause a reduction in percentage choice carcasses. The percentage of abscessed implants ranged from \u3c 1 % to 10%, depending on the type of implant used even though implant needles were disinfected between each use
Risk, precaution and science: towards a more constructive policy debate. Talking point on the precautionary principle
Few issues in contemporary risk policy are as momentous or contentious as the precautionary principle. Since it first emerged in German environmental policy, it has been championed by environmentalists and consumer protection groups, and resisted by the industries they oppose (Raffensperger & Tickner, 1999). Various versions of the principle now proliferate across different national and international jurisdictions and policy areas (Fisher, 2002). From a guiding theme in European Commission (EC) environmental policy, it has become a general principle of EC law (CEC, 2000; Vos & Wendler, 2006). Its influence has extended from the regulation of environmental, technological and health risks to the wider governance of science, innovation and trade (O'Riordan & Cameron, 1994)
The Value of Literacy Practices
The concepts of literacy events and practices have received considerable attention in educational research and policy. In comparison, the question of value, that is, ‘which literacy practices do people most value?’ has been neglected. With the current trend of cross-cultural adult literacy assessment, it is increasingly important to recognise locally valued literacy practices. In this paper we argue that measuring preferences and weighting of literacy practices provides an empirical and democratic basis for decisions in literacy assessment and curriculum development and could inform rapid educational adaptation to changes in the literacy environment. The paper examines the methodological basis for investigating literacy values and its potential to inform cross-cultural literacy assessments. The argument is illustrated with primary data from Mozambique. The correlation between individual values and respondents’ socio-economic and demographic characteristics is explored
Stick-Slip Motion and Phase Transition in a Block-Spring System
We study numerically stick slip motions in a model of blocks and springs
being pulled slowly. The sliding friction is assumed to change dynamically with
a state variable. The transition from steady sliding to stick-slip is
subcritical in a single block and spring system. However, we find that the
transition is continuous in a long chain of blocks and springs. The size
distribution of stick-slip motions exhibits a power law at the critical point.Comment: 8 figure
Reading Videogames as (authorless) Literature
This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio-cultural framing of education, for which the videogame L.A. Noire (Rockstar Games, 2011) was studied within the orthodox framing of the English Literature curriculum at A Level (pre-University) and Undergraduate (degree level). There is a plethora of published research into the kinds of literacy practices evident in videogame play, virtual world engagement and related forms of digital reading and writing (Gee, 2003; Juul, 2005; Merchant, Gillen, Marsh and Davies, 2012; Apperley and Walsh, 2012; Bazalgette and Buckingham, 2012) as well as the implications of such for home / school learning (Dowdall, 2006; Jenkins, 2006; Potter, 2012) and for teachers’ own digital lives (Graham, 2012). Such studies have tended to focus on younger children and this research is also distinct from such work in the field in its exploration of the potential for certain kinds of videogame to be understood as 'digital transformations' of conventional ‘schooled’ literature. The outcomes of this project raise implications of such a conception for a further implementation of a ‘reframed’ literacy (Marsh, 2007) within the contemporary curriculum of a traditional and conservative ‘subject’. A mixed methods approach was adopted. Firstly, students contributing to a gamplay blog requiring them to discuss their in-game experience through the ‘language game’ of English Literature, culminating in answering a question constructed with the idioms of the subject’s set text ‘final examination’. Secondly, students taught their teachers to play L.A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles in order to work through a set of study materials provided, designed to reproduce the conventions of the ‘study guide’ for literature education. Interviews were conducted after each phase and the outcomes informed a redrafting of the study materials which are now available online for teachers – this being the ‘practical’ outcome of the research (Berger and McDougall, 2012). In the act of inserting the study of L.A. Noire into the English Literature curriculum as currently framed, this research moves, through a practical ‘implementation’ beyond longstanding debates around narratology and ludology (Frasca, 2003; Juul, 2005) in the field of game studies (Leaning, 2012) through a direct connection to new literacy studies and raises epistemological questions about ‘subject identity’, informed by Bernstein (1996) and Bourdieu (1986) and the implications for digital transformations of texts for both ideas about cultural value in schooled literacy (Kendall and McDougall, 2011) and the politics of ‘expertise’ in pedagogic relations (Ranciere, 2009, Bennett, Kendall and McDougall, 2012a)
Beyond deficit-based models of learners' cognition: Interpreting engineering students' difficulties with sense-making in terms of fine-grained epistemological and conceptual dynamics
Researchers have argued against deficit-based explanations of students'
troubles with mathematical sense-making, pointing instead to factors such as
epistemology: students' beliefs about knowledge and learning can hinder them
from activating and integrating productive knowledge they have. In this case
study of an engineering major solving problems (about content from his
introductory physics course) during a clinical interview, we show that "Jim"
has all the mathematical and conceptual knowledge he would need to solve a
hydrostatic pressure problem that we posed to him. But he reaches and sticks
with an incorrect answer that violates common sense. We argue that his lack of
mathematical sense-making-specifically, translating and reconciling between
mathematical and everyday/common-sense reasoning-stems in part from his
epistemological views, i.e., his views about the nature of knowledge and
learning. He regards mathematical equations as much more trustworthy than
everyday reasoning, and he does not view mathematical equations as expressing
meaning that tractably connects to common sense. For these reasons, he does not
view reconciling between common sense and mathematical formalism as either
necessary or plausible to accomplish. We, however, avoid a potential "deficit
trap"-substituting an epistemological deficit for a concepts/skills deficit-by
incorporating multiple, context-dependent epistemological stances into Jim's
cognitive dynamics. We argue that Jim's epistemological stance contains
productive seeds that instructors could build upon to support Jim's
mathematical sense-making: He does see common-sense as connected to formalism
(though not always tractably so) and in some circumstances this connection is
both salient and valued.Comment: Submitted to the Journal of Engineering Educatio
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