Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults

This paper reports on the grass roots adoption of a methodology for teaching reading and writing based on genre theory (Martin and Rose, 2012; Rose and Martin, 2012) in English for general purposes classes at an English language teaching (ELT) centre at an Australian university. We report on teachers’ experiences on using genre pedagogy, informed and inspired by the Reading to Learn (R2L) program and genre pedagogy from the so-called ‘Sydney School’ (Martin & Rose, 2007; Martin & Rose, 2008; Rose & Martin, 2012). We report on how we introduced elements of the R2L program into our lessons using a ‘bottom up’ approach with the view that individual teachers might find this useful for implementation of this methodology in their own contexts. We found that genre pedagogy can be adopted by teachers and implemented at the classroom level despite such challenges as teachers learning new classroom practices and reconciling differences with previous classroom practices

Perspectives in Gifted Education: Diverse Gifted Learners

This is the fourth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. The second monograph addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality, spiritual, and character development of gifted children.https://digitalcommons.du.edu/perspectivesingifteded/1003/thumbnail.jp

Perspectives in Gifted Education: Twice-Exceptional Children

This is the second in a series of monographs funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at the University of Denver. The first monograph contained different perspectives on the growth and development of young gifted children. This monograph addresses the characteristics and needs of twice-exceptional students. These are students who are both gifted and have some type of disabling condition. These students constitute a major group of underserved gifted children as their gifts often mask their disabilities, or their disabilities mask their gifts.https://digitalcommons.du.edu/perspectivesingifteded/1001/thumbnail.jp

Greatest Potential, Greatest Need: Soaring Beyond Expectations

As an introduction, this article provides context for consideration of a special population of gifted children, the highly gifted. Justification for specialized service for this population, recommendations regarding various content area applications, and rationales for these students\u27 need to find a place of belonging are examined and discussed. Special considerations are given to the interactions between cognitive levels and affective intensities. The core materials for this volume originated with selected presentations from Greatest Potential, Greatest Need: Soaring Beyond Expectations- a Conference on Highly Gifted Children hosted by the Institute for the Development of Gifted Education, Morgridge College of Education, University of Denver, on October 7 and 8, 2009. Highly gifted children are as different from gifted children as gifted children are from typical learners. And, as a reflection of their difference from the norm, they are highly unique individuals as well. The concept underlying many of these articles is based on Annemarie Roeper\u27s (1982) definition of giftedness: Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences (as cited by Silverman, 2011, p. 20), and expanded upon by Linda Silverman: The highly gifted have a different worldview (p. 10). Recognition of these differences and subsequent needs is not only essential to serve this population, but also to create environments that allow them to thrive. Those of us working with these children have no greater opportunity to impact the future than to care for and cherish these unique individuals.https://digitalcommons.du.edu/perspectivesingifteded/1006/thumbnail.jp

Perspectives in Gifted Education: Creativity

This is the fifth in a series of monographs published through the Institute for the Development of Gifted Education at the University of Denver, and it has been graciously funded by the Lynde and Harry Bradley foundation. The first monograph contained different perspectives on the growth and development of young gifted children while the second addressed the characteristics and needs of the twice-exceptional - those who are gifted and also have some type of disabling condition. The third monograph focused on the personality and spiritual and character development of gifted children; the fourth explored giftedness in a variety of diverse, under-represented populations of learners. It is a pleasure to welcome Dr. Bonnie Cramond as guest editor for this issue. which is focused on aspects of creativity and the gifted learner. Dr. Cramond is currently a Professor in the Department of Educational Psychology and Instructional Technology at the University of Georgia and has formerly been director at the Torrance Center for Creativity and Talent Development. During her career she has worked as a classroom teacher and university professor and researcher, and she has assumed many leadership roles through membership on national boards, editorship of journals, presentations at conferences, and contributions to books, articles and monographs. Her efforts and leadership have furthered professional understanding of creative learners.https://digitalcommons.du.edu/perspectivesingifteded/1004/thumbnail.jp

Perspectives in Gifted Education: Young Gifted Children

This is the first in a series of monographs, Perspectives in Gifted Education, funded by the Lynde and Harry Bradley Foundation through the Institute for the Development of Gifted Education at Ricks Center for Gifted Children at the University of Denver. In Perspectives in Gifted Education, we hope to provide information related to areas and groups not of traditional focus in the field. The population of young gifted children and the twice exceptional will be our topics for the first two issues respectively. We invite you to share in this beginning and encourage you to send us your comments, questions and suggestions. This particular volume of Perspectives in Gifted Education includes different perspectives on identification, characteristics and needs of young gifted children. Too little information has been available regarding this special group of learners. At a time when development is occurring more rapidly than any other time of life, these young children must be more understood in order to provide services directly related to their needs. Young gifted children bring unique joy.s and challenges to those around them. It is our hope that the articles contained in this volume will provide insight into this unique population.https://digitalcommons.du.edu/perspectivesingifteded/1000/thumbnail.jp

Perspectives in Gifted Education: Influences and Impacts of the Education Doctorate on Gifted Education

Perspectives in Gifted Education is a monograph series published through the University of Denver, first by the Institute for the Development of Gifted Education and now, through the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. Volume 1 was focused on Young Gifted Children, Twice-Exceptional Children was the topic of Volume 2 and Complexities of Emotional Development, Spirituality and Hope, the topic of Volume 3. Volume 4 was organized around the issues of Diverse Gifted Learners and Creativity the focus on Volume 5. Now, this monograph, Volume 6, is centered on Influences and Impacts of the Education Doctorate on Gifted Education.https://digitalcommons.du.edu/perspectivesingifteded/1005/thumbnail.jp

A gene signature for post-infectious chronic fatigue syndrome

Background: At present, there are no clinically reliable disease markers for chronic fatigue syndrome. DNA chip microarray technology provides a method for examining the differential expression of mRNA from a large number of genes. Our hypothesis was that a gene expression signature, generated by microarray assays, could help identify genes which are dysregulated in patients with post-infectious CFS and so help identify biomarkers for the condition. Methods: Human genome-wide Affymetrix GeneChip arrays (39,000 transcripts derived from 33,000 gene sequences) were used to compare the levels of gene expression in the peripheral blood mononuclear cells of male patients with post-infectious chronic fatigue (n = 8) and male healthy control subjects (n = 7). Results: Patients and healthy subjects differed significantly in the level of expression of 366 genes. Analysis of the differentially expressed genes indicated functional implications in immune modulation, oxidative stress and apoptosis. Prototype biomarkers were identified on the basis of differential levels of gene expression and possible biological significance Conclusion: Differential expression of key genes identified in this study offer an insight into the possible mechanism of chronic fatigue following infection. The representative biomarkers identified in this research appear promising as potential biomarkers for diagnosis and treatment

Molecular determinants of disease in coxsackievirus B1 murine infection

To understand better how different genomic regions may confer pathogenicity for the coxsackievirus B (CVB), two intratypic CVB1 variants and a number of recombinant viruses were studied. Sequencing analysis showed 23 nucleotide changes between the parental non-pathogenic CVB1N and the pathogenic CVB1Nm. Mutations present in CVB1Nm were more conserved than those in CVB1N when compared to other CVB sequences. Inoculation in C3H/HeJ mice showed that the P1 region is critical for pathogenicity in murine pancreas and heart. The molecular determinants of disease for these organs partially overlap. Several P1 region amino acid differences appear to be located in the decay accelerating factor (DAF) footprint CVBs. CVB1N and CVB1Nm interacted with human CAR, but only CVB1N seemed to interact with human DAF, as determined using soluble receptors in a plaque reduction assay. However, the murine homologue Daf-1 did not interact with any virus assessed by haemagglutination. The results of this study suggest that an unknown receptor interaction with the virus play an important role in the pathogenicity of CVB1Nm. Further in vivo studies may clarify this issue.Instituto de Biotecnología y Biología Molecula

Evolutionary Reconstructions of the Transferrin Receptor of Caniforms Supports Canine Parvovirus Being a Re-emerged and Not a Novel Pathogen in Dogs

Parvoviruses exploit transferrin receptor type-1 (TfR) for cellular entry in carnivores, and specific interactions are key to control of host range. We show that several key mutations acquired by TfR during the evolution of Caniforms (dogs and related species) modified the interactions with parvovirus capsids by reducing the level of binding. These data, along with signatures of positive selection in the TFRC gene, are consistent with an evolutionary arms race between the TfR of the Caniform clade and parvoviruses. As well as the modifications of amino acid sequence which modify binding, we found that a glycosylation site mutation in the TfR of dogs which provided resistance to the carnivore parvoviruses which were in circulation prior to about 1975 predates the speciation of coyotes and dogs. Because the closely-related black-backed jackal has a TfR similar to their common ancestor and lacks the glycosylation site, reconstructing this mutation into the jackal TfR shows the potency of that site in blocking binding and infection and explains the resistance of dogs until recent times. This alters our understanding of this well-known example of viral emergence by indicating that canine parvovirus emergence likely resulted from the re-adaptation of a parvovirus to the resistant receptor of a former host