Re-Examination of Possible Bimodality of GALLEX Solar Neutrino Data

The histogram formed from published capture-rate measurements for the GALLEX solar neutrino experiment is bimodal, showing two distinct peaks. On the other hand, the histogram formed from published measurements derived from the similar GNO experiment is unimodal, showing only one peak. However, the two experiments differ in run durations: GALLEX runs are either three weeks or four weeks (approximately) in duration, whereas GNO runs are all about four weeks in duration. When we form 3-week and 4-week subsets of the GALLEX data, we find that the relevant histograms are unimodal. The upper peak arises mainly from the 3-week runs, and the lower peak from the 4-week runs. The 4-week subset of the GALLEX dataset is found to be similar to the GNO dataset. A recent re-analysis of GALLEX data leads to a unimodal histogram.Comment: 14 pages, 8 figure

Empirical comparison of the performance of location estimates of fuzzy number-valued data

© Springer Nature Switzerland AG 2019. Several location measures have already been proposed in the literature in order to summarize the central tendency of a random fuzzy number in a robust way. Among them, fuzzy trimmed means and fuzzy M-estimators of location extend two successful approaches from the real-valued settings. The aim of this work is to present an empirical comparison of different location estimators, including both fuzzy trimmed means and fuzzy M-estimators, to study their differences in finite sample behaviour.status: publishe

Biomarker-Drug and Liquid Biopsy Co-development for Disease Staging and Targeted Therapy: Cornerstones for Alzheimer's Precision Medicine and Pharmacology.

Systems biology studies have demonstrated that different (epi)genetic and pathophysiological alterations may be mapped onto a single tumor's clinical phenotype thereby revealing commonalities shared by cancers with divergent phenotypes. The success of this approach in cancer based on analyses of traditional and emerging body fluid-based biomarkers has given rise to the concept of liquid biopsy enabling a non-invasive and widely accessible precision medicine approach and a significant paradigm shift in the management of cancer. Serial liquid biopsies offer clues about the evolution of cancer in individual patients across disease stages enabling the application of individualized genetically and biologically guided therapies. Moreover, liquid biopsy is contributing to the transformation of drug research and development strategies as well as supporting clinical practice allowing identification of subsets of patients who may enter pathway-based targeted therapies not dictated by clinical phenotypes alone. A similar liquid biopsy concept is emerging for Alzheimer's disease, in which blood-based biomarkers adaptable to each patient and stage of disease, may be used for positive and negative patient selection to facilitate establishment of high-value drug targets and counter-measures for drug resistance. Going beyond the "one marker, one drug" model, integrated applications of genomics, transcriptomics, proteomics, receptor expression and receptor cell biology and conformational status assessments during biomarker-drug co-development may lead to a new successful era for Alzheimer's disease therapeutics. We argue that the time is now for implementing a liquid biopsy-guided strategy for the development of drugs that precisely target Alzheimer's disease pathophysiology in individual patients

The Interplay between attention, experience and skills in online language teaching

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers’ thoughts and actions during online tutorials. Taking a sociocultural perspective, this study explores the interplay between the attention focus of language teachers during synchronous online tutorials and their reflections on their own teaching practices. Eyetracking data show that patterns of attention focus on different areas of the screen (representing technical facilities, social interaction and content) are related to practitioners’ experience in online teaching including familiarity with a particular platform. In particular, those with less online teaching experience display greater attention to technical areas than their more experienced colleagues. These findings are confirmed in the teachers’ reflective interviews, stimulated by watching gazeplot videos of their online tutorials. Their reflections also yield deeper insight into reasons for particular actions. Thematic analysis was used to relate the reflections on teaching strategies to the levels of online teaching skills (Hampel & Stickler 2005, New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311–326). Our research has extended Bax’s normalisation (2003, CALL – past, present and future. System 31(1). 13–28. doi: 10.1016/s0346-251x(02)00071-4) of the use of technology in face-to-face classroom learning into online learning environments. Mirroring the ontogenetic development of increasing digitalisation, teachers in online environments appropriate the skills necessary to free cognitive resources for attending to social and pedagogic aspects of their teaching

Geographic profiling in Nazi Berlin: fact and fiction

Geographic profiling uses the locations of connected crime sites to make inferences about the probable location of the offender’s ‘anchor point’ (usually a home, but sometimes a workplace). We show how the basic ideas of the method were used in a Gestapo investigation that formed the basis of a classic German novel about domestic resistance to the Nazis during the Second World War. We use modern techniques to re-analyse this case, and show that these successfully locate the Berlin home address of Otto and Elise Hampel, who had distributed hundreds of anti-Nazi postcards, after analysing just 34 of the 214 incidents that took place before their arrest. Our study provides the first empirical evidence to support the suggestion that analysis of minor terrorism-related acts such as graffiti and theft could be used to help locate terrorist bases before more serious incidents occur

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges

This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools. It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks which—in turn—would promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., “the ability to understand the combined potential of various modes for making meaning” (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy

The determinants of board size and composition: Evidence from the UK

This paper examines the trends and determinants of board structure for a large sample of UK firms from 1981 to 2002. We extend the predominantly US based literature in a number of important ways. Firstly, a comparative analysis of the UK and US legal and institutional settings leads us to hypothesize that UK boards will play a weaker monitoring role and hence board structures will not be determined by monitoring related factors. Our evidence supports this conjecture, showing that board structure determinants differ in predictable ways across different institutional settings. Secondly, in contrast to recent US mandatory reforms, UK reforms have been voluntary. As such they provide an interesting comparison, being arguably more effective than a mandatory approach by allowing firms to choose board structures most appropriate for their own needs. Our results support this point of view. Although the UK reforms do have a significant impact on board structures, a large number of firms choose not to comply, and those that do appear to do so for strong economic reasons. The reforms also appear to reduce the ability of well performing CEOs to influence board structures

L’Evolution du métier d’enseignant de langue de spécialité – une perspective internationale

A travers l’Europe, les professeurs de langues vivantes doivent affronter les mêmes défis : parmi ceux-ci, nous passerons en revue (1) le contexte britannique : l’apprentissage des langues vivantes dans les universités (étudiants spécialistes et non-spécialistes, cours pour adultes) et dans le secondaire, les échanges et le séjour à l’étranger ; (2) le contexte international : le processus de Bologne (interculturalité et employabilité), la markétisation de l’enseignement supérieur, les droits d’inscription, l’anglicisation des programmes ; (3) le contexte technologique : les TIC dans la société et dans l’apprentissage des langues