Mutational screening of exon 1 of smad7 in Malay patients with ventricular septal defect

Congenital heart disease (CHD) affects approximately 8 in every 1000 live births with ventricular septal defect (VSD) being the most common phenotype. VSD is thought to arise from genetics and environmental factors, however most of the causes remain unknown. It was hypothesized that SMAD7 gene could influence the risk of VSD. SMAD7 is a potent antagonist of TGF-signalling pathways and has been found to be involved in embryonic cardiovascular development in mouse models. However, its role in the pathogenesis of VSD in human has yet to be fully understood. Therefore, SMAD7 gene was examined in for its susceptibility to VSD in this study. A case-control study was conducted to examine whether SMAD7 is associated with VSD in Malay population. Exon 1 of SMAD7 which encodes the functional MH1 domain was re-sequenced in 30 non-syndromic VSD patients and 30 control individuals. One common upstream gene sequence, rs7236774 and one rare synonymous sequence, rs368427729 were observed in both cases and controls. Further analysis on these two variations did not show any statistically significance association with the risk of developing VSD. In conclusion, this study has indicated that the exon 1 of SMAD7 was not associated with VSD in Malay population. However, these findings could have been limited by small sample size. Therefore, further study in a larger cohort is warranted to yield a concrete evidence of this association

NASA Laboratory Astrophysics Workshop 2006 Introductory Remarks

NASA Laboratory Astrophysics Workshop 2006, is the fourth in a series of workshops held at four year intervals, to assess the laboratory needs of NASA's astrophysics missions - past, current and future. Investigators who need laboratory data to interpret their observations from space missions, theorists and modelers, experimentalists who produce the data, and scientists who compile databases have an opportunity to exchange ideas and understand each other's needs and limitations. The multi-wavelength character of these workshops allows cross-fertilization of ideas, raises awareness in the scientific community of the rapid advances in other fields, and the challenges it faces in prioritizing its laboratory needs in a tight budget environment. Currently, we are in the golden age of Space Astronomy, with three of NASA s Great Observatories, Hubble Space Telescope (HST), Chandra X-Ray Observatory (CXO), and Spitzer Space Telescope (SST), in operation and providing astronomers and opportunity to perform synergistic observations. In addition, the Far Ultraviolet Spectroscopic Explorer (FUSE), XMM-Newton, HETE-2, Galaxy Evolution Explorer (GALEX), INTEGRAL and Wilkinson Microwave Anisotropy Probe (WMAP), are operating in an extended phase, while Swift and Suzaku are in their prime phase of operations. The wealth of data from these missions is stretching the Laboratory Astrophysics program to its limits. Missions in the future, which also need such data include the James Webb Space Telescope (JWST), Space Interferometry Mission (SIM), Constellation-X (Con-X), Herschel, and Planck. The interpretation of spectroscopic data from these missions requires knowledge of atomic and molecular parameters such as transition probabilities, f-values, oscillator strengths, excitation cross sections, collision strengths, which have either to be measured in the laboratory by simulating space plasma and interactions therein, or by theoretical calculations and modeling. Once the laboratory data are obtained, a key step to making them available to the observer is the creation and maintenance of critically compiled databases. Other areas of study, that are important for understanding planet formation, and for detection of molecules that are indicators of life, are also supported by the Laboratory Astrophysics program. Some examples are: studies of ices and dust grains in a space environment; nature and evolution of interstellar carbon-rich dust; and polycyclic aromatic hydrocarbons. In addition, the program provides an opportunity for the investigation of novel ideas, such as simulating radiative shock instabilities in plasmas, in order to understand jets observed in space. A snapshot of the currently funded program, mission needs, and relevance of laboratory data to interpreting observations, will be obtained at this workshop through invited and contributed talks and poster papers. These will form the basis for discussions in splinter groups. The Science Organization Committee will integrate the results of the discussions into a coherent White Paper, which will provide guidance to NASA in structuring the Laboratory Astrophysics program in subsequent years, and also to the scientific community in submitting research proposals to NASA for funding

ESL Students’ Perspectives on Language Anxiety

The purpose of this study was to investigate the language anxiety experiences of students studying English as a second language (ESL) at Universiti Utara Malaysia. This study adopted a qualitative case study approach. The sampling of participants was done through purposive sampling in order to select information-rich cases. The sampling strategy employed was maximum variation sampling to find common patterns among three levels of English language courses and related samples of student participants. Data collection was done through interviewing ESL students and lecturers and also analyzing documents. Nineteen students were interviewed to get their perspectives on the language anxiety phenomenon. In order to understand language anxiety, four components were investigated: the sources of language anxiety, anxiety reactions, coping strategies and effects of language anxiety. Three major themes, three minor themes and two unexpected themes emerged from this study in relation to the sources of language anxiety. It was discovered that the language anxiety experienced by the participants stemmed from the learners themselves, lecturers’ instructional practice, social and cultural influence. In terms of language anxiety reactions, seven themes emerged from this study. This study also found eight strategies used by the participants to cope with language anxiety. Explanation on the effects of language anxiety focused more on the subtle effects based on the experiences shared by the participants in this study. The study concluded that language anxiety is a prevalent phenomenon among the participants. All the participants expressed experiencing anxiety but at various degrees such as low, moderate or high. Speaking and writing were the two language skills most associated with sources of language anxiety. Debilitating anxiety was a common experience among the participants with one exception. Some implications for the learners, lecturers, peers, and course developers are stated briefly. Some recommendations are also suggested for further study

Sources of language anxiety

Anxiety plays an important role in language learning because it ranks high among factors that can influence language learning (Oxford, 1999). It affects not only the way in which learners perform but also the way in which they perceive their performance (MacIntyre, 1999). In order to understand language anxiety, the sources of language anxiety need to be explored. This study was conducted to explore the sources of language anxiety from the students’ (UUM) perspectives. A qualitative case study was selected for this study. The sampling of participants (students) was done through purposive sampling in order to select information-rich cases. The main data collection was done mainly through interviewing language students. Interviewing lecturers and analyzing documents were done to triangulate the students’ perspective. his study found that the most cited sources of language anxiety were associated with speaking and writing skills. Another skill mentioned was related to listening comprehension. In this study, the sources of language anxiety stemmed from the learner, peers, instructional practice, personality, past experiences and language testing condition. Six themes emerged from the study. The themes were derived by associating language anxiety with three language skills, i.e. speaking, writing and listening, mentioned by the participants. The six themes which emerged from this study were belief and self-deprecating thought, afraid of being put on the limelight, afraid of being laughed at by peers, the type of lecturer or teacher, bad past experiences, and anxiety during language test

Classification of L2 writing process and writing strategies

English for second language writing has developed greatly, from product oriented approach to process oriented approach.This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time.Although it is a difficult skill, writing is essential for second language learners’ academic success.Second language researchers are still trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners.More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing.It is found that the writing process stages employedin this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive.The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another

Exploring parliamentary debate as a pedagogical tool to develop English communication skills in EFL/ESL classrooms

To survive in the 21st century workplace, communication skills are extremely important. However, a mismatch between the industry requirement and the university graduates’ competencies in terms of effective communication skills exists.Rote learning and lack of opportunities to practice English communication skills inside and outside the classroom are common issues in EFL/ESL contexts.Thus, this qualitative study was conducted to explore how debate as a pedagogical tool with three stages - pre-debate, actual debate and post-debate - can develop communication skills. The data were gathered through semi-structured one-on-one interview with five debate experts across from ASEAN countries and focus group interview with six ASEAN debate students.The participants of this study described the use of the pre-debate stage for the research and brainstorming tasks that engage the team members with each other, the actual debate for the arguments, POI and rebuttals that actively engage debaters with their opponents, and the post-debate stage that engage all the debaters with the adjudicators, their team-mates and their opponents.This pedagogical aspect focusing on the three stages of debate which has implications for SLA and language teaching was not substantially dealt with in previous studies on debate

Oceanographic Data of the 34th Japanese Antarctic Research Expedition from November 1992 to March 1993

The results of oceanographic observations on board the icebreaker "Shirase" and tidal observations at Syowa Station, Antarctica are presented in this report. The oceanographic observations were carried out by the summer party of the 34th Japanese Antarctic Research Expedition (JARE-34) during the austral summer of 1992/1993. The tidal observations were carried out by the winter party of JARE-33 from February 1992 to January 1993

Exploring the influence of content schemata on L2 learners’ comprehension of metaphoric expressions

This study explores the influence of content schemata on L2 learners’ comprehension of metaphoric expressions.This paper discusses the comprehension processes within the scope of content schemata in second language reading.The interest in the influence of content schemata on learners’ comprehension of metaphoric expressions among tertiary level students motivated the researchers to begin an exploration on content schemata in second language reading. The main data collection techniques included think aloud protocol and in-depth interview which were conducted on four Part 2 students pursuing Diploma in Science in Universiti Teknologi MARA (Perlis), Malaysia.The participants were asked to verbalize what they were thinking while reading a passage containing metaphoric expressions.In order to triangulate the data collected, in-depth interviews were also conducted.The interview transcripts were analyzed for recurring patterns and were then classified according to categories based on the most recurring patterns found. The think aloud protocol data and the interview patterns were analyzed to determine whether content schemata contributes to learners’ understanding of the text containing metaphoric expressions.The study discovered that the learners’ content schemata contribute to their comprehension of the metaphoric expressions. It is hoped that this study will raise awareness in making informed pedagogical decisions regarding the selection of suitable reading texts by language instructors and material writer

Oral communication apprehension in English among Jordanian postgraduate students in Universiti Utara Malaysia

This research investigated oral communication apprehension among the Jordanian postgraduate students studying in Universiti Utara Malaysia (UUM). It was directed by two main objectives: (1) to investigate the levels of Communication Apprehension among the Jordanian postgraduate students when communicating in English in UUM and (2) to investigate the relationship between programme, age and socioeconomic status and Communication Apprehension. The sampling of this study consisted of seventy Jordanian postgraduate students in UUM. The researcher used McCroskey‟s (1981) questionnaire, Personal Report of Communication Apprehension (PRCA-24) to measure communication apprehension levels in four different situations (groups, meetings, dyads and public speaking). The results of this study showed that the Jordanian postgraduate students had high levels of communication apprehension and there was a positive relationship between communication apprehension and age, programme, and socio-economic status