Interdependence of magnetism and superconductivity in the borocarbide TmNi2B2C

We have discovered a new antiferromagnetic phase in TmNi2B2C by neutron diffraction. The ordering vector is Q_A = (0.48,0,0) and the phase appears above a critical in-plane magnetic field of 0.9 T. The field was applied in order to test the assumption that the zero-field magnetic structure at Q_F = (0.094,0.094,0) would change into a c-axis ferromagnet if superconductivity were destroyed. We present theoretical calculations which show that two effects are important: A suppression of the ferromagnetic component of the RKKY exchange interaction in the superconducting phase, and a reduction of the superconducting condensation energy due to the periodic modulation of the moments at the wave vector Q_A

Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment

Making and design environments, often referred to as makerspaces, have aroused recent educational interest. These environments typically consist of spaces that support interest-driven engagement in hands-on creative activities with a range of digital artefacts. Although a variety of benefits from participating in making and design activities have been proposed, we currently have limited understanding of students’ learning experiences in makerspaces situated in schools. Following Hedegaards’ conceptualisations, we investigate motive-demand dynamics in students’ social activity in a school-based digital making and design environment, ‘The FUSE Studio’. We highlight our findings via vignettes selected from 65 h of video recordings of 94 students (aged between 9 and 12 years old) carrying out activities; the recordings were collected intermittently from an elective course over one semester. Our study illustrates how the students’ learning experiences were shaped through tension-laden interplay between the motives and demands of their activity situated across personal, relational and institutional contexts. The findings make visible how established ways of working and being at school interacted and came into tension with the students’ motive orientations, thereby limiting and at times transforming the social context of their learning. Our work also demonstrates how the analysis of motive-demand dynamics offers one useful conceptual tool to unpack students’ learning experiences in novel learning environments.Peer reviewe

Use of tiling array data and RNA secondary structure predictions to identify noncoding RNA genes

<p>Abstract</p> <p>Background</p> <p>Within the last decade a large number of noncoding RNA genes have been identified, but this may only be the tip of the iceberg. Using comparative genomics a large number of sequences that have signals concordant with conserved RNA secondary structures have been discovered in the human genome. Moreover, genome wide transcription profiling with tiling arrays indicate that the majority of the genome is transcribed.</p> <p>Results</p> <p>We have combined tiling array data with genome wide structural RNA predictions to search for novel noncoding and structural RNA genes that are expressed in the human neuroblastoma cell line SK-N-AS. Using this strategy, we identify thousands of human candidate RNA genes. To further verify the expression of these genes, we focused on candidate genes that had a stable hairpin structures or a high level of covariance. Using northern blotting, we verify the expression of 2 out of 3 of the hairpin structures and 3 out of 9 high covariance structures in SK-N-AS cells.</p> <p>Conclusion</p> <p>Our results demonstrate that many human noncoding, structured and conserved RNA genes remain to be discovered and that tissue specific tiling array data can be used in combination with computational predictions of sequences encoding structural RNAs to improve the search for such genes.</p

Identification of miRNA targets with stable isotope labeling by amino acids in cell culture

miRNAs are small noncoding RNAs that regulate gene expression. We have used stable isotope labeling by amino acids in cell culture (SILAC) to investigate the effect of miRNA-1 on the HeLa cell proteome. Expression of 12 out of 504 investigated proteins was repressed by miRNA-1 transfection. This repressed set of genes significantly overlaps with miRNA-1 regulated genes that have been identified with DNA array technology and are predicted by computational methods. Moreover, we find that the 3′-untranslated region for the repressed set are enriched in miRNA-1 complementary sites. Our findings demonstrate that SILAC can be used for miRNA target identification and that one highly expressed miRNA can regulate the levels of many different proteins

Sex and the Cinema: What American Pie Teaches the Young

This paper focuses upon the wildly successful blockbuster American Pie teenpics, especially American Pie 3 – the Wedding. I argue that these films, which are sited so securely within the visual and pedagogical machinery of Hollywood culture, are specifically designed to appeal to teenage male audiences, and to provide lessons in sex and romance. Movies like this are especially important as they are experienced by far more teenagers than, for example, instructional films or other classroom materials; indeed, as Henry Giroux has observed, "teens and youth learn how to define themselves outside of the traditional sites of instruction, such as the home and the school… Learning in the postmodern age is located elsewhere – in popular spheres that shape their identities, through forms of knowledge and desires that appear absent from what is taught in schools" (Giroux, 1997, p.49). In this paper I discuss whether the American Pie series is actually a "new age" effort which, via insubordinate performances of gender, contests the hegemonic field of signification which regulates the production of sex, gender and desire, or whether it is more accurately described as a retrogressive hetero-conservative opus with a veneer of sexual radicalism. In short, I intend to probe whether this filmic vector for sex education is all about the shaping of responsible, caring, vulnerable men, or is it guiding them to become just like their heterosexual, middle-class fathers? And whether, despite its riotous and raunchy advertising, American Pie really dishes up something spicy or something terribly wholesome instead

COVID-19 did not result in increased hospitalization for stroke and transient ischemic attack:A nationwide study

BACKGROUND: The risk of thrombosis increases in infectious diseases, yet observational studies from single centers have shown a decrease in admission of acute ischemic stroke patients during the COVID‐19 pandemic. To investigate unselected stroke admission rates we performed a nationwide study in Denmark. METHODS: We extracted information from Danish national health registries. The following mutually exclusive time periods were compared to the year before the lockdown: (1) first national lockdown, (2) gradual reopening, (3) few restrictions, (4) regional lockdown, and (5) second national lockdown. RESULTS: Generally, admission rates were unchanged during the pandemic. In the unadjusted data, we observed a small decrease in the admission rate for all strokes under the first lockdown (incidence rate ratio: 0.93, confidence interval [CI]: 0.87–0.99) and a slight increase during the periods with gradual reopening, few restrictions, and the regional lockdown driven by ischemic strokes. We found no change in the rate of severe strokes, mild strokes, or 30‐day mortality. An exception was the higher mortality for all strokes during the first lockdown (risk ratio: crude 1.30 [CI: 1.03–1.59]; adjusted 1.17 [CI: 0.93–1.47]). The quality of care remained unchanged. CONCLUSION: Stroke admission rates remained largely unchanged during the pandemic, while an increased short‐term mortality rate in patients admitted with stroke observed during the first lockdown was seen, probably reflecting that the more frail patients constituted a higher proportion of admitted patients at the beginning of the pandemic

Methods for interpreting lists of affected genes obstained in a DNA microarray experiment

Background - The aim of this paper was to describe and compare the methods used and the results obtained by the participants in a joint EADGENE (European Animal Disease Genomic Network of Excellence) and SABRE (Cutting Edge Genomics for Sustainable Animal Breeding) workshop focusing on post analysis of microarray data. The participating groups were provided with identical lists of microarray probes, including test statistics for three different contrasts, and the normalised log-ratios for each array, to be used as the starting point for interpreting the affected probes. The data originated from a microarray experiment conducted to study the host reactions in broilers occurring shortly after a secondary challenge with either a homologous or heterologous species of Eimeria. Results - Several conceptually different analytical approaches, using both commercial and public available software, were applied by the participating groups. The following tools were used: Ingenuity Pathway Analysis, MAPPFinder, LIMMA, GOstats, GOEAST, GOTM, Globaltest, TopGO, ArrayUnlock, Pathway Studio, GIST and AnnotationDbi. The main focus of the approaches was to utilise the relation between probes/genes and their gene ontology and pathways to interpret the affected probes/genes. The lack of a well-annotated chicken genome did though limit the possibilities to fully explore the tools. The main results from these analyses showed that the biological interpretation is highly dependent on the statistical method used but that some common biological conclusions could be reached. Conclusion - It is highly recommended to test different analytical methods on the same data set and compare the results to obtain a reliable biological interpretation of the affected genes in a DNA microarray experimen

Perspectives on the ‘silent period’ for emergent bilinguals in England

This paper draws together the research findings from two ethnographic studies (Drury, 2007; Bligh, 2011) as a means to problematize the ‘silent period’ as experienced by young bilingual learners in two English speaking early years settings in England. Most teachers and senior early years practitioners in England are monolingual English speakers. The children (regardless of their mother tongue) are taught through the medium of spoken and written English in and through all subject areas. Bilingual learning through the mother tongue is not only disregarded in most schools in England but is actively discouraged in some. Three emergent bilingual learners were re-examined as case studies. Suki and Adyta (Bligh, 2011) of Japanese and Punjabi decent and Nazma (Drury, 2007) of Kashmiri descent were observed whilst they each negotiated new ways of knowing within and through an English pre-school setting. Sociocultural insights into how these young children employ their silenced mother tongue to negotiate their learning creates a fuller and richer portrait of the emergent bilingual learner both in and outside of preschool. These collaborative research findings present the silent period as agentive (Drury, 2007) and as a crucial time for self-mediated learning (Bligh, 2011) within the early years community of practice