The infection process of Colletotrichum truncatum on lentil

The fungus Colletotrichum truncatum (Schw.) Andrus and Moore causes lentil anthracnose, which is a major challenge to lentil production in Western Canada. The pathogen infects leaves and stems, resulting in defoliation, stem girdling, plant wilting, and possibly plant death. Two races, Ct0 and Ct1, have been identified in the pathogen population in Canada. However, the differences in the infection process between the two races have not been described in detail. Currently, several lentil cultivars, such as CDC Redberry, CDC Robin, CDC Rosetown, CDC Rouleau, and CDC Viceroy, have resistance against race Ct1, whereas there are no cultivars showing resistance to race Ct0. The objective of this study was to investigate differences in the infection process between race Ct0 and race Ct1 using the fully susceptible cultivar Eston and the race Ct1-resistant cultivar CDC Robin. Experiments on glass well slides showed that race Ct0 had no inherently different conidium germination rate compared to race Ct1, and that differences in conidium germination between the two races on lentil plants were the result of specific interactions between the two races and lentil resistance. Investigations of the infection process of the two races on detached and attached leaves of both lentil cultivars were conducted starting 12 h postinoculation (hpi) until 72 hpi, including conidium germination, appressorium formation, and leaf penetration. Results indicated that differences in virulence of the two races may be related to the ability of conidia to germinate and form appressoria, as well as the ability of primary infection hyphae to grow in response to cues from the lentil cultivars. Furthermore, resistance of lentil to isolates of race Ct1 appeared to involve an inhibition in and/or delay of the spread of primary infection hyphae inside the plant tissue. Results of infection studies of one isolate from each race on attached leaves did not completely agree with results of the same isolates on detached leaves. Based on this study, race Ct0 and race Ct1 do not appear to be classical physiological races, but may represent aggressive races or some intermediate forms

English Medium Instruction as a Local Practice

From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers’ linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process. This book reflects upon EMI lecturers’ culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers’ closely related cultural and educational system, and restricted by the available resources. This is an open access book

English Medium Instruction as a Local Practice

From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers’ linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process. This book reflects upon EMI lecturers’ culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers’ closely related cultural and educational system, and restricted by the available resources. This is an open access book

English Medium Instruction as a Local Practice: Language, Culture and Pedagogy

From the perspective of translanguaging and instruction theories, this Open Access book examines Chinese English Medium Instruction (EMI) lecturers’ linguistic and pedagogical characteristics. This book demonstrate that ‘English’ in EMI is not a monolingual issue and EMI lecturers have applied their bilingual advantages to systematically and strategically advance their pedagogy practices through a translanguaging process.  This book reflects upon EMI lecturers’ culture-imbedded teaching and learning philosophies and explores the implications of local classroom practices, such as topic-centered instruction and teacher presentation through demonstration. This book argues that EMI teaching is not an approach that can reach universal consent across linguistic, cultural and educational systems; it is an approach that is exclusively contextualised in the lecturers’ closely related cultural and educational system, and restricted by the available resources

A Case Study of Bilingual Student-Teachers’ Classroom English: Applying the Education-Linguistic Model

This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they demonstrated compared to their host teachers. Data were collected through observing and audio-recording the participants’ teaching, aiming to capture the actual features of their English use in class. The data were structurally-coded employing the ELM categories. Discourse analysis was employed to interpret and understand the language use of the bilingual student teachers and also their supervising teachers. The bilingual student-teachers in this research, whose English proficiency was at IELTS 7.5, and who had experienced six months of intensive teaching practicum, were found able to demonstrate grammatically and discursively acceptable expressions throughout their teaching. The difficulties experienced by this cohort were more due to their lack of skills and flexibilities in teaching and classroom management rather than their inappropriate use of instructional English

Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers’ Perceptions of Their Relationship with Students in a Cross-Cultural Context

Teachers’ cultural backgrounds can result in challenges in establishing positive teacher-student relationships in cross-cultural settings. The context for this study is based on the everyday practice of teachers and students in the classrooms of diverse Australian schools, where issues of cross-cultural teacher-student relationships have been raised. This study involved a group of Chinese-background Mandarin teachers who had one year of volunteer teaching experiences in Australian schools. Data were collected from focus group discussions at the point of the completion of their twelve-month teaching practice, in order to access their fresh memories of their experiences. It explores their “culture” in relating to their Australian students during their teaching practice. This research draws on Chinese cultural concepts for theorizing and finds that the cultural concepts of Guanxi/relationship, Dengji/hierarchy, Zunzhong/respect, and Hexie/harmony have had a significant impact on these teachers’ understanding and management of teacher-student relationships in their Australian classes

Road Safety Literacy for Speakers of English as a Foreign Language: Educating novice drivers for the public’s health

The public health dimensions of road safety literacy for novice drivers who speak English as a foreign language, are a concern due to increasing transnational mobility. The research literature indicates interest in this language issue in terms of comparisons with native English speakers, gender, and international evaluations.  However, studies of road safety as a literacy issue are limited. Using an autobiographical approach this paper explores the textual, inter-textural and performative literacy of a Chinese learner-driver in Australia. Evidence of the learner-driver’s life history, use of multiple languages, and cultural differences are shown to impact on her development of road safety literacy

Molecular Characterization, Sequence Analysis, and Taxonomic Position of Newly Isolated Fish Iridoviruses

AbstractWithin the past decade, iridoviruses have been identified as the causative agents of systemic disease in a variety of commercially and recreationally important fish. Here we examine nine iridoviruses from fish, reptiles, and amphibians and demonstrate that all isolates were more similar to frog virus 3, the type species of the genusRanavirus,than to lymphocystis disease virus, the type species of the genusLymphocystivirus.Comparison of viral protein synthesis profiles, restriction endonuclease digestion patterns, and the amino acid sequence of the major capsid protein indicated that iridoviruses isolated from the same geographic region were similar, if not identical, whereas viruses from different areas were distinct. Moreover, using primers complementary to the conserved major capsid protein, we found that both PCR and RT-PCR successfully amplified virus-specific nucleic acid from all nine isolates. These studies demonstrate that the piscine iridoviruses examined here were members of the genusRanavirus,and suggest that surveys of pathogenic “fish viruses” may need to include neighboring amphibian and reptilian populations. In addition, the results indicate that PCR readily identified vertebrate iridoviruses and suggest that PCR will be useful in the diagnosis of fish disease