GATA family transcriptional factors: emerging suspects in hematologic disorders

Previous research indicated students’ difficulties in acquiring academic reading and writing literacies. Achieving language proficiency expected in higher education often requires hard work from students. Their problems with reading and writing academic texts also presents a challenge for university teachers, who are expected to support students in their academic language development. Our research project aims at exploring how text-based conversations can be used to develop students' understanding of the conventions in academic texts, as well as students’ ability to examine these texts critically.Students’ need for continuous support, related to the educational content, has been discussed before (e.g. Lea & Street, 1998; Monroe, 2003). University teachers, regardless of their subjects or disciplines, can support students’ reading and writing development in a variety of ways (e.g. Lillis & Scott, 2007; Wingate, 2011). Our point of departure is in socio-culturally oriented research on academic writing (e.g. Lea & Street, 1998; Blåsjö, 2004). For this investigation of text-based conversations, however, we also use more text-oriented and genre-based approaches (e.g. Hyland, 2004; Bazerman, Bonini & Figueiredo, 2009).Our project is based on a qualitative study of students' conversations on a scientific text included in their course. The text-based conversations were conducted during a three-hour session, in which the first part included a joint teacher-led discussion between the students and the teacher. This discussion was based on issues focusing some fundamental aspects of a text and its context: what is the problem and purpose of the study, what methods are used and for whom is this article written. The second half of the session was devoted to group discussions, where the task was to examine critically the qualities of the text based on a number of typical features in scientific texts, such as clarity, transparency, independency of context, text structure, and validity claims. The purpose of the assignment was for students to engage in a close reading of the text. These text-based conversations were recorded in several student groups. The recorded material was subsequently transcribed and analysed.We identified three themes relevant to the students’ comprehension of the academic text discussed: the text's usability, the text's reliability, and students' attitudes towards the text and the researchers. The results highlight the teacher’s role in supporting students' reading and writing. Furthermore, the study indicates that students need knowledge about researchers’ working conditions and their writing to understand why academic texts look as they do. In this talk, we focus on the critical potential of text-based conversations as a tool for students’ reading and writing development.References:Bazerman, C., Bonini, A. & Figueiredo, D.D.C. (Eds.). (2009). Genre in a changing world. Fort Collins, Colorado: WAC Clearinghouse.Blåsjö, M. (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Almqvist och Wiksell International.Hyland, K. (2004). Disciplinary Discourse. Social Interactions in Academic writing. Michigan: The University of Michigan Press.Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.Lillis T. M. & Scott, M. (2007). Defining academic literacies research. Issues of epistemology, ideology and strategy. Journal of Applied linguistics, 4(1), 5-32.Monroe, J. (2003). Writing in the disciplines. Peer Review, 6(1), 5-32.Wingate, U., Andon, N. & Cogo, A. (2011). Embedding academic writing instruction int

Primary mediastinal large B-cell lymphoma in HIV: report of two cases

Primary mediastinal large B cell lymphoma (PMLBCL) is a subtype of diffuse large B cell lymphoma arising in the mediastinum with distinctive clinical and morphological features. Though diffuse large B cell lymphoma is one of the most common non-Hodgkin lymphoma associated with AIDS, there are no data available regarding the association of HIV and PMLBCL. We report here two cases of PMLBCL arising in AIDS patients. In both cases, PMLBCL presented in a setting of low CD4 T-cell count as rapidly enlarging mediastinal mass. The morphologic and immunophenotypic findings are characteristic of PMLBCL. One of the two patients, a 25-year-old woman who had localized disease and evidence of Epstein–Barr virus in lymphoma cells, did not respond to chemotherapy and died of disease progression 5 months after diagnosis. The second patient, a 38-year-old male with disseminated disease, responded to therapy and is disease-free after 9 months of follow-up

Hematology In Oncology

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