Closing seminars and lectures: The work that lecturers and students do

This paper was accepted for publication in the journal Discourse Studies and the definitive published version is available at https://doi.org/10.1177/1461445617701992Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on: firstly, the resources that lecturers and students have to accomplish this (which do not just include speech, but also embodied conduct, as well as references to clock time and lesson phases); secondly, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g., by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g., by packing up noisily); thirdly, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g., by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities)

Antithrombotic therapy and survival in patients with malignant disease

A broad range of studies suggest a two-way relationship between cancer and venous thromboembolism (VTE). Patients with cancer have consistently been shown to be at elevated risk for VTE; this risk is partly driven by an intrinsic hypercoagulable state elicited by the tumour itself. Conversely, thromboembolic events in patients without obvious risk factors are often the first clinical manifestation of an undiagnosed malignancy. The relationship between VTE and cancer is further supported by a number of trials and meta-analyses which, when taken together, strongly suggest that antithrombotic therapy can extend survival in patients with cancer by a mechanism that extends beyond its effect in preventing VTE. Moreover, accumulating evidence from in vitro and in vivo studies has shown that tumour growth, invasion, and metastasis are governed, in part, by elements of the coagulation system. On 22 May 2009, a group of health-care providers based in the United Kingdom met in London, England, to examine recent advances in cancer-associated thrombosis and its implications for UK clinical practice. As part of the discussion, attendees evaluated evidence for and against an effect of antithrombotic therapy on survival in cancer. This paper includes a summary of the data presented at the meeting and explores potential mechanisms by which antithrombotic agents might exert antitumour effects. The summary is followed by a consensus statement developed by the group

Genetic Overexpression of NR2B Subunit Enhances Social Recognition Memory for Different Strains and Species

The ability to learn and remember conspecifics is essential for the establishment and maintenance of social groups. Many animals, including humans, primates and rodents, depend on stable social relationships for survival. Social learning and social recognition have become emerging areas of interest for neuroscientists but are still not well understood. It has been established that several hormones play a role in the modulation of social recognition including estrogen, oxytocin and arginine vasopression. Relatively few studies have investigated how social recognition might be improved or enhanced. In this study, we investigate the role of the NMDA receptor in social recognition memory, specifically the consequences of altering the ratio of the NR2B∶NR2A subunits in the forebrain regions in social behavior. We produced transgenic mice in which the NR2B subunit of the NMDA receptor was overexpressed postnatally in the excitatory neurons of the forebrain areas including the cortex, amygdala and hippocampus. We investigated the ability of both our transgenic animals and their wild-type littermate to learn and remember juvenile conspecifics using both 1-hr and 24-hr memory tests. Our experiments show that the wild-type animals and NR2B transgenic mice preformed similarly in the 1-hr test. However, transgenic mice showed better performances in 24-hr tests of recognizing animals of a different strain or animals of a different species. We conclude that NR2B overexpression in the forebrain enhances social recognition memory for different strains and animal species

Making rounds: The routine work of the teacher during collaborative learning with computers

This article was published in the International Journal of Computer-Supported Collaborative Learning [Springer Verlag © International Society of the Learning Sciences, Inc.] and the definitive version is available at: http://dx.doi.org/10.1007/s11412-011-9134-8This paper provides a detailed analysis of the work of the teacher during collaborative-learning activities. Whilst the importance of the teacher for the success of collaborative learning has frequently been recognized in the CSCL literature, there is nevertheless a curious absence of detailed studies that describe how the teacher intervenes in pupils' collaborative-learning activities, which may be a reflection of the ambivalent status of teachers within a field that has tried to transfer authority from teachers to pupils. Through a close analysis of different types of teacher interventions into pupils working in pairs with a storyboarding tool, this paper argues, firstly, that concerns of classroom management and pedagogy are typically intertwined and, secondly, that although there may be tensions between the perspectives of teachers and pupils these do not take the form of antagonistic struggles. The paper concludes that it may be time to renew our interest in the work of teachers in the analysis of collaborative-learning activities