'Refining the sublime: Edward Phillips, a Miltonic education and the sublimity of Paradise Lost'

This is the author accepted manuscriptEdward Phillips is central to our understanding of Milton’s life due to his role as lead amanuensis during the composition of Paradise Lost. Yet Milton’s nephew has long been considered a failed product of his uncle’s educational method. This article recovers the intellectual dimension of Phillips’s literary and publishing activities and their neglected place in the reception of Paradise Lost as sublime. Enduring claims that Phillips was a Cavalier renegade to Miltonic principles and inveterate plagiarist are shown to be of less interest than how he can be seen to have applied the methods in which he had been schooled

Learning to assess in higher education: exploring the interplay of ‘formal’ and ‘informal’ learning in the academic workplace.

While there has been considerable research into HE teachers’ development and their conceptions of teaching more generally (see, for instance, Trigwell et al., 1994, Trigwell et al., 1999, Kane et al., 2002, Eley, 2006), the way in which HE staff become assessors and learn about assessment has not been widely researched. Researchers such as Knight et al. (2006) have highlighted the importance of non-/informal learning in the academic workplace, and there is conflicting evidence for the impact of more formal academic development. Research on workplace learning stresses that formal and informal dimensions of learning are intertwined, but also that formal learning opportunities have a role to play in the development of expertise (Tynjälä, 2008). This paper explores the ways in which academics learn to assess in HE. It draws on empirical data from two research projects undertaken at one UK university. The ‘assessment cultures’ project explores interrelationships between socio-cultural context and academic assessment practices. 37 interviews were conducted; 24 initial and 13 follow-up interviews. In the initial interviews lecturers described how they assess in specific modules they teach. In the follow-up interviews themes such as disciplinary and occupational background and the ways lecturers learned to assess were explored. The ‘staff learning’ project examines learning about assessment through different types of academic development: a compulsory course on assessment for new academics, a module on assessment for learning for experienced staff and a university assessment for learning network providing support and activities to its members. 31 semi-structured interviews were conducted: 17 with network members, 8 with participants of the course for new academics and 6 with participants of the course on assessment for learning. Interviewees were asked about the benefits or otherwise of the type of academic development experienced, changes in their understanding of assessment and changes in their assessment practices. Taken together, the data generated by the two projects provide insight into the complex process whereby formal and informal interact. Using data from the two projects has enabled us to extend the scope of each individual project in order to address questions which could otherwise not have been answered. It has also provided an opportunity to examine the data through the lenses of different theoretical frameworks, thus heightening our awareness for the ‘the theoretical frames of reference and methodological approaches which shape (…) [our] knowledge claims’ (Shay, p.1). The collaboration has increased our awareness for our own approaches and backgrounds and has required us to engage with each others’ theoretical and professional perspectives: that of Foucauldian post-structuralism and a focus on the discursive construction of identity with that of academic development and a focus on scholarship of teaching and learning and evaluation of academic development initiatives. It has also meant drawing on each others’ respective research backgrounds in student and teacher learning in higher education research on the one hand and workplace learning research on the other. In the critical review of student learning research which Shay refers to in her ‘think piece’, Haggis (2009) explicitly highlights the potential of the workplace learning literatures and debates for ‘thinking differently’ about higher education research. By challenging ways of knowing through collaboration, the paper intends to make a contribution to the ‘region’ (Shay, p.2). Our focus in the analysis is on the interrelationships between theoretical concepts and assessment practices. In some interviews encounters with a concept such as ‘assessment for learning’ were described as a lens which sheds light onto existing assessment practices as well as a tool which enables the development of practice. This draws attention to the importance of the discursive resources that are available to academics for talking about their practice. In addition, certain ways of learning appear to be significant both in everyday workplace practice and in academic development activities, for instance learning from and through others. Interaction with other members of staff, particularly from other disciplines, enables staff to question the taken for granted and re-think their assessment practices. The data suggest that the simple distinction between formal and informal learning in the academic workplace may be too crude and that it may therefore be difficult to evaluate or ‘prove’ the impact of formal learning opportunities. However, the findings have implications for academic development since they draws attention to the potential of specific types of ideas and learning activities to transform understandings of assessment and assessment practices. The paper will discuss the main findings as well as the benefits and challenges of working with data across two research projects with different theoretical underpinnings

Plasma tocopherol in sheep and cattle after ingesting free or acetylated tocopherol

Two trials were carried out to evaluate the bioavailability of dl-α-tocopherol and dl-α-tocopherol acetate administered to sheep and cattle in a single oral dose. In the first trial, two groups of five sheep were used. They received 100 mg/kg body weight of either dl-α-tocopherol or its acetylated form. The blood plasma α-tocopherol tolerance curve area was higher in the dl-α-tocopherol group than in its ester form. The time to reach maximum plasma α-tocopherol concentration was less in the dl-α-tocopherol group than in its ester form. In a second trial, four heifers received the two forms (50 mg/kg body weight) in rotation after an appropriate washing period between the two dosings. Again, plasma tolerance curve area was greater in the cattle following administration of dl-α-tocopherol than its acetylated form.EEA Colonia BenitezFil: Hidiroglou, Nick N. University of Florida. Animal Science Department; Estados UnidosFil: McDowell, Lee Russell. University of Florida. Animal Science Department; Estados UnidosFil: Balbuena, Osvaldo. University of Florida. Animal Science Department; Estados Unidos. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Colonia Benítez; Argentina

Activin has direct long-range signalling activity and can form a concentration gradient by diffusion

AbstractBackground: Activin has strong mesoderm-inducing properties in the early Xenopus embryo, and has a long-range signalling activity that activates genes in cells distant from a source in a concentration-dependent way. It has not yet been established what mechanism of signal transmission accounts for this and other examples of long-range signalling in vertebrates. Nor is it known whether activin itself acts on distant cells or whether other kinds of molecules are used for long-range signalling. Here we have used a well characterised model system, involving animal caps of Xenopus blastulae treated with activin or transforming growth factor β, to analyze some fundamental properties of long-range signalling and of the formation of a morphogen gradient.Results: We find that cells distant from the source of activin require functional activin receptors to activate Xbrachyury, a result suggesting that activin itself acts directly on distant cells and that other secondary signalling molecules are not required. We also find that the signals can be transmitted across a tissue that cannot respond to it; this argues against a relay process. We provide direct evidence that labelled activin forms a concentration gradient emanating from its source and extending to the distant cells that express Xbrachyury. Lastly, we show that there is no inherent polarity in the responding tissue that influences either the direction or rate of signalling.Conclusions: The long-range signalling mechanism by which activin initiates the transcription of genes in a concentration-dependent manner depends on a process of rapid diffusion and the establishment of an activin gradient across the tissue. It cannot be explained by a relay or wave propagation mechanism. Activin itself is the signalling molecule to which distant cells respond

“Shakespeares Workes, and such Prelaticall trash”: Milton’s Shakespeare from the Philadelphia First Folio to the Political Prose

This is the author accepted manuscript. The final version is available from Penn State University Press via the DOI in this recordHow are we to connect the way that Milton uses Charles I’s love of Shakespeare against him in Eikonoklastes (1649) with the evidence of Milton’s own close appreciation of Shakespeare in his copy of the First Folio, recently identified in the Free Library of Philadelphia? Is there any relationship between the linguistic and textual fascination with Shakespeare on display in the Philadelphia Folio and the polemical quotation of Shakespeare in the prose, or should we focus on the difference between them? This article makes the case that there is a relationship between Milton’s use of the First Folio and the political prose, but one that has less to do with content or with Milton’s attitudes toward Shakespeare per se than with critical methods of reading. This relationship exemplifies the effect of polemicization on literary and textual criticism, as on every aspect of British culture, during the Civil Wars of the 1640s

Supercolonial structure of invasive populations of the tawny crazy ant Nylanderia fulva in the US

Background: Social insects are among the most serious invasive pests in the world, particularly successful at monopolizing environmental resources to outcompete native species and achieve ecological dominance. The invasive success of some social insects is enhanced by their unicolonial structure, under which the presence of numerous queens and the lack of aggression against non-nestmates allow high worker densities, colony growth, and survival while eliminating intra-specific competition. In this study, we investigated the population genetics, colony structure and levels of aggression in the tawny crazy ant, Nylanderia fulva, which was recently introduced into the United States from South America. Results: We found that this species experienced a genetic bottleneck during its invasion lowering its genetic diversity by 60%. Our results show that the introduction of N. fulva is associated with a shift in colony structure. This species exhibits a multicolonial organization in its native range, with colonies clearly separated from one another, whereas it displays a unicolonial system with no clear boundaries among nests in its invasive range. We uncovered an absence of genetic differentiation among populations across the entire invasive range, and a lack of aggressive behaviors towards conspecifics from different nests, even ones separated by several hundreds of kilometers. Conclusions: Overall, these results suggest that across its entire invasive range in the U.S.A., this species forms a single supercolony spreading more than 2000 km. In each invasive nest, we found several, up to hundreds, of reproductive queens, each being mated with a single male. The many reproductive queens per nests, together with the free movement of individuals between nests, leads to a relatedness coefficient among nestmate workers close to zero in introduced populations, calling into question the stability of this unicolonial system in which indirect fitness benefits to workers is apparently absent.Fil: Eyer, Pierre André. Texas A&M University; Estados UnidosFil: McDowell, Bryant. Texas A&M University; Estados UnidosFil: Johnson, Laura N. L.. Texas A&M University; Estados UnidosFil: Calcaterra, Luis Alberto. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Fundación para el Estudio de Especies Invasivas; ArgentinaFil: Fernández, María Belén. Fundación para el Estudio de Especies Invasivas; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Shoemaker, Dewayne. University of Tennessee; Estados UnidosFil: Puckett, Robert T.. Texas A&M University; Estados UnidosFil: Vargo, Edward L.. Texas A&M University; Estados Unido

The interobserver reliability of a novel qualitative point of care assay for heart-type fatty acid binding protein.

BACKGROUND: Heart-type fatty acid-binding protein (h-FABP) may help to improve the early diagnosis of acute coronary syndromes in patients presenting to the Emergency Department (ED) with chest pain. A novel qualitative point of care h-FABP lateral flow immunoassay (True Rapid, FABPulous BV) could provide results to clinicians within just 5min. Given the qualitative nature of this test and prior to evaluation in a large diagnostic study, we aimed to determine inter-observer reliability when interpreted contemporaneously by staff in the ED. METHODS: In a nested prospective cohort study including adult patients with suspected cardiac chest pain, venous blood samples were tested for h-FABP (FABPulous BV) on arrival and 3h later. Each test result was independently interpreted by two different investigators after 5min. The investigators were blinded to each other's interpretation and recorded their findings on separate case report forms. We determined interobserver reliability by calculating the Cohen's kappa score and 95% confidence intervals. RESULTS: A total of 43 test results (from 31 patients) were each interpreted by two independent investigators. Absolute agreement between investigators was 93.0%, with a Cohen's kappa of 0.81 (95% CI 0.6-1.0), indicating near perfect agreement. In total there were three (7.0%) disagreements. In each case one investigator reported a 'weak positive' result while the other interpreted the result as 'negative'. CONCLUSIONS: These findings demonstrate the interobserver reliability of a qualitative point of care h-FABP assay. Further work must evaluate diagnostic accuracy and determine the clinical implications of the small rate of disagreement

Emotional Neglect in Childhood and Attachment Anxiety in Adult Relationships as Predictors of Social Networking Addiction

This study investigated the relationship between childhood maltreatment and social networking addiction to determine if it was mediated by anxious-avoidant attachment. It was hypothesized that the presence of an anxious-avoidant attachment pattern developed as a result of childhood maltreatment would mediate the correlation between anxious-avoidant attachment and social networking addiction. This would mean that participants who developed an anxious-avoidant attachment style due to childhood maltreatment would use social media in unhealthy ways. To measure childhood maltreatment, the Adverse Childhood Experiences scale (ACE) was used. The Experiences in Close Relationships-Revised scale (ECR-R) was used to measure anxious-avoidant attachment. Finally, social networking addiction was measured by the Social Networking Addiction Scale (SNAS). The sample was relatively young (M = 19.88, SD = 2.62), (n = 82). Three bivariate correlations and multiple linear regression were conducted to determine if an anxious-avoidant attachment pattern mediated the connection between childhood maltreatment and social networking addiction. A significant correlation was found between childhood maltreatment and anxious-avoidant attachment, as well as between anxious-avoidant attachment and social networking addiction. However, no correlation was found between childhood maltreatment and social networking addiction. It was concluded that no mediation was present