Developing an English language/literacy course for adult deaf learners: insights from the chalk-face

This paper offers insights into the teaching of literacy / English language to adult learners who are severely and profoundly deaf. The paper builds on an earlier study (Denny 2002), which documents the inclusion of Deaf learners in an adult migrant ESOL program at the School of Languages, Auckland University of Technology, and the subsequent establishment of a Deaf only Literacy / English language course (Roach 2002, Thompson forthcoming). The present paper draws on the on-going reflections of the course developer / classroom teacher over a period of 4 years. A number of themes are identified and these are explored in relation to (1) adult literacy (2) bilingual education (3) ESOL methodology (4) curriculum development and (5) teacher decision-making. Practical suggestions are made that may help guide others in what is essentially uncharted territory

An exploratory investigation of the effects of form-focused instruction on implicit linguistic knowledge

It is, arguably, implicit linguistic knowledge rather than explicit linguistic knowledge that is the goal of second language acquisition. The question arises, however, of how such knowledge can be tested (R. Ellis 2003). This article reports on an exploratory investigation of issues associated with measuring the effects of form-focused instruction (FFI) on the acquisition of implicit linguistic knowledge in an intact pedagogical context. The study involved 19 elementary-level adult learners of English who received planned focus-on-forms instruction on the Past Simple tense and who were subsequently tested for both immediate and sustained gains. The results of the study indicate that form-focused instruction may have been effective in promoting immediate gains but that there was no sustained effect. However, such an interpretation is considerably weakened by the fact that the control group statistically outperformed the instructional group. Such a result may be indicative of the aim to preserve ‘ecological validity’ (van Lier 1988) at the expense of rigorously controlling extraneous variables when conducting research of a quasi-experimental nature. The study, however, raises a number of issues that future researchers should take into account when designing further investigations of implicit linguistic knowledge

The effects of investigating homicide on police investigators

This paper presents the initial findings of an exploratory study comparing the cognitive and emotional stressors experienced by police when investigating suspicious child and adult deaths (e.g. homicides). The results of an online survey questionnaire with 99 experienced UK police investigators are presented, with key differences found in the cognitive and emotional stress experienced depending on whether the victim was a child or an adult, and key differences and similarities identified in the ways investigators deal and cope with adult and child victim cases. A brief discussion of the implications for the well-being and training of police homicide investigators is also provided

Tensin1 expression and function in chronic obstructive pulmonary disease

open access articleChronic obstructive pulmonary disease (COPD) constitutes a major cause of morbidity and mortality. Genome wide association studies have shown significant associations between airflow obstruction or COPD with a non-synonymous SNP in the TNS1 gene, which encodes tensin1. However, the expression, cellular distribution and function of tensin1 in human airway tissue and cells are unknown. We therefore examined these characteristics in tissue and cells from controls and people with COPD or asthma. Airway tissue was immunostained for tensin1. Tensin1 expression in cultured human airway smooth muscle cells (HASMCs) was evaluated using qRT-PCR, western blotting and immunofluorescent staining. siRNAs were used to downregulate tensin1 expression. Tensin1 expression was increased in the airway smooth muscle and lamina propria in COPD tissue, but not asthma, when compared to controls. Tensin1 was expressed in HASMCs and upregulated by TGFβ1. TGFβ1 and fibronectin increased the localisation of tensin1 to fibrillar adhesions. Tensin1 and α-smooth muscle actin (αSMA) were strongly co-localised, and tensin1 depletion in HASMCs attenuated both αSMA expression and contraction of collagen gels. In summary, tensin1 expression is increased in COPD airways, and may promote airway obstruction by enhancing the expression of contractile proteins and their localisation to stress fibres in HASMCs

Redox Switch for the Inhibited State of Yeast Glycogen Synthase Mimics Regulation by Phosphorylation

Glycogen synthase (GS) is the rate limiting enzyme in the synthesis of glycogen. Eukaryotic GS is negatively regulated by covalent phosphorylation and allosterically activated by glucose-6-phosphate (G6P). To gain structural insights into the inhibited state of the enzyme, we solved the crystal structure of yGsy2-R589A/R592A to a resolution of 3.3 Å. The double mutant has an activity ratio similar to the phosphorylated enzyme and also retains the ability to be activated by G6P. When compared to the 2.88 Å structure of the wild-type G-6-P activated enzyme, the crystal structure of the low-activity mutant showed that the N-terminal domain of the inhibited state is tightly held against the dimer-related interface thereby hindering acceptor access to the catalytic cleft. Based on these two structural observations, we developed a reversible redox regulatory feature in yeast GS by substituting cysteine residues for two highly conserved arginine residues. When oxidized, the cysteine mutant enzyme exhibits activity levels similar to the phosphorylated enzyme, but cannot be activated by G-6-P. Upon reduction, the cysteine mutant enzyme regains normal activity levels and regulatory response to G-6-P activation

Philosophies and pedagogies that shape an integrated engineering programme

Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students’ knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students’ education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches