Cosmopolitan speakers and their cultural cartographies

Language learners' increased mobility and the ubiquity of virtual intercultural encounters has challenged traditional ideas of ‘cultures’. Moreover, representations of cultures as consumable life-choices has meant that learners are no longer locked into standard and static cultural identities. Language learners are better defined as cosmopolitan individuals with subjective and complex socio-political and historical identities. Such models push the boundaries of current concepts in language pedagogy to new understandings of who the language learner is and a refashioning of the cultural maps they inhabit. This article presents a model for cultural understanding that draws on the theoretical framework of Beck's Cosmopolitan Vision and its related concepts of ‘Banal Cosmopolitanism’ and ‘Cosmopolitan Empathy’. Narrative accounts are used to illustrate the experience of a group of students of Arabic and Serbian/Croatian and their use of the cultural resources at their disposal to construct their own subjective cosmopolitan life-worlds. Through the analysis of learners' everyday cultural practices inside and outside the educational environment, the scope of the intercultural experience is revisited and a new paradigm for the language learner is presented. The Cosmopolitan Speaker (CS) described in this article is a subject who adopts a flâneur-like disposition to reflect on and scrutinise the target culture. Armed with this highly personal interpretation of reality, CSs will be able to take part in their own cultural trajectories and imagine and ‘figure’ their own cartography of the world

Antagonistic maternal and direct effects of the leptin receptor gene on body weight in pigs

Maternal effects on offspring growth can impact survival and evolution of natural and domesticated populations. Genetic correlation estimates often support a negative relationship between direct and maternal effects. However, the genetic underpinnings whereby this antagonism operates are unclear. In pigs, sow feeding status and body composition condition piglet development and growth. We hypothesized that variants in genes impacting these traits may be causative of maternal influences that could be antagonistic to the direct effects for piglet growth. A recessive missense mutation (C>T) in the porcine leptin receptor (LEPR) gene (rs709596309) has been identified as the possible causal polymorphism for increased feed intake and fatness. Using data from a Duroc line, we show that the TT sows exerted a negative impact on the body weight of their offspring at the end of the growing period of similar extent to the positive direct effect of the TT genotype over each individual. Thus, TT pigs from TT dams were about as heavy as CC and CT (C-) pigs from C-dams, but TT pigs from C-dams were around 5% heavier than C-pigs from TT dams. In contrast, body composition was only influenced by LEPR direct effects. This antagonism is due to a higher propensity of TT pigs for self-maintenance rather than for offspring investment. We show that TT pigs consumed more feed, favored fatty acid uptake over release, and produced lighter piglets at weaning than their C-counterparts. We conclude that LEPR underlies a transgenerational mechanism for energy distribution that allocates resources to the sow or the offspring according to whether selective pressure is exerted before or after weaning.The authors acknowledge the financial support from the Spanish Ministry of Science, Innovation and Universities and European Union Regional Development Funds (grants AGL2015–65846-R and RTI2018-101346-B-I00; https://www.ciencia.gob.es) and Selección Batallé (https://www.batalle.com)

Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors

Adult beginner distance language learner perceptions and use of assignment feedback

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings

El barranc de la Boella de la Canonja (Tarragonès) revisitat en la intervenció arqueològica preventiva de l'any 2007

El barranc de la Boella de la Canonja és un jaciment descobert en el primer terç del segle XX. Cinquanta anys després de la seva descoberta, la publicació d'aquest jaciment pels senyors R. Capdevila i S. Vilaseca va permetre actualitzar l'escàs coneixement de la bioestratigrafia del quaternari del Camp de Tarragona (Vilaseca, 1973). Tal com assenyala el mateix S. Vilaseca, la presència de fòssils de mamífers en el barranc va ser donada a conèixer per J. R. Bataller en la memòria explicativa del segon mapa geològic del full 473 de l'IGME corresponent a Tarragona (Bataller, 1935). El mateix S. Vilaseca apunta altres descobertes de mamífers ressenyades en el Camp de Tarragona, com la nota de Faura i Sans sobre un fragment de molar de proboscidi que Harlé determinaria com Elephas meridionalis el mateix any (Faura i Sans, 1920; Harlé, 1920). Aquesta resta va ser enviada per A. Romaní, aleshores director del Museu Balaguer de Vilanova i la Geltrú, a qui li van fer arribar des d'unes pedreres del Port de Tarragona. Els treballs geològics de M. Faura i Sans, J.R. Bataller i S. Vilaseca durant el primer quart del segle XX protagonitzaren el desenvolupament de la geologia, la paleontologia i la prehistòria en el marc del Servei del Mapa de la Mancomunitat de Catalunya

Looking ahead: Future directions in, and future research into, second language acquisition

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/142949/1/flan12314_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/142949/2/flan12314.pd

A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

Meeting abstrac