The Impact of Dispersion on Amplitude and Frequency Noise in a Yb-fiber Laser Comb

We describe a Yb-fiber based laser comb, with a focus on the relationship between net-cavity dispersion and the frequency noise on the comb. While tuning the net cavity dispersion from anomalous to normal, we measure the amplitude noise (RIN), offset frequency (f_CEO) linewidth, and the resulting frequency noise spectrum on f_CEO. We find that the laser operating at zero net-cavity dispersion has many advantages, including an approximately 100x reduction in free-running f_CEO linewidth and frequency noise power spectral density between laser operation at normal and zero dispersion. In this latter regime, we demonstrate a phase-locked f_CEO beat with low residual noise

Quantum Point Contacts and Coherent Electron Focusing

I. Introduction II. Electrons at the Fermi level III. Conductance quantization of a quantum point contact IV. Optical analogue of the conductance quantization V. Classical electron focusing VI. Electron focusing as a transmission problem VII. Coherent electron focusing (Experiment, Skipping orbits and magnetic edge states, Mode-interference and coherent electron focusing) VIII. Other mode-interference phenomenaComment: #3 of a series of 4 legacy reviews on QPC'

Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL

[EN] This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing ‘communicative digital competence’ (CLIL group, n=2,152, and non-CLIL group, n=18,093) and ‘informational digital competence’ (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.This study is part of the research project APINGLO-CLM- (Ref.: FFI2014-54179-C2-2-P), funded by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), 2015-2018. I would also like to thank the Castilla-La Mancha Office of Evaluation for their invaluable help and the two blind reviewers for their comments, which helped me to significantly improve this article.Nieto Moreno De Diezmas, E. (2018). Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL. Revista de Lingüística y Lenguas Aplicadas. 13:75-85. https://doi.org/10.4995/rlyla.2018.9023SWORD758513Admiraal, W., Westhoff, G. & de Bot, K. (2006). "Evaluation of Bilingual Secondary Education in the Netherlands: Students' Language Proficiency in English", Educational Research and Evaluation, 12, 75-93. https://doi.org/10.1080/13803610500392160Alonso, E., Grisale-a, J., Campo, A. (2008). "Plurilingual Education in Secondary Schools: Analysis of Results", International CLIL Research Journal, 1/1, 36-49.Alwi, N.A., Adams, R. and Newton, J. (2012). "Writing to learn via text chat: Task implementation and focus on form", Journal of Second Language Writing, 21, 23-39. https://doi.org/10.1016/j.jslw.2011.12.001Badertscher, H., Bieri, T. (2009). Wissenserwerb im content-and-language integrated learning. Bern-Stuttgart- Wien, Switzerland: Haupt.Ball, Ph. (2014). "CLIL and Competences: Assessment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 76-80.Baturay, M., Yıldırım, S. & A. Daloğlu, A. (2009). "Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language Learners", Eurasian Journal of Educational Research (EJER), 34, 17-36.Bentley, B. (2014). "What are the Basic Parameters which Help CLIL to Thrive?" in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 98-100.Bergroth, M. (2006). "Immersion students in the matriculation examination Three years after immersion", in K. Björklund, M. Mård-Miettinen, M. Bergström & M. Södergård (eds.) Exploring Dual- Focussed Education. Integrating Language and Content for Individual and Societal Needs. http://www.uwasa.fi/materiaali/pdf/isbn_952-476-149-1.pdf [Accessed 15.09.2017]Cenoz, J., Genesee, F., Gorter, D. (2014). "Critical Analysis of CLIL: Taking Stock and Looking Forward", Applied Linguistics, 35/3, 243-262. https://doi.org/10.1093/applin/amt011Clegg, J. (2014). "The Role of CLIL in Developing Language and Cognitive Skills in the Curriculum", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 83-94.Coyle, D., Hood, P., Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Dalton-Puffer, C. (2008). "Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe", in W. Delanoy and L. Volkmann (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter, 139-157.Dalton-Puffer, C. (2011). "Content-and-Language Integrated Learning: From Practice to Principles", Annual Review of Applied Linguistics, 31, 182–204. https://doi.org/10.1017/S0267190511000092DiPietro, R. J. (1987). Strategic interaction: Learning Languages through Scenarios. New York: Cambridge University Press.Dourda, K., Bratitsis, T., Griva, E., Papadopoulou, P. (2013). "Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game", The Electronic Journal of e-Learning, 12/3, 243-258.Durán, A., Cruz, B. (2013). "How to integrate stories and ICT in content-based units of work for English learning", Porta Linguarum, 19, 219-237.European Commission (2006). Recommendation of 18 December 2006 of the European Parliament and the Council on Key Competences for lifelong learning (Official Journal of the European Union L394)Eshet-Alkalai, Y. (2004). "Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era", Journal of Educational Multimedia & Hypermedia, 13/1, 93-106.Fernández Fontecha, A. (2012). "CLIL in the Foreign Language Classroom: Proposal of a Framework for ICT Materials Designin Language-Oriented Versions of Content and Language Integrated Learning", Alicante Journal of English Studies, 25, 317-334. https://doi.org/10.14198/raei.2012.25.22Fernández Fontecha, A. (2014). "CALL Syllabus Integration through ICT-Mediated Tasks", Didáctica. Lengua y Literatura, 26, 147-168.Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J.M. (2017). "Analysing students' content learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain", International Journal of Bilingual Education and Biligualism. Electronic publication ahead of print version. Published online: 24 February 2017. https://doi.org/10.1080/13670050.2017.1294142.Fernández Yubero, M.A., Pareja Moreno, M.I. (2009). "CLIL and ICT: expanding our borders". In E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 45-58.Gaballo, V. (2010). "Integrating Content and Language in Specialized Language Teaching and Learning with the Help of ICT", in Proceedings of the International Conference, ICT for language learning, 3rd edition.Gilleran, A. (2012). "eTwinning and CLIL", CLIL magazine, 1, 9-10.Gimeno Sanz, A. (2009). "How can CLIL benefit from the integration of Information and Communications Technologies?" in L. Carrió (ed.) Content and Language Integrated Learning Cultural Diversity. Series: Linguistic Insights Vol. 92. Frankfurt: Peter Lang. pp 77-102.Gimeno, A., Seiz, R., de Siquera J.M., Martínez, A. (2010). "Content and language integrated learning in higher technical education using inGenio online multimedia authoring tool", Procedia- Social and Behavioral Sciences, 2, 3170-3174. https://doi.org/10.1016/j.sbspro.2010.03.484Grisale-a, J., Campo, A., Alonso, E. (2009). "Ense-anza plurilingüe en centros de educación secundaria: análisis de resultados", Revista Iberoamericana de Educación, 49/1, 1-12.Halbach A. (2009). "The primary school teacher and the challenges of bilingual education", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Madrid: Richmond Publishing, 19-26.Housen, A. (2002). "Processes and outcomes in the European schools model of multilingual education", Bilingual Research Journal, 26/1, 45-64. https://doi.org/10.1080/15235882.2002.10668698Lasagabaster, D. (2008). "Foreign Language Competence in Content and Language Integrated Learning", Open Applied Linguistics Journal, 1, 31-42. https://doi.org/10.2174/1874913500801010030Lasagabaster, D., López Beloqui, R. (2015). "The Impact of Type of Approach (CLIL versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation", Porta Linguarum, 23/1, 41-57.Lorenzo, F. (2010). "CLIL in Andalusia", in D. Lagasabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishers, 2-11.Madrid, D. (2011). "Monolingual and Bilingual Students' Competence in Social Studies", in D. Madrid, & S. Hughes (eds.) Studies in Bilingual Education. Bern: Peter Lang, 195-222. https://doi.org/10.3726/978-3-0351-0237-6Marsh, D. (2002). CLIL/EMILE- The European dimension. Actions, trends and foresight potential. Finland: Unicom, Continuing Education Centre.Mittendorfer, F. (2014). "Competence Matters: Signposting the Road to Learner Empowerment", in CLIL Policy and Practice: Competence-based education for employability, mobility and growth. British Council, 95-97.Naves, T. (2011). "How Promising Are the Results of Integrating Content and Language for EFL Writing and Overall EFL Proficiencyy?", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning, Bern: Peter Lang, 103-128.Nieto Moreno de Diezmas, E. (2012). "CLIL and development of emotional competence", Miscelanea. A Journal of English and American Studies, 45, 53-74.Nieto Moreno de Diezmas, E. (2016a). "The impact of CLIL on the acquisition of L2 competences and skills in primary education", International Journal of English Studies, 16/2, 81-101. https://doi.org/10.6018/ijes/2016/2/239611Nieto Moreno de Diezmas, E. (2016b). "The Impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the Bilingual Programmes of Castilla-La Mancha", Porta Linguarum, 25/1, 21-34.Nieto Moreno de Diezmas, E. (2017). "How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education". Investigaciones sobre lectura, 8, 7-26.Nieto Moreno de Diezmas, E. (2018). "Acquisition of reading comprehension in L1 in bilingual programmes of Primary Education. A comparative study". Ocnos, 17/1, 43-54.Nieto Moreno de Diezmas, E., Ortiz Calero, C. (2017). "Bilingüismo e interculturalidad en educación infantil: aprendiendo por proyectos", Multiárea: Revista de Didáctica, 9, 1-10.Nieto Moreno de Diezmas, E., Ruiz Cordero, B. (2018). "La evaluación de los programas AICLE en Castilla-La Mancha", in J. L. Ortega Martín, S. Hughes & D. Madrid (eds.) Influencia de la política educativa de centro en la ense-anza bilingüe en Espa-a. Madrid: Ministerio de Educación, Cultura y Deporte, 93-104.Pérez Ca-ado, M. L. (2011). "The Effects of CLIL within the APPP: Lessons Learned and Ways Forward", in R. Crespo & M. García de Sola (eds.) Studies in Honour of Ángeles Linde López. Granada: Universidad de Granada, 389-406.Pérez Ca-ado, M. L., Ráez Padilla, J. (2015). "Introduction and overview", in D. Marsh, M.L. Pérez Ca-ado, & J. Ráez Padilla (eds.) CLIL in action: Voices from the classroom. Newcastle upon Tyne: Cambridge Scholars Publishing, 1-12. https://doi.org/10.3726/978-3-653-04536-9/3Prentza, A. (2013). "CLIL & ICT in English foreign language learning: the eTwinning Experience of a primary school of intercultural education", ICT for Language Learning, 6th edition, available from http://conference.pixel-online.net/ICT4LL2013/common/download/Paper_pdf/094-CLI03-FP-Prentza-ICT2013.pdf [Accessed 15.09.2017].Reilly, T., Medrano, P. (2009). "MEC/British council Bilingual project. Twelve years of bilingual education and a smooth transition into secondary", in E. Dafouz & M.C. Guerrini (eds.) CLIL across educational levels. Richmond Publishing, 59-70.Rodríguez, R., Blázquez, M., López, B., Castro, M., San Cristobal, E., Martín, S. (2014). "Educational games for improving the teaching-learning process of a CLIL subject: Physics and chemistry in secondary education", IEEE Frontiers in Education Conference (FIE) Proceedings, 1-8. https://doi.org/10.1109/FIE.2014.7044064Ruiz de Zarobe, Y. (2011). "Which Language Competencies Benefit from CLIL? An Insignt into Applied Linguistic Research", in Y. Ruiz de Zarobe, J. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning. Berne: Peter Lang, 129-153. https://doi.org/10.3726/978-3-0351-0171-3San Isidro, X. (2010). "An Insight into Galician CLIL: Provision and Results", in D. Lasagabaster, & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars, 55-78.Saz, O., Rodríguez, V., Lleida, E., Rodríguez, W.R., Vaquero, C. (2011). "The use of multimodal tools for pronunciation training in second language learning of preadolescents", Journal of Communications Research, 3, 1-19.Scott, D., Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: European Commission.Seikkula-Leino, J. (2007). 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"The Potential of Information Communication Technologies (ICT) in Content and Language Integrated Learning (CLIL): The Case of English as a Second/Foreign Language", in D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martin, S. Hughes & G. Langé (eds.) CLIL Practice: Perspectives from the Field. University of Jyväskylä, 189-198.Washburn, L. (1997). English immersion in Sweden. A case study of Röllingby High School 1987-1989. Stockholm: University of Stockholm.Wojtowicz, L., M. Stansfield, Connolly, T., Hainey, T. (2011). "The impact of ICT and games based learning on content and language integrated learning", International Conference of ICT and Language Learning 4th edition

The APEX Quantitative Proteomics Tool: Generating protein quantitation estimates from LC-MS/MS proteomics results

Mass spectrometry (MS) based label-free protein quantitation has mainly focused on analysis of ion peak heights and peptide spectral counts. Most analyses of tandem mass spectrometry (MS/MS) data begin with an enzymatic digestion of a complex protein mixture to generate smaller peptides that can be separated and identified by an MS/MS instrument. Peptide spectral counting techniques attempt to quantify protein abundance by counting the number of detected tryptic peptides and their corresponding MS spectra. However, spectral counting is confounded by the fact that peptide physicochemical properties severely affect MS detection resulting in each peptide having a different detection probability. Lu et al. (2007) described a modified spectral counting technique, Absolute Protein Expression (APEX), which improves on basic spectral counting methods by including a correction factor for each protein (called O(i) value) that accounts for variable peptide detection by MS techniques. The technique uses machine learning classification to derive peptide detection probabilities that are used to predict the number of tryptic peptides expected to be detected for one molecule of a particular protein (O(i)). This predicted spectral count is compared to the protein's observed MS total spectral count during APEX computation of protein abundances. Results: The APEX Quantitative Proteomics Tool, introduced here, is a free open source Java application that supports the APEX protein quantitation technique. The APEX tool uses data from standard tandem mass spectrometry proteomics experiments and provides computational support for APEX protein abundance quantitation through a set of graphical user interfaces that partition thparameter controls for the various processing tasks. The tool also provides a Z-score analysis for identification of significant differential protein expression, a utility to assess APEX classifier performance via cross validation, and a utility to merge multiple APEX results into a standardized format in preparation for further statistical analysis. Conclusion: The APEX Quantitative Proteomics Tool provides a simple means to quickly derive hundreds to thousands of protein abundance values from standard liquid chromatography-tandem mass spectrometry proteomics datasets. The APEX tool provides a straightforward intuitive interface design overlaying a highly customizable computational workflow to produce protein abundance values from LC-MS/MS datasets.National Institute of Allergy and Infectious Diseases (NIAID) N01-AI15447National Institutes of HealthNational Science Foundation, the Welsh and Packard FoundationsInternational Human Frontier Science ProgramCenter for Systems and Synthetic Biolog

Molecular and cellular mechanisms underlying the evolution of form and function in the amniote jaw.

The amniote jaw complex is a remarkable amalgamation of derivatives from distinct embryonic cell lineages. During development, the cells in these lineages experience concerted movements, migrations, and signaling interactions that take them from their initial origins to their final destinations and imbue their derivatives with aspects of form including their axial orientation, anatomical identity, size, and shape. Perturbations along the way can produce defects and disease, but also generate the variation necessary for jaw evolution and adaptation. We focus on molecular and cellular mechanisms that regulate form in the amniote jaw complex, and that enable structural and functional integration. Special emphasis is placed on the role of cranial neural crest mesenchyme (NCM) during the species-specific patterning of bone, cartilage, tendon, muscle, and other jaw tissues. We also address the effects of biomechanical forces during jaw development and discuss ways in which certain molecular and cellular responses add adaptive and evolutionary plasticity to jaw morphology. Overall, we highlight how variation in molecular and cellular programs can promote the phenomenal diversity and functional morphology achieved during amniote jaw evolution or lead to the range of jaw defects and disease that affect the human condition

Linking Oviposition Site Choice to Offspring Fitness in Aedes aegypti: Consequences for Targeted Larval Control of Dengue Vectors

Controlling the mosquito Aedes aegypti, the predominant dengue vector, requires understanding the ecological and behavioral factors that influence population abundance. Females of several mosquito species are able to identify high-quality egg-laying sites, resulting in enhanced offspring development and survival, and ultimately promoting population growth. Here, the authors investigated egg-laying decisions of Ae. aegypti. Paradoxically, they found that larval survival and development were poorest in the containers females most often selected for egg deposition. Thus, egg-laying decisions may contribute to crowding of larvae and play a role in regulating mosquito populations. The authors also tested whether removal of the containers producing the most adult mosquitoes, a World Health Organization-recommended dengue prevention strategy, changes the pattern of how females allocate their eggs. Elimination of the most productive containers led to a more even distribution of eggs in one trial, but not another. These results suggest that behavioral adjustments by egg-laying females may lessen the effectiveness of a common mosquito control tactic. The authors advocate incorporating control strategies that take advantage of the natural egg-laying preferences of this vector species, such as luring egg-laying females to traps or places where their eggs will accumulate, but not develop

Health potential of soy isoflavones for menopausal women

OBJECTIVE: To review the current literature on the effects of soy isoflavones, one class of phyto-oestrogens, on cardiovascular diseases, osteoporosis, cancer and climacteric symptoms. DESIGN: Many study designs were employed in the reports reviewed here, including prospective human trials, observational human studies, animal experiments and in vitro cell studies that explored the protective or preventive effects of soy isoflavones (genistein, daidzein and glycitein alone or mixed). SETTING: Diverse settings were employed, depending on study design. SUBJECTS: Human subjects, mostly menopausal or postmenopausal, were included, as were animal models and specific cell types. RESULTS: The findings were: (i) isoflavones plus soy protein together were needed to obtain the highly significant beneficial results on blood lipids and arterial dimensions; (ii) isoflavone treatments alone at high doses (relative to above) consistently improved bone parameters in rodent ovariectomized models, but not in humans or primates; (iii) isoflavones were not consistent in exerting positive effects regarding the prevention or treatment of cancers of the mammary glands, uterus and colon; and (iv) the effects of isoflavones on climacteric symptoms were not clear-cut. CONCLUSIONS: The promise of soy isoflavones reducing chronic disease risk seems to be non-uniform, with the most conclusive benefits occurring in the prevention of cardiovascular diseases, but other organ systems, such as skeletal and reproductive tissues, may also benefit from the consumption of soy and soy-derived products

Review Section : Nature/Nurture Revisited I

Biologically oriented approaches to the study of human conflict have thus far been limited largely to the study of aggression. A sample of the literature on this topic is reviewed, drawing upon four major approaches: comparative psychology, ethology (including some popularized accounts), evolutionary-based theories, and several areas of human physiology. More sophisticated relationships between so-called "innate" and "acquired" determinants of behavior are discussed, along with the proper relevance of animal behavior studies for human behavior. Unless contained in a comprehensive theory which includes social and psychological variables, biolog ically oriented theories (although often valid within their domain) offer at best severely limited and at worst highly misleading explanations of complex social conflicts. The review concludes with a list of several positive contributions of these biological approaches and suggests that social scientists must become more knowledgeable about them.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68270/2/10.1177_002200277401800206.pd

ZMYND10 Is Mutated in Primary Ciliary Dyskinesia and Interacts with LRRC6

Defects of motile cilia cause primary ciliary dyskinesia (PCD), characterized by recurrent respiratory infections and male infertility. Using whole-exome resequencing and high-throughput mutation analysis, we identified recessive biallelic mutations in ZMYND10 in 14 families and mutations in the recently identified LRRC6 in 13 families. We show that ZMYND10 and LRRC6 interact and that certain ZMYND10 and LRRC6 mutations abrogate the interaction between the LRRC6 CS domain and the ZMYND10 C-terminal domain. Additionally, ZMYND10 and LRRC6 colocalize with the centriole markers SAS6 and PCM1. Mutations in ZMYND10 result in the absence of the axonemal protein components DNAH5 and DNALI1 from respiratory cilia. Animal models support the association between ZMYND10 and human PCD, given that zmynd10 knockdown in zebrafish caused ciliary paralysis leading to cystic kidneys and otolith defects and that knockdown in Xenopus interfered with ciliogenesis. Our findings suggest that a cytoplasmic protein complex containing ZMYND10 and LRRC6 is necessary for motile ciliary function