Extending the Classroom through Second Life

Second Life is a three-dimensional (3D) electronic environment where members can socialize, hold virtual meetings, or conduct economic transactions. Utilizing virtual environments like Second Life is believed to provide educators with a new medium for teaching and information dissemination that bypasses the normal boundaries associated with traditional online and face-to-face interactions. This unique platform not only provides educators with traditional online teaching conventions but also allows for simulated social interactions, which are essential to student-teacher relations in the classroom. This paper presents a series of field trials and focuses on one recent case study of the integration of Second Life into an introductory computer course. The benefits, lessons learned and effective practices of integrating the technology are provided. The case study findings are supplemented with results from student surveys. The study found that the integration of Second Life activities improved students’ learning experience. Furthermore, students participated in the Second Life activities in the case study showed higher learning motivation and better performance. Limitations of this study and future research directions are also provided

Crystal structure of a thermostable Bacillus DNA polymerase l large fragment at 2.1 Å resolution

AbstractBackground: The study of DNA polymerases in the Pol l family is central to the understanding of DNA replication and repair. DNA polymerases are used in many molecular biology techniques, including PCR, which require a thermostable polymerase. In order to learn about Pol l function and the basis of thermostability, we undertook structural studies of a new thermostable DNA polymerase.Results: A DNA polymerase large, Klenow-like, fragment from a recently identified thermostable strain of Bacillus stearothermophilus (BF) was cloned, sequenced, overexpressed and characterized. Its crystal structure was determined to 2.1 Å resolution by the method of multiple isomorphous replacement.Conclusions: This structure represents the highest resolution view of a Pol l enzyme obtained to date. Comparison of the three Pol l structures reveals no compelling evidence for many of the specific interactions that have been proposed to induce thermostability, but suggests that thermostability arises from innumerable small changes distributed throughout the protein structure. The polymerase domain is highly conserved in all three proteins. The N-terminal domains are highly divergent in sequence, but retain a common fold. When present, the 3′-5′ proofreading exonuclease activity is associated with this domain. Its absence is associated with changes in catalytic residues that coordinate the divalent ions required for activity and in loops connecting homologous secondary structural elements. In BF, these changes result in a blockage of the DNA-binding cleft

Reinventing ‘Many Voices’: MacBride and a Digital New World Information and Communication Order

The MacBride Commission Report was arguably one of the most significant multilateral interventions in the history of international communication. This article charts its emergence at the time of deeply contested Cold War politics, coinciding with the rise of the southern voices in the global arena, led by the non-aligned nations. Thirty-five years after the report's publication, has the global media evolved into a more democratic system, demonstrating greater diversity of views and viewpoints? Despite the still formidable power of US-led western media, the article suggests that the globalisation and digitisation of communication has contributed to a multi-layered and more complex global media scene, demonstrating the “rise of the rest”

Trefoil factor 2 rapidly induces interleukin 33 to promote type 2 immunity during allergic asthma and hookworm infection

The molecular mechanisms that drive mucosal T helper type 2 (T[subscript H]2) responses against parasitic helminths and allergens remain unclear. In this study, we demonstrate in mice that TFF2 (trefoil factor 2), an epithelial cell–derived repair molecule, is needed for the control of lung injury caused by the hookworm parasite Nippostrongylus brasiliensis and for type 2 immunity after infection. TFF2 is also necessary for the rapid production of IL-33, a T[subscript H]2-promoting cytokine, by lung epithelia, alveolar macrophages, and inflammatory dendritic cells in infected mice. TFF2 also increases the severity of allergic lung disease caused by house dust mite antigens or IL-13. Moreover, TFF2 messenger RNA expression is significantly increased in nasal mucosal brushings during asthma exacerbations in children. These experiments extend the biological functions of TFF2 from tissue repair to the initiation and maintenance of mucosal T[subscript H]2 responses

Trapping \u3ci\u3ePhyllophaga \u3c/i\u3espp. (Coleoptera: Scarabaeidae: Melolonthinae) in the United States and Canada using sex attractants.

The sex pheromone of the scarab beetle, Phyllophaga anxia, is a blend of the methyl esters of two amino acids, L-valine and L-isoleucine. A field trapping study was conducted, deploying different blends of the two compounds at 59 locations in the United States and Canada. More than 57,000 males of 61 Phyllophaga species (Coleoptera: Scarabaeidae: Melolonthinae) were captured and identified. Three major findings included: (1) widespread use of the two compounds [of the 147 Phyllophaga (sensu stricto) species found in the United States and Canada, males of nearly 40% were captured]; (2) in most species intraspecific male response to the pheromone blends was stable between years and over geography; and (3) an unusual pheromone polymorphism was described from P. anxia. Populations at some locations were captured with L-valine methyl ester alone, whereas populations at other locations were captured with L-isoleucine methyl ester alone. At additional locations, the L-valine methyl ester-responding populations and the L-isoleucine methyl ester-responding populations were both present, producing a bimodal capture curve. In southeastern Massachusetts and in Rhode Island, in the United States, P. anxia males were captured with blends of L-valine methyl ester and L-isoleucine methyl ester

Modeling Facts, Culture, and Cognition in the Gun Debate

Can empirical data generate consensus about how to regulate firearms? If so, under what conditions? Previously, we presented evidence that individuals\u27 cultural worldviews explain their positions on gun control more powerfully than any other fact about them, including their race or gender, the type of community or region of the country they live in, and even their political ideology or party affiliation. On this basis, we inferred that culture is prior to facts in the gun debate: empirical data can be expected to persaude individuals to change their view on gun policies only after those individuals come to see those policies as compatible with their core cultural commitments. We now respond to critics. Canvassing the psychological literature, we identify the mechanisms that systematically induce individuals to conform their factual beliefs about guns to their culturally grounded moral evaluations of them. To illustrate the strength and practical implications of these dynamics, we develop a series of computer simulations, which show why public beliefs about the efficacy of gun control can be expected to remain highly polarized even in the face of compelling empirical evidence. Finally, we show that the contribution culture makes to cognition could potentially be harnessed to generate broad, cross-cultural consensus: if gun policies can be framed in terms that are expressively compatible with diverse cultural worldviews, the motivation to resist compelling empirical evidence will dissipate, and individuals of diverse cultural persuasions can be expected rapidly to converge in their beliefs about what policies are best. Constructing a new, expressively pluralistic idiom of gun control should therefore be the first priority of policy-makers and -analysts interested in promoting the adoption of sound gun policies

The ARICE Framework: Augmented Reality in Computing Education

Augmented Reality (AR) is a term for a live direct or an indirect view of a physical, real-world environment whose elements are augmented by computer-generated sensory input and output including sound, graphics or haptic input and feedback mechanisms. It has been reported that the use of AR for educational purposes provided opportunities for reflection, capabilities for multiple representations, and co-design of personalized learning experiences which contribute to promote active learning. However, most of the reported applications are for students at the elementary or high school level. There are no reported formal studies on AR application on a college/university level. Based on this lack of information, several questions arise: Are the benefits unique to the elementary and high school students? If AR is used in college classrooms, will it show similar benefits? This paper proposes an Augmented Reality in Computing Education (ARICE) framework for using an AR educational system in undergraduate computing education to improve student performance, retention and learning outcomes. A research plan on how to evaluate the framework has also been presented