Distance and virtual distance: Preliminary results of a study of interaction patterns in synchronous audio graphic CMC and face-to-face tutorials in beginners’ language tutorials

This paper presents preliminary results of a larger study of interaction patterns in beginners’ language tutorials held at the Open University. The tutorials are voluntary, supplementing a distance learning course in German as a Foreign Language. Tutorials are offered in two versions: traditional face-to-face tutorials in a classroom or online tutorials held through an internet based audio-graphic conferencing system. Interaction patterns are compared between the two modes of presentation, between different tasks performed by students and between different tutors initiating the same task. Results of the completed study will be published in 2005 / 06

Face-to-face and online interactions - is a task a task?

This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage

Giorgio de Chirico's metaphysical art and Schopenhauer's metaphysics: an exploration of the philosophical concept in de Chirico's prose and paintings

The present thesis starts with an outline of the importance de Chirico attached to philosophy and shows that attitude in relation to the reception by his critics. The second chapter examines the informing principles of Schopenhauer's metaphysics in relation to de Chirico's theoretical writings. Subsequently there is a chapter on the figure of Ariadne, demonstrating how Schopenhauerian principles, mythical conceptions and Nietzschean rhetoric are synthesized in de Chirico's Metaphysical Art in a clear attempt to transfer the philosophical programme onto canvas. Chapter IV looks more closely at the labyrinthine nature of de Chirico's paintings and his novel Hebdomeros in accordance with the Schopenhauer-inspired philosophical background: the setting up of ontological puzzles, and the handling of space and time. There follows a discussion in Chapter V of the presentation of objects and figures in these labyrinthine spaces: their exemption from causality, and objectivisation in the attainment of the metaphysical other. The thesis concludes with an exploration of the artist genius against the background of Schopenhauer

Languages learning at Key Stage 2: a longitudinal study

This is the final report of a 3 year longitudinal study of the teaching of French, German and Spanish at Key Stage 2, funded from 2006-2009 by the Department for Children Schools and Families. The report covers the attitudes of teachers and children towards languages; the organisation and administration of languages within primary schools; current practice in the teaching of languages; the development of children's intercultural understanding; children's attainment in target language oracy and literacy; and concludes with a discussion of the future sustainability of languages in the primary curriculum and steps needed to secure this

Identification of Pax6-Dependent Gene Regulatory Networks in the Mouse Lens

Lineage-specific DNA-binding transcription factors regulate development by activating and repressing particular set of genes required for the acquisition of a specific cell type. Pax6 is a paired domain and homeodomain-containing transcription factor essential for development of central nervous, olfactory and visual systems, as well as endocrine pancreas. Haploinsufficiency of Pax6 results in perturbed lens development and homeostasis. Loss-of-function of Pax6 is incompatible with lens lineage formation and results in abnormal telencephalic development. Using DNA microarrays, we have identified 559 genes expressed differentially between 1-day old mouse Pax6 heterozygous and wild type lenses. Of these, 178 (31.8%) were similarly increased and decreased in Pax6 homozygous embryonic telencephalon [Holm PC, Mader MT, Haubst N, Wizenmann A, Sigvardsson M, Götz M (2007) Loss- and gain-of-function analyses reveals targets of Pax6 in the developing mouse telencephalon. Mol Cell Neurosci 34: 99–119]. In contrast, 381 (68.2%) genes were differently regulated between the lens and embryonic telencephalon. Differential expression of nine genes implicated in lens development and homeostasis: Cspg2, Igfbp5, Mab21l2, Nrf2f, Olfm3, Spag5, Spock1, Spon1 and Tgfb2, was confirmed by quantitative RT-PCR, with five of these genes: Cspg2, Mab21l2, Olfm3, Spag5 and Tgfb2, identified as candidate direct Pax6 target genes by quantitative chromatin immunoprecipitation (qChIP). In Mab21l2 and Tgfb2 promoter regions, twelve putative individual Pax6-binding sites were tested by electrophoretic mobility shift assays (EMSAs) with recombinant Pax6 proteins. This led to the identification of two and three sites in the respective Mab21l2 and Tgfb2 promoter regions identified by qChIPs. Collectively, the present studies represent an integrative genome-wide approach to identify downstream networks controlled by Pax6 that control mouse lens and forebrain development

Effects of Anacetrapib in Patients with Atherosclerotic Vascular Disease

BACKGROUND: Patients with atherosclerotic vascular disease remain at high risk for cardiovascular events despite effective statin-based treatment of low-density lipoprotein (LDL) cholesterol levels. The inhibition of cholesteryl ester transfer protein (CETP) by anacetrapib reduces LDL cholesterol levels and increases high-density lipoprotein (HDL) cholesterol levels. However, trials of other CETP inhibitors have shown neutral or adverse effects on cardiovascular outcomes. METHODS: We conducted a randomized, double-blind, placebo-controlled trial involving 30,449 adults with atherosclerotic vascular disease who were receiving intensive atorvastatin therapy and who had a mean LDL cholesterol level of 61 mg per deciliter (1.58 mmol per liter), a mean non-HDL cholesterol level of 92 mg per deciliter (2.38 mmol per liter), and a mean HDL cholesterol level of 40 mg per deciliter (1.03 mmol per liter). The patients were assigned to receive either 100 mg of anacetrapib once daily (15,225 patients) or matching placebo (15,224 patients). The primary outcome was the first major coronary event, a composite of coronary death, myocardial infarction, or coronary revascularization. RESULTS: During the median follow-up period of 4.1 years, the primary outcome occurred in significantly fewer patients in the anacetrapib group than in the placebo group (1640 of 15,225 patients [10.8%] vs. 1803 of 15,224 patients [11.8%]; rate ratio, 0.91; 95% confidence interval, 0.85 to 0.97; P=0.004). The relative difference in risk was similar across multiple prespecified subgroups. At the trial midpoint, the mean level of HDL cholesterol was higher by 43 mg per deciliter (1.12 mmol per liter) in the anacetrapib group than in the placebo group (a relative difference of 104%), and the mean level of non-HDL cholesterol was lower by 17 mg per deciliter (0.44 mmol per liter), a relative difference of -18%. There were no significant between-group differences in the risk of death, cancer, or other serious adverse events. CONCLUSIONS: Among patients with atherosclerotic vascular disease who were receiving intensive statin therapy, the use of anacetrapib resulted in a lower incidence of major coronary events than the use of placebo. (Funded by Merck and others; Current Controlled Trials number, ISRCTN48678192 ; ClinicalTrials.gov number, NCT01252953 ; and EudraCT number, 2010-023467-18 .)

‘Distant Classmates: speech and silence in online and telephone language tutorials’

This paper presents findings from the Interaction Study Group, a team of four researchers based at the Open University (OU) investigating tutorial provision on beginners' distance language courses. Patterns of verbal interaction in online and telephone tutorials are investigated using social network analysis and gaps and silences between interaction turns are analysed using an ethnographic approach. The results lead to recommendations for tutor training and student preparation for online and telephone tutorials