Assessment as Instruction in Feedback on L2 Writing Tasks

This paper builds on previous research which demonstrated how writing instruction in the field of SLA should revisit instructional methodology which proports to create autonomous learners highlighting how a broader conceptualization of feedback on learner production is required. The present study expands on the original research by exploring how conventional attempts at increasing learner autonomy and stimulating metacognitive activity through feedback on writing tasks are often not sufficient. It explores how feedback  used to assess L2 writing takes on a more instructional quality as it is reduced in scope focusing only on selected sections of writing. The study not only describes the discourse which characterizes scaffolded attempts to foster autonomy on a writing tasks during conferences when feedback is restricted to only one specific section of the draft, but also compares it with similar scaffolded writing conferences that involve more substantial feedback on writing. Findings suggest that minimizing feedback during assessment has a more positive effect on learner discourse and learner visualization of the learning process. Paradoxically, curtailing feedback which is in fact purported to facilitate learning and task acquisition during the assessment of writing tasks, actually renders it more instructional thus resulting in more positive outcomes for both the instructor and L2 learner. The theoretical implications of this are then discussed

Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks

This study focuses on exploring the relationship between the concept of learner autonomy and foreign language writing feedback. A sample of 4 writing conferences were transcribed in order to carry out spoken discourse analysis based on the Burton (1981) model, which is directly derived from the Sinclair and Coulthard (1975) model. The aim was to linguistically ascertain the instructor’s attempt to stimulate learner autonomy through scaffolding based on the three principles of Little (2000). It was important to also take into cognizance the concomitant discourse that accompanies such an attempt in an effort to compare the findings with those observed in the initial study done on conferences, which involved more holistic feedback on the whole essay. The design also made use of short retrospective self-reports where L2 writers recorded their thoughts and comments directly following the feedback they received in each conference. This study builds on a previous study which demonstrated how writing instructors often mistakenly presuppose that learners have reached their perspective on a writing revision. This happens at a point much earlier than expected when in fact, learners appear to be cognitively engaged at a point much later than when they claim understanding of the revision being made. The present study expands on the original by comparing the quality of discourse observed in the previous study, which involved more holistic feedback on writing, especially when feedback is more focused and limited to one section of writing. Findings suggest that minimizing feedback results in instructor discourse that is more superior as a scaffolding instrument, while learner discourse shows more evidence of metacognitive activity and reflection. Paradoxically, curtailing feedback which facilitates learning and task acquisition during the assessment of writing actually renders it more scaffolded in nature, thus resulting in more positive outcomes for both the instructor and L2 learner. The theoretical and pedagogical implications of this are discussed extensively

Assessment as Instruction in Feedback on L2 Writing Tasks

This paper builds on previous research which demonstrated how writing instruction in the field of SLA should revisit instructional methodology which proports to create autonomous learners highlighting how a broader conceptualization of feedback on learner production is required. The present study expands on the original research by exploring how conventional attempts at increasing learner autonomy and stimulating metacognitive activity through feedback on writing tasks are often not sufficient. It explores how feedback  used to assess L2 writing takes on a more instructional quality as it is reduced in scope focusing only on selected sections of writing. The study not only describes the discourse which characterizes scaffolded attempts to foster autonomy on a writing tasks during conferences when feedback is restricted to only one specific section of the draft, but also compares it with similar scaffolded writing conferences that involve more substantial feedback on writing. Findings suggest that minimizing feedback during assessment has a more positive effect on learner discourse and learner visualization of the learning process. Paradoxically, curtailing feedback which is in fact purported to facilitate learning and task acquisition during the assessment of writing tasks, actually renders it more instructional thus resulting in more positive outcomes for both the instructor and L2 learner. The theoretical implications of this are then discussed

Biochemical study of aging in seeds

A biochemical study of aging was conducted on mitochondria from the embryo axes of germinating new and old soybean seeds. Differential phosphorylative efficiency, an average P/O ratio of 3.03 of the new material compared to 1.44 of the old, was obtained when all the co-factors and substrate were provided. No difference in oxygen consumption of both materials was observed. In an attempt to delineate some of the changes that took place in the mitochondria of naturally aged soybean seed, the effects of serum albumin, naF, and 2, 4-dinitrophenol as well as the permeability of mitochondria membranes under different sucrose osmotic concentrations were examined. The highest P/O ratios of mitochondria from new and old materials were obtained in the presence of serum albumin. The effect of albumin was mainly in increasing phosphorylation with no change in oxygen uptake. The addition of 0.013M NaF per flask produced no change in oxygen consumption and phosphorylation on cashed mitochondria of both materials. However, the same concentration of NaF did improve the PIO ratio in the unwashed mitochondria in a preliminary experiment of the embryo axes of the new material. 2, 4-dinitrophenol used at the concentration of 0.001M per flask reduced slightly the oxygen uptake of the old but had no effect on that of the new material. The PIO ratios of both materials were reduced practically to the same level; namely, to 1.09 and 0.95 in the new and old, respectively. The conductivity of the leachate from the old material, based on any known quantity of mitochondria, was always higher than that of the new in 0.25M, 0.50M and 0.75M sucrose concentrations. Maximum difference in conductivity measured in μ mhos between the new and old was obtained in the 0.5M osmotic concentration. The experimental results indicate that mitochondrial phosphorylative efficiency of old but germinative soybeans are reduced to 48 percent of the new. This reduction is not because of higher content of adenosine triphosphatase in old material, but because of degradation in the integrity of mitochondrial membrane. This kind of degradation might result in uncoupling of electron transporting and phosphorylative systems

PERCEPTION OF ACADEMIC STAFF OVER THEIR CAREER DUE TO TECHNOLOGY IMPLEMENTATION AT SOHAR UNIVERSITY

Purpose: The objectives of the study are to analyze ways through which technology introduced in Sohar University is helping the lectures teaching in the University and improves their research activities and to analyze the methods of administrative works of lectures in the University. Design/methodology/approach: To carry out this research study, 133 samples were collected from academic staff working in all the faculties of Sohar University using a questionnaire. The questionnaire was containing the personal details, teaching, research and administration related factors. The data obtained was analyzed, and interpreted to obtain the result. Main Findings: The study reveals that the academic staff feels the technology implementation has improved the teaching pattern and standards of the university and hence their teaching style also has changed. It is also proven that the academic staff feels the technology implementation has helped to improve their research career. It is shown that the academic staff feels the technology implementation has helped to reduce their administrative work. Research limitations/Implications: It was reported that the technology implementation would be successful only when adequate training is given beforehand and most time is wasted for rectifying the technical bugs arising due to technological implementation. Social implications: The study suggests that technology implementation is successful only if technical staff regularly maintains computers. They also suggested that there is a need for software skills training though it is time-consuming. Originality/Value: Only a very few have examined the perception of the academic staff of all the faculties at University level in Oman, and it is a first-hand study of its kind, and the results will be useful to IT departments

Effect of p53 overexpression on radiation sensitivity of human colon cancer cells

Substantial controversy surrounds our understanding of the effect of p53 status on radiation sensitivity. To assess directly the role of p53 expression on radiation sensitivity, we chose a conditional expression system using a temperature-sensitive murine p53 that permitted each cell line to act as its own control. We found that the conditional expression of wild type p53 induced cell death (both apoptotic and nonapoptotic), changes in cell cycle distribution (arrest in G 1 and G 2 , which resulted in a marked depletion of S-phase cells and an increase in the fraction of cells in G 2 ), and an increase in the radiation resistance of G 1 cells. These counterbalancing effects resulted in no significant effect on overall radiosensitivity. These findings demonstrate that wild type p53 function can produce a variety of effects that can modulate radiation sensitivity and may explain why p53 status alone has not been a strong predictor of radiosensitivity. Radiat. Oncol. Invest. 5:43–49, 1997. © 1997 Wiley-Liss, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/35193/1/1_ftp.pd

Autoantibodies Profile in the Sera of Patients with Sjogren]s Syndrome: The ANA Evaluation—A Homogeneous, Multiplexed System

Background: Flow-based, multiplex bead arrays (MBA) have been developed for a variety of applications including the detection of antibodies to extractable nuclear antigens (ENA). It offers a rapid and sensitive method to assess multiple analyses in a single tube/well

Calcium Channel Blockers and Esophageal Sclerosis: Should We Expect Exacerbation of Interstitial Lung Disease?

Esophageal sclerosis is the most common visceral manifestation of systemic sclerosis, resulting in impaired esophageal clearance and retention of ingested food; in addition, co-existence of lung fibrosis with esophageal scleroderma is not uncommon. Both the progression of generalized connective tissue disorders and the damaging effect of chronic aspiration due to esophageal dysmotility appear to be involved in this procedure of interstitial fibrosis. Nifedipine is a widely prescribed calcium antagonist in a significant percentage of rheumatologic patients suffering from Raynaud syndrome, in order to inhibit peripheral vasospasm. Nevertheless, blocking calcium channels has proven to contribute to exacerbation of gastroesophageal reflux, which consequently can lead to chronic aspiration. We describe the case of severe exacerbation of interstitial lung disease in a 76-year-old female with esophageal sclerosis who was treated with oral nifedipine for Raynaud syndrome

Molecular Analysis of Mutations Induced at the hisD3052 Allele of Salmonella by Single Chemicals and Complex Mixtures

More single chemicals and complex environmental mixtures have been evaluated for mutagenicity at the hisD3052 allele of Salmonella, primarily in strain TA98, than in any other mutation assay. The development of colony probe hybridization procedures and the application of the polymerase chain reaction and direct DNA sequencing has permitted rapid molecular access to this allele. We discuss these techniques and the resulting mutation spectra that have been induced by a variety of environmental mutagens and complex mixtures. A common GC or CG deletion within a hot-spot region of the sequence dominates most of the spectra. In addition to this two-base deletion, we have recovered about 200 other types of mutations within the 72-base target for reversion of the hisD3052 allele. These include a variety of deletions (as large as 35 bases), duplications (as large as 46 bases), and complex mutations involving base substitutions. The quasipalindromic nature of the target sequence and its potential to form DNA secondary structures and slippage mismatches appear to be an important basis for the mutability of this allele

Intraabdominal Cryptococcal Lymphadenitis in a Patient with Systemic Lupus Erythematosus

Cryptococcal infection is a rare, yet well recognized complication of systemic lupus erythematosus (SLE). We present a case of mesenteric and retroperitoneal cryptococcal lymphadenitis resulting in the obstruction of the stomach and proximal duodenum in a patient suffering from SLE, while recently she did not receive any immunosuppressive treatment. A 42-yr-old woman was admitted due to high fever and diffuse abdominal pain for three weeks. Abdominal computed tomography (CT) scan showed multiple conglomerated lymphadenopathies in the retroperitoneum and the mesentery resulting in luminal narrowing of the third portion of the duodenum. Cryptococcal lymphadenitis was proven by needle biopsy and she was treated with intravenous liposomal amphotericin B, followed by oral fluconazole. After fourteen-month antifungal therapies, the clinical symptoms and follow-up images improved. This case emphasize that the intrinsic immunological defects of SLE may be directly responsible for the predisposition to fungal infections