Absence Of Reading Research Articles

The Use of Tn-Seq and the FiTnEss Analysis to Define the Core Essential Genome of Pseudomonas aeruginosa.

Transposon-insertion sequencing (Tn-Seq) allows for identification of bacterial genes and pathways essential for growth under a given condition. A transposon mutant is created by the stable and random integration of a transposable element into a genome of interest, followed by a period of outgrowth and selection for relative fitness on one or more growth media. By pooling hundreds of thousands of mutants, sequencing the transposon-genomic DNA junctions, and mapping sequencing reads to the genome, one can identify an abundance of reads in nonessential insertion regions and the absence of reads in essential regions and thus identify which genes are essential for a given growth condition. By performing this method iteratively across multiple strains and growth conditions, one can define a core essential genome for a species. Here, we describe this methodology in detail and its application for the species Pseudomonas aeruginosa, from generating mutants to the analysis of nonessential versus essential genes using the freely available software "FiTnEss".

Unconcealed Questions

Which price does John know? This sentence exemplifies what I call an unconcealed question (UQ): a sentence with a structure and meaning analogous to those of an ordinary concealed question (CQ), but where the sentence is interrogative in form and interpretation, with the relevant DP headed by which. Such examples are almost completely unstudied in the otherwise wide-ranging CQ literature. As I show, UQs exhibit a proper subset of the ambiguities that have been observed for ordinary CQs. In particular, UQs lack what is known as Reading B, where a relative clause (or other modifying adjunct) containing the relevant sort of predicate is interpreted in the scope of the higher CQ-selecting predicate (e.g. know). I survey the properties of UQs and evaluate the CQ theories currently on the market in light of the UQ data, concluding tentatively that the absence of Reading B is the result of syntactic factors whose description is straightforward but whose explanation remains murky.

Discurso y praxis en educación física escolar

Este artículo pretende mostrar la relación entre el proyecto educativo de centro y el uso del espacio en las situaciones motrices realizadas en educación física (EF), así como revelar las similitudes y diferencias que se manifiestan en las administraciones pública y privada concertada. Adoptamos el método etnográfico a partir de un estudio de casos en un colegio público y en otro concertado de Burgos, España. Observamos las clases de EF de un grupo de 6º de primaria de cada escuela durante el curso 2009/2010. Describimos y analizamos la lógica interna y externa de 510 situaciones motrices: 242 realizadas en el centro público y 268 en el concertado. Constatamos que los centros pretenden promover el conocimiento, el respeto y el cuidado del entorno natural y sociocultural, si bien confinan la EF en los recintos específicos e higiénicos del área, limitándose a ofertar prácticas sin incertidumbre. En conclusión, los colegios coinciden tanto en sus discursos ecologistas como en sus prácticas educativas intramuros, y, en este sentido, orientan el uso del espacio hacia la ausencia de lectura y descodificación del entorno variable. En definitiva, la escuela primaria valora la seguridad espacial y barre la inteligencia motriz asociada al uso espacio.

Desnutrição e práticas pré-escolares de leitura e escrita

O presente artigo procura dar conta de alguns dos resultados de uma pesquisa realizada com um grupo de treze crianças de três a cinco anos em uma instituição de educação infantil que atende crianças com desnutrição primária. Um dos objetivos do estudo foi verificar que relações e práticas de leitura e escrita se desenvolvem entre esse grupo de crianças e seu professor na pré-escola. Os dados obtidos corroboram estudos que apontam a necessidade de revisar os pressupostos das políticas educacionais de que as crianças de camadas populares trazem para a instituição de ensino problemas de aprendizagem devido a atrasos no desenvolvimento linguístico e cognitivo em decorrência da ausência de práticas de leitura e escrita em seu universo sociocultural.

Primary Traits Of Oral Business Presentation: Translatable Use For Assessment In A Virtual Learning Environment

As more and more classes are taught on-line, new challenges for assessment of student learning have come about. In this paper on the use of digital video (DV) as an acceptable means to assess student oral business presentation skills, content analysis was used to test for the presence of primary traits inherent in effective formal business presentation. A specific set of traits was identified through a comprehensive literature review. Primary traits: eye contact or absence of reading, vocal variety, credibility or confidence, appearance of nervous mannerisms, and the purposeful use of the body represented the five independent variables in a one-level experiment. The five factors were accumulated into a survey instrument for use by study assessors experienced in evaluating formal business presentation skills. Study assessors looked at each speaker to determine if they could assess the five traits. Overall results indicated the five primary traits were noticeable 88.8% of the time, thereby rejecting the null hypothesis. This suggests that digital video may offer a technological solution for oral presentation skills assessment. This is an important finding for faculty in time and distance constrained environments. Future research is suggested to isolate quality characteristics in the digital film environment and to examine the impact that digital video has on student learning and skills.

Bataille conservateur: emprunts intimes d'un bibliothecaire

Critics have often lingered over the strangeness of Bataille's day job as librarian. In addition, a highly suggestive list of Bataille's borrowings awaits the reader at the end of the final volume of his Œuvres complètes. Cornille, though, is interested in neither of these, instead focussing on Bataille's literary readings and borrowings. Eschewing the literal, he seeks to expose a hidden library that surfaces tangentially through his texts (essentially those that deal with fiction, or are fictional or autobiographical). So Bataille's Bleu du ciel becomes a reworking of Céline's Voyage au bout de la nuit, and the traces of the reworking are covered up. There is great potential in the core idea here, but it turns into a sub-intertextual mush where the key to the ‘argument’ is that a bit in one book looks like a bit in another (pp. 21–29), and not even that precisely (‘c'est sur un mode assez semblable’, p. 21). Bataille's ‘biographical’ details, along with arbitrarily chosen historical occasions, are the murky glass through which Cornille sees resemblances. The connections between Bataille and Breton are tracked through some similarities between the former's Madame Edwarda and the latter's Nadja. Astonishingly, people go to the same parts of Paris (p. 57) and both protagonists go to cafés (p. 45)! Bataille's Histoire de l’œil brings together his interest in Proust and Sade, writes Cornille, emphasizing that it is not just that Bataille is influenced by Sade, but that Sade's own texts seem to emerge from within Bataille — a nice idea if illustrated properly, which it is not. Proust is addressed even more summarily, and Cornille even seems aware of this, commenting that he is only offering us ‘indices’ in this case (p. 67). The section on L'Abbé C, including references to Bataille's ‘autotextualité’ (p. 87), is competent, but ultimately uninteresting, except for when Cornille unwittingly attacks his own style when complaining of those who would only spot influences or references and think that the spotting sufficed (p. 103). Apart from trudging through some comparisons between Bataille and Klossowski, the rest of the book consists of truisms about literature and French literature's self-referentiality and its widespread reference to other works. Although what we have is a set of articles (already published elsewhere), the book forms a coherent whole. It is, however, neither adequate scholarship nor a performative exploration of a quirky element of Bataille's writing. Cornille has also bravely provided us with a list of his reading, which is somewhat limited. It is this absence of reading, at all levels, that most clearly categorizes Cornille's text.

Incidence of persons with a learning disability detained in police custody. A needs assessment for service development.

The aim of this prospective study was to identify the number of people with a possible learning disability suspected of having committed a criminal offence who were taken into police custody during a defined period of time. Between 18 January 1993 and 18 March 1993 992 people were taken into custody at Parkside Police Station, Cambridge, of whom 251 (25.3%) were screened by the custody officer using a brief questionnaire to ascertain the presence or absence of reading and writing difficulties and to see if they had received extra help at school or if they had attended a special needs school. Information on age, sex, suspected offence, disposal, if a solicitor assisted and incidence of homelessness was gathered from the custody reports.