Beyond Methods: Macrostrategies for Language Teaching

Called the “silent killer,” high blood pressure—hypertension—occurs in one-third of adults in the United States alone, and many are unaware of their condition. Chronic elevation in blood pressure in the arteries is an established risk factor for heart attack and stroke, but for most cases of hypertension, the cause is unknown. Now, Young et al. demonstrate a new biological pathway for an old molecule known to play a role in hypertension.

About 5 to 10% of the time, high blood pressure is caused by another condition or disease and therefore, in principle, treatable with a curative approach. However, most people need blood pressure–lowering drugs, such as inhibitors of angiotensin-converting enzyme to limit associated heart and vascular diseases. This class of drugs effectively limits the action of angiotensin II on renal sodium reabsorption, adrenal aldosterone release, and direct vasoconstriction, all of which promote high blood pressure.

In an animal model, Young et al . found that circulating angiotensin II also acts on brain structures in the periventricular region by inducing endoplasmic reticulum (ER) stress; this results in activation of the sympathetic nervous system and subsequent elevation of systemic arterial pressure. The ER effect by angiotensin II is restricted to cerebral structures not shielded by the blood brain barrier—for example, the circumventricular subfornical organ (SFO). Short-term injection of thapsigargin—a chemical that evokes generalized ER stress—in the lateral brain ventricle or long-term systemic application of angiotensin II both induced ER stress within the SFO. This response was revealed by an increase in expression of stress protein–encoding mRNAs and ultrastructural changes in the ER detected by electron microscopy analysis. Arterial hypertension mediated by angiotensin II–induced ER stress was inhibited by SFO-targeted microinjection of an adenoviral vector that expressed GRP78, an ER chaperone known to abrogate ER stress in vivo. The authors also confirmed that angiotensin II induces oxidative stress within the SFO that precedes the ER stress response. 

The observation that angiotensin II promotes ER stress within a specialized part of the brain might point to new targets and treatment options for the silent killer. However, chronic stress responses have been linked with diseases such as diabetes mellitus, and acute ER stress responses facilitate adaptation to acute cellular perturbations. Thus, more work is needed to assess whether the new findings translate to human patients and whether ER stress can be quelled in the SFO without causing adverse side effects. 

C. N. Young et al ., ER stress in the brain subfornical organ mediates angiotensin-dependent hypertension. J. Clin. Invest. 122 , 3960–3964 (2012). [[Abstract]][1]

 [1]: http://www.jci.org/articles/view/64583

The Brain Rules

人们在日常生活中会接触到大量信息文本,因此其信息型文本的翻译也备受关注。基于纽马克的文本分析理论,本文以论文What does frequency have to do with grammar teaching英译为语料,阐述了信息型文本的特点及出现在信息型文本中长句的翻译原则和策略。笔者认为信息型文本的翻译的核心指导原则是目的性,准确性和可读性。此外,还进一步分析了信息型文本中长句结构特点,概括了三种主要的翻译方法:顺译法,倒置法,拆分法。

浅谈信息型文本中长句的翻译原则和方法——以论文What does frequency have to do with grammar teaching为例

Not waving but drowning

This article attempts to first speculate and then demonstrate how Dada methods can be used by creative practitioners or writers in general within an academic essay. In particular, the inclusion of randomness and chance is examined in the writing process with a view to foreground materiality in writing development and execution. Methods to make use of chance and to randomize text are outlined and the distinction between randomness and chance is clearly drawn. Antecedents to Dada and to the cut-up techniques that form the focus of the method outlined here are examined and offer context for the development of an embodied and empowered approach to challenges encountered around academic writing. Furthermore, contemporary scholarship that reflects on writing in higher education is drawn on to highlight the article’s primary purpose; that being to offer a background, explanation and useful methodology for the inclusion of randomness and chance which addresses the institutional demands encountered by students. The article draws on work created and discussed at a workshop that took place at Central St Martins in 2019, called ‘Breaking Into and Out of Academic Writing’. This workshop included various students from University of Arts London experimenting with the cut-up techniques and discussing their potential use in writing.

Randomness and chance as writing methodology: Is there a case for Dada in the academic essay?

As the Internet has matured we find ourselves immersed in a multiplicity of content, communities and communication tools. These developments offer new possibilities and challenge us to reflect upon our language teaching pedagogy. Many technologies have found their way into ubiquitous use in our daily lives, yet they are often overlooked, or even avoided, in the classroom. Maintaining a focus upon the role of teachers and students, the presenter explores how we might proceed to rethink pedagogy in an era of ubiquitous computing. This presentation was intended to provide perspective on the wealth of digital technologies and their influence upon language, as well as their potential for use in language teaching and learning. The emergence of digital media, collaborative tools and social networking has resulted in extensive and largely unexplored potential for teaching the English language. One goal of this talk was to raise awareness of these trends. This talk began by demonstrating how various technologies offer opportunities for us to represent and reflect upon language and language use in new ways. I argue that teachers should learn to exploit the potential that technology offers us to represent language in varied ways. It is likely that these are not familiar or obvious to many language teachers. Students are faced with a growing diversity of symbols and symbolic use of language in technological contexts. Many of these incorporate cultural or conceptual information that represent a form of contemporary linguistic literacy. One example of this emerging representation is word clouds. Word clouds present textual information in varied ways, often in a manner more consistent with mapping design. Wordle (http://wordle.net) can be used to construct such word clouds from an uploaded text, website, blog, or other feed. Prominence within this type of word cloud is based upon frequency of word use. Thus, the largest words are most frequent while the least frequent are smallest. This juxtaposition, along with the variety of vocabulary, can provide a preview of a text. A sample of this word cloud technology, utilizing the 2012 Michigan TESOL conference program, can be seen in Figure 1.

/pdf/new-horizons-striding-into-the-future-selected-proceedings-5gbi91mhxz.pdf

“New Horizons: Striding into the Future” : Selected Proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference, October 7- 8, 2011

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“New Horizons: Striding into the Future” : Selected Proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference, October 7- 8, 2011