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Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explores the relationship between multilingualism, multilingual identity and academic attainment. Using school-reported and student-reported data from five secondary schools in Southeast England, we disentangle the complexity of multilingualism in schools by contrasting self- and other-ascriptions of multilingualism, as well as investigating indicators of "multilingualism" and "multilingual identity." Our findings reveal meaningful differences between how students are identified and identify themselves as "multilingual," and foregrounds "multilingual identity" as a potentially more meaningful indicator for understanding academic attainment than multilingualism indicators traditionally used in United Kingdom schools.

Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels of linguistic competence. To date, little systematic research has investigated the relationship between different key variables influencing language learners' construction of their multilingual identity (MI). Based on surveys completed by 1338 learners in seven secondary schools in England, this paper reports on a structural equation modelling of key latent variables influencing MI. The analysis suggests that MI is more strongly correlated with direct experiential contact with languages and with social interaction than with explicit beliefs about language learning. Similarly, the influence of parental beliefs is greater than those of teachers or friends. The paper also considers the significance of potential differences between EAL and non-EAL respondents and urban and rural school contexts. Having conducted SEM we offer support for our theorisation of MI as an outcome latent variable composed of three main components, namely, experience, evaluation and emotion.

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback.

Research on economic activity in Africa consistently ignores the importance of individuals' linguistic repertoires. We argue that an important contributing factor to the persistence of this lacuna is the lack of visibility of language in the social and economic data that is collected by governments through social surveys. We examine the specific case of language use at work in Ghana. Through this we aim to demonstrate the importance of improving understanding of the role of language in the economy and assess the potential for improving visibility of languages in the socioeconomic data sources used to inform public policy. This case is interesting as, prima facie, education policy in Ghana appears misaligned, prioritising the acquisition of English and skills formation for further study, with less focus on entry into informal employment. Eighty percent of the Ghanaian workforce is in informal employment; this is a much less English-intensive work context than the formal sector, which itself is not a monolingual environment. We suggest that current language policies within the country undervalue the potential which multilingual language skills have for employment; moreover, we emphasise that multiple languages are visible within the labour market, and suggest strategies for more effectively capturing this visibility.

Understanding adaptive immunity against SARS-CoV-2 is a major requisite for the development of effective vaccines and treatments for COVID-19. CD4+ T cells play an integral role in this process primarily by generating antiviral cytokines and providing help to antibody-producing B cells. To empower detailed studies of SARS-CoV-2-specific CD4+ T cell responses in mouse models, we comprehensively mapped I-Ab-restricted epitopes for the spike and nucleocapsid proteins of the BA.1 variant of concern via IFNγ ELISpot assay. This was followed by the generation of corresponding peptide:MHCII tetramer reagents to directly stain epitope-specific T cells. Using this rigorous validation strategy, we identified 6 immunogenic epitopes in spike and 3 in nucleocapsid, all of which are conserved in the ancestral Wuhan strain. We also validated a previously identified epitope from Wuhan that is absent in BA.1. These epitopes and tetramers will be invaluable tools for SARS-CoV-2 antigen-specific CD4+ T cell studies in mice.

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback.

Understanding adaptive immunity against SARS-CoV-2 is a major requisite for the development of effective vaccines and treatments for COVID-19. CD4+ T cells play an integral role in this process primarily by generating antiviral cytokines and providing help to antibody-producing B cells. To empower detailed studies of SARS-CoV-2-specific CD4+ T cell responses in mouse models, we comprehensively mapped I-Ab-restricted epitopes for the spike and nucleocapsid proteins of the BA.1 variant of concern via IFNγ ELISpot assay. This was followed by the generation of corresponding peptide:MHCII tetramer reagents to directly stain epitope-specific T cells. Using this rigorous validation strategy, we identified 6 immunogenic epitopes in spike and 3 in nucleocapsid, all of which are conserved in the ancestral Wuhan strain. We also validated a previously identified epitope from Wuhan that is absent in BA.1. These epitopes and tetramers will be invaluable tools for SARS-CoV-2 antigen-specific CD4+ T cell studies in mice. [ABSTRACT FROM AUTHOR]

Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyond home languages and also considers the identity component of being multilingual. This paper explores the relationship between multilingualism, multilingual identity and academic attainment. Using school-reported and student-reported data from five secondary schools in Southeast England, we disentangle the complexity of multilingualism in schools by contrasting self- and other-ascriptions of multilingualism, as well as investigating indicators of "multilingualism" and "multilingual identity." Our findings reveal meaningful differences between how students are identified and identify themselves as "multilingual," and foregrounds "multilingual identity" as a potentially more meaningful indicator for understanding academic attainment than multilingualism indicators traditionally used in United Kingdom schools. [ABSTRACT FROM AUTHOR]

Firefighters work in strenuous conditions for prolonged periods wearing up to 20 kg of personal protective equipment. This often contributes to significant heat and cardiovascular strain. This study examined the relationships between psychological and physical measures taken prior to undertaking a 15 min firefighting task, and the occurrence of heat stress and high levels of fatigue following the task. Nine qualified firefighters completed a 15 min “live burn” scenario designed to mimic a fire started by a two-seater couch in a lounge room and completed simulated tasks throughout the duration. Logical reasoning, speed and accuracy, general motivation and fatigue, and physical and mental effort were recorded pre-scenario, and at 0- and 20-min post-scenario. General motivation and fatigue scores at 0- and 20-min post-scenario were highly correlated with each other (rs = 0.90; p = 0.001). The general motivation and fatigue scores, at 0- and 20-min post-scenario, were also strongly related to pre-task logic/reasoning test scores (Post 0 rs = −0.77, p = 0.016; Post 20 rs = −0.87, p = 0.002). Firefighters with lower logical reasoning and speed and accuracy scores were more susceptible to fatigue and impaired cognition when exposed to rises in core temperature and heat stress.

Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of multilingualism by including a larger repertoire of semiotic competences and a wider range of levels of linguistic competence. To date, little systematic research has investigated the relationship between different key variables influencing language learners' construction of their multilingual identity (MI). Based on surveys completed by 1338 learners in seven secondary schools in England, this paper reports on a structural equation modelling of key latent variables influencing MI. The analysis suggests that MI is more strongly correlated with direct experiential contact with languages and with social interaction than with explicit beliefs about language learning. Similarly, the influence of parental beliefs is greater than those of teachers or friends. The paper also considers the significance of potential differences between EAL and non-EAL respondents and urban and rural school contexts. Having conducted SEM we offer support for our theorisation of MI as an outcome latent variable composed of three main components, namely, experience, evaluation and emotion. [ABSTRACT FROM AUTHOR]

A method is proposed to locally heat areas of thick (>25.4 mm) continuous glass fiber reinforced thermoplastic (C-FRTP) composites with embedded wire mesh resistive heating elements. Four test specimens including 10.6 cm wide nichrome mesh heating elements embedded in C-FRTP laminates were fabricated and used for heating trials, showing that the composite can be locally heated to near the thermoplastic forming temperature over its entire thickness in less than 1 hour. The heating trials were simulated using a purpose-built finite difference model to investigate detailed temperature distributions. The simulations show that the internal resistive heating elements are capable of locally increasing the temperature of the composite with negligible effect on the adjacent material. Heating efficiency is between 73% and 77%, with temperature differences in the z -direction at peak temperatures less than 35°C. Temperature uniformity can be improved by longer heating times and more heating elements. The local heating method does not cause deconsolidation of the part. The heating method was also experimentally assessed on a more complex cross-section laminate with varying thickness and a foam core using stainless steel mesh heating elements. Results from the first heating tests were applied to the experimental assessment of the more complex laminate to reduce z -direction temperature differences. Numerical simulation of the heating of the foam core laminate showed a z -direction temperature range of 15.5°C. The results of this study show that embedded resistive heating is a cost-effective and simple method for heating a local portion of a thick fiber reinforced thermoplastic composite. [ABSTRACT FROM AUTHOR]