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After discussing key issues in the aptitude literature and presenting an updated, multicomponential model of cognitive language aptitude, we consider two analyses from a longitudinal investigation using aptitude to predict success in language learning. Aptitude is conceptualized as a special talent for learning languages and a ceiling on success. In other words, for any given person, when motivation is high, personality facets are aligned, and the learning context is excellent, differences in aptitude determine ultimate attainment. Findings show that the full Modern Language Aptitude Test and the full High-Level Language Aptitude Battery each predicted adult language learning success outcomes. In addition, different combinations of components drawn from these two (by design) complementary aptitude batteries predicted different aspects of basic and advanced proficiency and did so above and beyond nonaptitude variables, such as childhood exposure, previous language learning, age at the time of training, level of education, and enjoyment. (This research was supported by the United States Government Contract No. H98230-07-D-0175.)

This article reports on the quantitative data from a 2017 survey of secondary-school teachers and librarians in Aotearoa New Zealand. Findings suggest that librarians and library services are not seen by teachers or librarians to be centrally involved in the development of information literacy (IL) skills in students, and that teachers may lack full awareness of what services school libraries offer. There was mixed evidence for the idea that teachers and librarians share a definition of IL, and our findings suggest that, while both groups value IL skills, particularly in academic contexts, they don't necessarily see those skills as promoted by "The New Zealand Curriculum" ("NZC"59-88 ) and the National Certificates of Educational Achievement (NCEA). We conclude with a discussion of the implications of these findings and provide recommendations.

Multiple international studies have confirmed the positive impact of library services and teacher--librarian partnerships on delivering curriculum outcomes and quality student learning in secondary schools. Despite this, there are indications internationally that school libraries are in decline. This article uses qualitative data from a national survey of teachers and librarians in New Zealand secondary schools to investigate teacher and librarian attitudes and beliefs about the role of library services as a space to help develop "The New Zealand Curriculum's" (Ministry of Education, 2007) ("NZC") future-focused vision of knowledgeable, critically and creatively engaged citizens, and the teaching of its attendant competencies. Our findings suggest that teachers' and librarians' beliefs and attitudes towards the library and to each other differ significantly, leading to an underutilisation of library services as a central resource for effective curriculum implementation. We conclude by arguing for a systemic revision of how libraries are positioned, staffed, and resourced in schools, that will change teacher and management beliefs to more closely align with the espoused pedagogical position of "NZC" and, ultimately, and most importantly, to engender sustained gains in student learning.

Defines 10 methodological principles for task-based language learning and illustrates their implementation in the case of foreign language distance learning for less commonly taught languages. (Author/VWL)

Background: Efficient and accurate diagnosis of neonatal sepsis is challenging. The potential impact for a reduction in morbidity and mortality as well as antibiotic usage has stimulated the ongoing search for biomarkers of early sepsis. The objective of this pilot study was to quantify the levels of sTREM-1 and correlate with blood cultures and inflammatory markers in neonates evaluated for sepsis.Methods: Neonates with suspected sepsis were enrolled (n = 83; Preterm n = 35; Term n = 48). Routine bloods for sepsis evaluation were included and plasma sTREM-1 levels were quantified by ELISA.Results: Term and preterm neonates (n = 83; Preterm n = 35; Term n = 48) were enrolled and 16 neonates had positive blood cultures (preterm n = 15; term n = 1). sTREM-1 levels were not significantly different in infants with culture-positive or culture-negative sepsis (356 ± 218 pg/mL and 385 ± 254 pg/mL respectively). The immature-to-total granulocyte (I/T) ratio showed a significant positive correlation with sTREM-1 in the preterm group with positive blood cultures. Additionally, sTREM-1 showed a positive correlation with CRP in the preterm group with negative blood cultures.Conclusions: sTREM-1 was associated with traditional markers of inflammation (I/T ratio and CRP). However, in this cohort sTREM-1 did not improve the early detection of neonatal culture-positive sepsis. [ABSTRACT FROM AUTHOR]

Describes a study which investigated and described the linguistic input and conversational interaction found in English as a second language classrooms when small groups of students work together. The results are compared with classroom activities in which the students participate as a class in teacher-directed lessons. (SED)