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Los contextos académicos internacionales en los que se usa el inglés como lengua franca se pueden encontrar en ámbitos muy diversos. Hasta ahora se han estudiado las clases magistrales que se imparten en esta variedad de la lengua desde perspectivas igualmente diversas, pero no se ha estudiado su perfil léxico. Partimos de la base de que el perfil léxico de las clases magistrales que se imparten en contextos internacionales puede ser distinto del existente en contextos anglófonos, y de que estas diferencias afectan, en el plano pedagógico, a la enseñanza y aprendizaje del inglés académico desde la perspectiva del inglés como lengua franca. En este artículo se ha estudiado el perfil léxico de cincuenta clases magistrales universitarias impartidas en inglés en cinco países europeos diferentes y se han comparado con sesenta y dos clases magistrales en inglés impartidas en EEUU. Hemos descubierto que se necesitan 3.000 palabras para conseguir una buena comprensión oral en ambos grupos de clases, al mismo tiempo que se consigue una comprensión oral ideal con 11.000 palabras en las clases internacionales y 7.000 en las que se desarrollaron en EEUU. Este dato da a entender que hay diferencias notables entre ambos contextos en cuanto a las variaciones en el vocabulario de baja frecuencia. Algunas palabras de tipo funcional son mucho más habituales en las clases internacionales que en las que se imparten en EEUU. En las clases internacionales también se usa menos que en las clases de EEUU el vocabulario académico de mayor frecuencia y más el vocabulario de frecuencia media. Todas estas diferencias están relacionadas con el uso de estrategias comunicativas propias del inglés como lengua franca en las clases internacionales. Un enfoque más centrado en estas estrategias y en el uso de listas de palabras propias de esta variedad puede dar como resultado un proceso de enseñanza del inglés académico más eficiente desde una perspectiva vinculada al inglés como lengua franca. Palabras clave: Inglés como lengua franca; clases magistrales; perfil léxico; vocabulario académico International academic contexts where English is used as a lingua franca (ELF) have become ubiquitous. ELF lectures have been studied from a number of perspectives, but they have not been lexically profiled. We depart from the assumption that the lexical profile of academic lectures delivered in international settings may differ from that of lectures delivered in Anglophone contexts, and that these differences have pedagogical implications for the teaching and learning of academic English from an ELF-perspective. We lexically profile a corpus of fifty university lectures delivered in English in five European countries and compare them against sixty-two lectures delivered in English in the U.S. We find that 3,000 words are needed for good listening comprehension in both sets of lectures, while ideal comprehension is reached at 11,000 words for international and 7,000 words for U.S. lectures, which suggests differences between the two in terms of variation in low-frequency vocabulary. Some function words are much more frequent in international than in U.S. lectures. International lectures also feature less high-frequency and more mid-frequency academic vocabulary than U.S. lectures. These differences mostly reflect the use of ELF-specific communicative strategies in international lectures. Focusing on them and potentially making academic ELF-specific word lists may ensure the more efficient teaching of academic English from an ELF-perspective. Keywords: ELF; EAP; academic lectures; lexical profile; academic vocabulary, Contrastive Study of Lexical Profiles of International and U.S. Lectures Delivered in English I. INTRODUCTION Nowadays, a large number of international students attend university lectures delivered in English as a [...]

School is the most suitable place for students to learn about child rights and where these rights are to be respected. In the research we have conducted, the objective was to examine the knowledge of primary school students about the rights of the child and to obtain insight into how these rights are respected. Using an interview scaling technique, we questioned 351 final year primary school students and 231 teachers. The students did not rate their knowledge of child rights highly: they mostly expect teachers to provide them with information on child rights; the students obtain the majority of such information in the civic education classes, which is an optional subject and is not attended by all students, as well as in homeroom sessions. Teachers believe that it is the responsibility of homeroom teachers to familiarise students with the rights of a child. The rights to freedom of expression of students and their participation in decision-making are the least respected, according to both students and teachers. Furthermore, all believe that some forms of discrimination exist in schools. We have found especially significant suggestions and recommendations given by students and teachers to overcome the existing problems and provide better access to the rights of the child in school.

The article examines the work of Leonard Swidler as a model for inter-religious dialogue in ex-Yugoslav areas in the 21st century. It aims to analyse the role of interreligious dialogue in the neutralisation of nationalism. This is particularly evident in the interweaving of nationalist and religious communities, where religious communities emerge as the instigators of nationalism. In addition, religious leaders assume the role of unofficial national and state leaders. The national and state interest is derived from the interpretation of religious interest. Consequently, politicians and national and state leaders frequently become mere puppets in their hands. This pattern was particularly evident during the Yugoslav conflict in the late 20th century. The traumatic effects of the conflict are still evident in the present day. Concurrently, religious leaders in the former Yugoslav territories occupy a significant position, not only in the formulation of state and national policy, but also in the formation of public opinion within the regions over which they hold religious authority. In his oeuvre, the American theologian Leonard Swidler analyses the processes of interfaith dialogue as a model for resolving conflict situations involving religious opposites. It should be noted that his works do not present a definitive formula for such conflict resolution; rather, they offer a contribution to this issue. Religious dialogue is a practice that is not characteristic of the contemporary era of bourgeois society; as a result, it is timeless and extraterritorial. It is for this reason that a sample of ex-Yugoslav areas was selected as representative, given that religious contrasts are a significant factor. [ABSTRACT FROM AUTHOR]

Chronic granulocytic leukemia (CGL), Ph + is a chronic myeloproliferative disorder, which, due to its specificity for many decades, has attracted the attention of researchers of numerous specialties. This disease was among the first malignant haemopathies that received their "ID card" since molecular analyzes precisely defined the basic pathological substrate, that is, the origin of the disease. Over the past decades we have witnessed the evolution of the therapeutic approach in the treatment of CGL from oral cystostatic therapy, radiotherapy, through recombinant interferon alpha (IFN-alpha), haematopoeza stem cell transplantation, to the targeted molecular therapy of the tyrosine kinase inhibitor (TKI). In this report we present patient with a diagnosis of CGL, Ph + in the early chronic phase at the age of 13 years based on all relevant analyzes. During the past 26 years, all therapeutic modalities of CGL treatment were applied in patients, according to the time period, concluding with the second generation TKI, resulting in complete remission of diseases with excellent quality of life and identical expectations for the future, as well as in the healthy population. [ABSTRACT FROM AUTHOR]

Cerebral amyloid angiopathy (CAA) is a small vessel disease characterized by amyloid β (Aβ) peptide deposition within the walls of medium to small-caliber blood vessels, cerebral microhemorrhage, and blood–brain barrier (BBB) leakage. It is commonly associated with late-stage Alzheimer’s disease. BBB dysfunction is indicated as a pathological substrate for CAA progression with hyperpermeability, enhancing the extravasation of plasma components and inducing neuroinflammation, further worsening BBB injury and contributing to cognitive decline. Although significant effort has been made in defining the gene mutations and risk factors involved in microvascular alterations with vascular dementia and Alzheimer’s disease, the intra- and intercellular pathogenic mechanisms responsible for vascular hyperpermeability are still largely unknown. The present study aimed to elucidate the transcriptional profile of the cerebral microvessels (BBB) in a murine model with CAA vasculopathy to define potential causes and underlying mechanisms of BBB injury. A comprehensive RNA sequencing analysis was performed of CAA vasculopathy in Tg-SwDI mice at 6 and 18 months in comparison to age-matched wildtype controls to examine how age and amyloid accumulation impact the transcriptional signature of the BBB. Results indicate that Aβ has a critical role in triggering brain endothelial cell and BBB dysfunction in CAA vasculopathy, causing an intense proinflammatory response, impairing oxidative metabolism, altering the coagulation status of brain endothelial cells, and remodeling barrier properties. The proinflammatory response includes both adaptive and innate immunity, with pronounced induction of genes that regulate macrophage/microglial activation and chemokines/adhesion molecules that support T and B cell transmigration. Age has an important impact on the effects of Aβ, increasing the BBB injury in CAA vasculopathy. However, early inflammation, particularly microglia/macrophage activation and the mediators of B lymphocytes’ activities are underlying processes of BBB hyperpermeability and cerebral microbleeds in the early stage of CAA vasculopathy. These findings reveal a specific profile of the CAA-associated BBB injury that leads to a full progression of CAA.

Abstract The complexity of the blood–brain barrier (BBB) and neurovascular unit (NVU) was and still is a challenge to bridge. A highly selective, restrictive and dynamic barrier, formed at the interface of blood and brain, the BBB is a “gatekeeper” and guardian of brain homeostasis and it also acts as a “sensor” of pathological events in blood and brain. The majority of brain and cerebrovascular pathologies are associated with BBB dysfunction, where changes at the BBB can lead to or support disease development. Thus, an ultimate goal of BBB research is to develop competent and highly translational models to understand mechanisms of BBB/NVU pathology and enable discovery and development of therapeutic strategies to improve vascular health and for the efficient delivery of drugs. This review article focuses on the progress being made to model BBB injury in cerebrovascular diseases in vitro.

Finding adequate and interesting content is a challenge teachers and writers of foreign language learning materials frequently come across. In this paper, we evaluate how suitable, vocabulary-wise, movie reviews are for English language teaching and learning purposes. Employing the method of lexical frequency profiling, we study a 1.3-million-word corpus of American movie reviews, and find that a knowledge of about 5,000 words is needed to achieve the minimum reading comprehension level (at 95%-vocabulary coverage), whereas as many as 13,000 words are needed for reaching the ideal reading threshold (98%-vocabulary coverage). We conclude that, non-adapted, movie reviews as a genre are only suitable for advanced learners. In addition, the study shows that movie reviews are not an excellent source of formal vocabulary, but are an excellent source of opinion vocabulary, and we therefore suggest that the teaching and learning target in terms of vocabulary for movie reviews in ESL/EFL contexts should be on positive and negative words expressing opinion.

Proteins play primary roles in important biological processes such as catalysis, physiological functions, and immune system functions. Thus, the research on how proteins evolved has been a nuclear question in the field of evolutionary biology. General models of protein evolution help to determine the baseline expectations for evolution of sequences, and these models have been extensively useful in sequence analysis as well as for the computer simulation of artificial sequence data sets. We have developed a new method of simulating multi-domain protein evolution, including fusions of domains, insertion, and deletion. It has been observed via the simulation test that the success rates achieved by the proposed predictor are remarkably high. For the convenience of the most experimental scientists, a user-friendly web server has been established at http://jci-bioinfo.cn/domainevo, by which users can easily get their desired results without having to go through the detailed mathematics. Through the simulation results of this website, users can predict the evolution trend of the protein domain architecture.

Cessation of blood flow leads to a complex cascade of pathophysiological events at the blood-vascular-parenchymal interface which evolves over time and space, and results in damage to neural cells and edema formation. Cerebral ischemic injury evokes a profound and deleterious upregulation in inflammation and triggers multiple cell death pathways, but it also induces a series of the events associated with regenerative responses, including vascular remodeling, angiogenesis, and neurogenesis. Emerging evidence suggests that epigenetic reprograming could play a pivotal role in ongoing post-stroke neurovascular unit (NVU) changes and recovery. This review summarizes current knowledge about post-stroke recovery processes at the NVU, as well as epigenetic mechanisms and modifiers (e.g., DNA methylation, histone modifying enzymes and microRNAs) associated with stroke injury, and NVU repair. It also discusses novel drug targets and therapeutic strategies for enhancing post-stroke recovery.

Natural and Culturo-Historical Region of Kotor, Boka Bay, Montenegro, is well known for its exceptional beauty, evaluated by UNESCO. The unique universal value has been embodied in the cultural landscape: vernacular architecture harmonized with the cultivated terraced landscape on the slopes of high, rocky mountains. Kostanjica is an old settlement in Boka Bay, former fishermen village, recognized for valuable elements of the cultural landscape: chestnut tree and laurel forest, terraced gardens with arable land, fruit gardens, traditional architecture in stone: clusters of houses, piers and docks, pedestrian pathways, pavements, retaining walls, well-integrated in the autochthone Mediterranean vegetation. Since Montenegro has pronounced itself Ecological state in 1991, environmental protection has become the highest priority in all Sustainable Development agendas and policies. Furthermore, preservation of regional peculiarity and fostering distinctive identity of a place, is one of the crucial sustainable development goals. The ongoing development of tourist resort “Boka Gardens” in Kostanjica has revealed these harmful, unsustainable tendencies in Montenegro. On the grounds of investor’s urban planning and profit-driven architecture, the unique and valuable cultural landscape of Kostanjica has been devastated to the extent that Boka Bay’s UNESCO status has been jeopardized. The paper researches cause of this damaging phenomena, seeking for ways of overcoming profoundly harmful building practices, thus leading to a more efficient and sustainable urban development.