Preparing Student Study Guides through Peer Collaboration in the Technological Era

Photoswitching of phytochrome photoreceptors between red-absorbing (Pr) and far-red absorbing (Pfr) states triggers light adaptation of plants, bacteria and other organisms. Using quantum chemistry, we elucidate the color-tuning mechanism of phytochromes and identify the origin of the Pfr-state red-shifted spectrum. Spectral variations are explained by resonance interactions of the protonated linear tetrapyrrole chromophore. In particular, hydrogen bonding of pyrrole ring D with the strictly conserved aspartate shifts the positive charge towards ring D thereby inducing the red spectral shift. Our MD simulations demonstrate that formation of the ring D–aspartate hydrogen bond depends on interactions between the chromophore binding domain (CBD) and phytochrome specific domain (PHY). Our study guides rational engineering of fluorescent phytochromes with a far-red shifted spectrum.

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Root with Alternation of -ravn-/-rovn- (From Materials of the Academic Description of Russian Spelling)

Russian language at school ◽

10.30515/0131-6141-2020-81-6-90-96 ◽

2020 ◽

Vol 81 (6) ◽

pp. 90-96

Author(s):

E. V. Arutiunova ◽

E. V. Beshenkova ◽

O. E. Ivanova

Keyword(s):

Russian Language ◽

Study Guides ◽

Russian Academy Of Sciences ◽

Academy Of Sciences ◽

The Given ◽

First Time ◽

The Russian Language

The study investigates the rule of spelling the root -ravn-/-rovn- and is considered to be a fragment of the academic description of Russian spelling, which is currently being under investigation at the Russian Language Institute of the Russian Academy of Sciences. The authors clarify the meanings that determine the spelling of the unstressed root, supplement the lists of exceptions, denote words with meanings not corresponding to the given values-criteria, and, for the first time in linguistics, investigate the words that can be correlated with different values-criteria, that is, they have double motivation. The rule codifies the spelling of words that have double motivation and fluctuate in usus, dictionaries, study guides and reference books. Spelling recommendations for these words correspond to the current linguistic norm and were approved by the Spelling Commission of the Russian Academy of Sciences in 2019. The linguistic commentary to the rule contains the most significant etymological facts concerning the root -ravn-/-rovn- and summarises the scientific and methodological attempts to figure out the distribution of vocabulary with root -ravn-/-rovn- based on the meanings selected in the spelling rules. In the paper it is shown that the instability in spelling of various verbs with the root -ravn-/-rovn- in modern writing and dictionaries is determined by the double motivation of words, as well as contradictory recommendations and gaps in the rules.

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9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

Annual Review of Applied Linguistics ◽

10.1017/s0267190502000090 ◽

2002 ◽

Vol 22 ◽

pp. 171-185 ◽

Cited By ~ 122

Author(s):

Merrill Swain ◽

Lindsay Brooks ◽

Agustina Tocalli-Beller

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Theoretical Perspective ◽

Peer Collaboration ◽

Mediated Learning ◽

Collaborative Dialogue ◽

Peer Dialogue ◽

Reading Activities ◽

Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

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