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\"This book explores both theoretical and practical issues of language use in a migration context, using a mixed-method approach. The unique interview data on which the analysis is based (and therefore the lens through which these issues are viewed) stem from the German urban immigrant community in Canada, but the results and findings have implications for situations of migration throughout this increasingly globalized world. Through this transcontinental perspective, this book makes a new contribution to the literature on both language and identity and language and globalization. Drawing on an interactional analysis, the focus in this book is on the relationship between interactional intricacies and larger questions in society addressing the ways in which migrants' moves between places affects the construction of their identities as well as sociolinguistic spaces at large. This includes the dynamic positioning of migrants, the use of multilingual tools as well as non-linguistic resources and the ways in which language attitudes may affect all of these. \"-- Provided by publisher.

Background Electronic health records (EHRs) provide enormous potential for health research but also present data governance challenges. Ensuring de-identification is a pre-requisite for use of EHR data without prior consent. The South London and Maudsley NHS Trust (SLaM), one of the largest secondary mental healthcare providers in Europe, has developed, from its EHRs, a de-identified psychiatric case register, the Clinical Record Interactive Search (CRIS), for secondary research. Methods We describe development, implementation and evaluation of a bespoke de-identification algorithm used to create the register. It is designed to create dictionaries using patient identifiers (PIs) entered into dedicated source fields and then identify, match and mask them (with ZZZZZ) when they appear in medical texts. We deemed this approach would be effective, given high coverage of PI in the dedicated fields and the effectiveness of the masking combined with elements of a security model. We conducted two separate performance tests i) to test performance of the algorithm in masking individual true PIs entered in dedicated fields and then found in text (using 500 patient notes) and ii) to compare the performance of the CRIS pattern matching algorithm with a machine learning algorithm, called the MITRE Identification Scrubber Toolkit – MIST (using 70 patient notes – 50 notes to train, 20 notes to test on). We also report any incidences of potential breaches , defined by occurrences of 3 or more true or apparent PIs in the same patient’s notes (and in an additional set of longitudinal notes for 50 patients); and we consider the possibility of inferring information despite de-identification. Results True PIs were masked with 98.8% precision and 97.6% recall. As anticipated, potential PIs did appear, owing to misspellings entered within the EHRs. We found one potential breach. In a separate performance test, with a different set of notes, CRIS yielded 100% precision and 88.5% recall, while MIST yielded a 95.1% and 78.1%, respectively. We discuss how we overcome the realistic possibility – albeit of low probability – of potential breaches through implementation of the security model. Conclusion CRIS is a de-identified psychiatric database sourced from EHRs, which protects patient anonymity and maximises data available for research. CRIS demonstrates the advantage of combining an effective de-identification algorithm with a carefully designed security model. The paper advances much needed discussion of EHR de-identification – particularly in relation to criteria to assess de-identification, and considering the contexts of de-identified research databases when assessing the risk of breaches of confidential patient information.

Human embryonic stem cells are differentiated to cells similar to the embryonic aorta-gonad-mesonephros, which gives rise to hematopoietic stem cells. The ability to generate hematopoietic stem cells from human pluripotent cells would enable many biomedical applications. We find that hematopoietic CD34 + cells in spin embryoid bodies derived from human embryonic stem cells (hESCs) lack HOXA expression compared with repopulation-competent human cord blood CD34 + cells, indicating incorrect mesoderm patterning. Using reporter hESC lines to track the endothelial ( SOX17 ) to hematopoietic ( RUNX1C ) transition that occurs in development, we show that simultaneous modulation of WNT and ACTIVIN signaling yields CD34 + hematopoietic cells with HOXA expression that more closely resembles that of cord blood. The cultures generate a network of aorta-like SOX17 + vessels from which RUNX1C + blood cells emerge, similar to hematopoiesis in the aorta-gonad-mesonephros (AGM). Nascent CD34 + hematopoietic cells and corresponding cells sorted from human AGM show similar expression of cell surface receptors, signaling molecules and transcription factors. Our findings provide an approach to mimic in vitro a key early stage in human hematopoiesis for the generation of AGM-derived hematopoietic lineages from hESCs.

Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between first language (L1) and second language (L2) in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related functions, but also for discourse-related functions that contexualize the interactional meaning of their utterances. These uses strikingly resemble code-switching patterns in non-classroom bilingual settings and show that language learners are able to conceptualize the classroom as a bilingual space. Learners orient to the classroom as a community of practice (Wenger, 1998) through their code-switching patterns as manifestations of a shared understanding about their actions and about themselves as members of that community.

The ability to generate hematopoietic stem cells from human pluripotent cells would enable many biomedical applications. We find that hematopoietic CD34 super(+) cells in spin embryoid bodies derived from human embryonic stem cells (hESCs) lack HOXA expression compared with repopulation-competent human cord blood CD34 super(+) cells, indicating incorrect mesoderm patterning. Using reporter hESC lines to track the endothelial (SOX17) to hematopoietic (RUNX1C) transition that occurs in development, we show that simultaneous modulation of WNT and ACTIVIN signaling yields CD34 super(+) hematopoietic cells with HOXA expression that more closely resembles that of cord blood. The cultures generate a network of aorta-like SOX17 super(+) vessels from which RUNX1C super(+) blood cells emerge, similar to hematopoiesis in the aorta-gonad-mesonephros (AGM). Nascent CD34 super(+) hematopoietic cells and corresponding cells sorted from human AGM show similar expression of cell surface receptors, signaling molecules and transcription factors. Our findings provide an approach to mimic in vitro a key early stage in human hematopoiesis for the generation of AGM-derived hematopoietic lineages from hESCs.

This article is concerned with the ways in which the students and the teacher in a content-based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Through a combination of qualitative and quantitative approaches, we discuss how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher. Given that students and the teacher were all competent speakers of both the first language (L1) and the second language (L2), we found that these differences were not merely indications of incomplete L2 usage. Instead, they manifested how the students and the teacher enacted and perceived their respective roles within the classroom and, based on role concepts, demonstrated different access to repair as a resource. The analysis shows that repair is a resource for modified output as well as modified input in classroom settings.

In contrast to earlier references to the prohibition of all first language use in the foreign language classroom, many scholars are now arguing that the first language can be beneficial as a cognitive tool that aids in second language learning (Antón & DiCamilla, 1998; Blyth, 1995; Brooks & Donato, 1994; Cook, 2001; Swain & Lapkin, 2000), and these claims have prompted them to argue in favour of some sort of principled alternation between first and second language use in the foreign language classroom. But allowing such an alternation requires a reconceptualization of the foreign language classroom as a bilingual environment