The Macroeconomic Factors Conditioning the Impact of Identity on Attitudes towards the EU

Factors relating to identity and to economics have been shown to be important predictors of attitudes towards the European Union (EU). In this article, we show that the impact of identity is conditional on economic context. First, living in a member state that receives relatively high levels of EU funding acts as a 'buffer', diluting the impact of an exclusive national identity on Euroscepticism. Second, living in a relatively wealthy member state, with its associated attractiveness for economic migrants, increases the salience of economic xenophobia as a driver of sceptical attitudes. These results highlight the importance of seeing theories of attitude formation (such as economic and identity theories) not as competitors but rather as complementary, with the predictive strength of one theoretical approach (identity) being a function of system-level variation in factors relating to the other theoretical approach (macro-level economic conditions).

'Fairy Tale and Folklore in the Nineteenth Century', Blackwell Literature Compass, 6.3 (April 2009) 785-98

Fairies and fairy tales continue to intrigue both academic and popular audiences. This article, while exploring the diverse approaches of recent scholars in this field, also raises disciplinary questions. Should the study of folklore and of the literary fairy tale be seen as separate research areas, one the preserve of the cultural historian and folklorist, the other the remit of the literary scholar? Can we even make a clear distinction in the nineteenth century between authored, literary fairy tales and orally collected supernatural folktales? If it is reductive to assume that the fairy tale can always be classified (and potentially dismissed) as children's literature, how might recent trends in Victorian studies suggest new ways of seeing and teaching the genre? Discussing the fairy tale in the context of debates over orality and authenticity, literature and science, all of these questions will be examined below.

The development of regret

In two experiments, 4- to 9-year-olds played a game in which they
selected one of two boxes to win a prize. On regret trials the unchosen
box contained a better prize than the prize children actually
won, and on baseline trials the other box contained a prize of the
same value. Children rated their feelings about their prize before
and after seeing what they could have won if they had chosen
the other box and were asked to provide an explanation if their
feelings had changed. Patterns of responding suggested that regret
was experienced by 6 or 7 years of age; children of this age could
also explain why they felt worse in regret trials by referring to
the counterfactual situation in which the prize was better. No evidence
of regret was found in 4- and 5-year-olds. Additional findings
suggested that by 6 or 7 years, children’s emotions were
determined by a consideration of two different counterfactual
scenarios.

The anomaly in the candidate microlensing event PA-99-N2

The light curve of PA-99-N2, one of the recently announced microlensing candidates toward M31, shows small deviations from the standard Paczynski form. We explore a number of possible explanations, including correlations with the seeing, the parallax effect, and a binary lens. We find that the observations are consistent with an unresolved red giant branch or asymptotic giant branch star in M31 being microlensed by a binary lens. We find that the best-fit binary lens mass ratio is similar to1.2x10(-2), which is one of the most extreme values found for a binary lens so far. If both the source and lens lie in the M31 disk, then the standard M31 model predicts the probable mass range of the system to be 0.02-3.6 M-circle dot (95% confidence limit). In this scenario, the mass of the secondary component is therefore likely to be below the hydrogen-burning limit. On the other hand, if a compact halo object in M31 is lensing a disk or spheroid source, then the total lens mass is likely to lie between 0.09 and 32 M-circle dot, which is consistent with the primary being a stellar remnant and the secondary being a low-mass star or brown dwarf. The optical depth (or, alternatively, the differential rate) along the line of sight toward the event indicates that a halo lens is more likely than a stellar lens, provided that dark compact objects comprise no less than 15% (or 5%) of halos.

Lipopolysaccharide O antigen status of Yersinia enterocolitica O:8 is essential for virulence and absence of O antigen affects the expression of other Yersinia virulence factors

Lipopolysaccharide (LPS) is the major component of the outer membrane of Gram-negative bacteria. Although much attention has been given to the biological effects of its lipid A portion, a great body of evidence indicates that its O chain polysaccharide (O antigen) portion plays an important role in the bacterium-host interplay. In this work we have studied in-depth the role of the O antigen in Yersinia enterocolitica serotype O:8 pathogenesis. We made a detailed virulence analysis of three mutants having different O antigen phenotypes: (i) LPS with no O antigen (rough mutant); (ii) LPS with one O unit (semirough mutant) and (iii) LPS with random distribution of O antigen chain lengths. We demonstrated that these LPS O antigen mutants were attenuated in virulence regardless of the infection route used. Co-infection experiments revealed that the rough and semirough mutants were severely impaired in their ability to colonize the Peyer's patches and in contrast to the wild-type strain they did not colonize spleen and liver. The mutant with random distribution of O antigen chain lengths, however, survived better but started to be cleared from mouse organs after 8 days. As an explanation to this attenuation we present here evidence that other Yersinia virulence factors depend on the presence of O antigen for their proper function and/or expression. We demonstrated that in the rough mutant: (i) the YadA function but not its expression was altered; (ii) Ail was not expressed and (iii) inv expression was downregulated. On the other hand, expression of flhDC, the flagellar master regulatory operon, was upregulated in this mutant with a concomitant increase in the production of flagellins. Finally, expression of yplA, encoding for the Yersinia phospholipase A, was also upregulated accompanied by an increased flagellar type III secretion system mediated secretion of YplA to culture medium. Together these findings suggest that the absence of O antigen in the outer membrane of Yersinia either directly or indirectly, for example through a cellular or membrane stress, could act as a regulatory signal.

Seeing How it Sounds: Observation, Imitation and Improved Learning in Piano Playing

Research in various fields has shown that students benefit from teacher action demonstrations during instruction, establishing the need to better understand the effectiveness of different demonstration types across student proficiency levels. This study centres upon a piano learning and teaching environment in which beginners and intermediate piano students (N=48) learning to perform a specific type of staccato were submitted to three different (group exclusive) teaching conditions: audio-only demonstration of the musical task; observation of the teacher's action demonstration followed by student imitation (blockedobservation); and observation of the teacher's action demonstration whilst alternating imitation of the task with the teacher's performance (interleaved-observation). Learning was measured in relation to students' range of wrist amplitude (RWA) and ratio of sound and inter-sound duration (SIDR) before, during and after training. Observation and imitation of the teacher’s action demonstrations had a beneficial effect on students' staccato knowledge retention at different times after training: students submitted to interleaved-observation presented significantly shorter note duration and larger wrist rotation, and as such, were more proficient at the learned technique in each of the lesson and retention tests than students in the other learning conditions. There were no significant differences in performance or retention for students of different proficiency levels. These findings have relevant implications for instrumental music pedagogy and other contexts where embodied action is an essential aspect of the learning process.