Modernism and Magic: Experiments with Spiritualism, Philosophy and the Occult, paperback

The book explores the aesthetic and political implications of the relationship between magic and mimesis in the work of those early twentieth-century writers, artists and filmmakers who were most self-consciously experimental, including James Joyce, Ezra Pound, Dziga Vertov and Sergei Eisenstein.

The short-chain fatty acid acetate reduces appetite via a central homeostatic mechanism

Increased intake of dietary carbohydrate that is fermented in the colon by the microbiota has been reported to decrease body weight, although the mechanism remains unclear. Here we use in vivo11C-acetate and PET-CT scanning to show that colonic acetate crosses the blood–brain barrier and is taken up by the brain. Intraperitoneal acetate results in appetite suppression and hypothalamic neuronal activation patterning. We also show that acetate administration is associated with activation of acetyl-CoA carboxylase and changes in the expression profiles of regulatory neuropeptides that favour appetite suppression. Furthermore, we demonstrate through 13C high-resolution magic-angle-spinning that 13C acetate from fermentation of 13C-labelled carbohydrate in the colon increases hypothalamic 13C acetate above baseline levels. Hypothalamic 13C acetate regionally increases the 13C labelling of the glutamate–glutamine and GABA neuroglial cycles, with hypothalamic 13C lactate reaching higher levels than the ‘remaining brain’. These observations suggest that acetate has a direct role in central appetite regulation.

Language Teaching Methodologies, Intercultural Awareness and Autonomous Learning

This paper will examine familiar reasons for including the teaching of intercultural competence within Language Teaching before adding some less familiar ones. It will focus in particular on the question of how far intercultural competence can be learned when students are formally studying languages and how far such competence needs to be acquired autono-mously. It will though also ask to what extent being initiated to the very varied facets of in-tercultural competence during formal language study plays an important role in allowing ef-fective autonomous acquisition to take place. The paper will conclude that a significant part of the intercultural development that students need to undertake if they are to be able to communicate effectively in a foreign language must happen autonomously, but that it is, nonetheless, vital that language courses at least sow the seeds of intercultural learning in ways that will facilitate autonomous learning. As such, language courses, if they are genuinely to meet student needs, should incorporate elements of intercultural training. The paper also concludes by outlining the type of empirical research that would need to be carried out for these claims to be fully substantiated.