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This paper reports on the experiences of the authors teaching action research workshops as professional development for language teachers in Europe during the COVID-19 pandemic. It describes work carried out for Action Research Communities for Language Teachers, which is funded under the Training and Consultancies programme of the European Centre for Modern Languages of the Council of Europe as part of its aim to promote quality language education in Europe. The paper focuses on the necessary pivot from face-to-face to online action research workshops and project development in a difficult global context for a group of teachers in Lithuania. It outlines the challenges experienced by the authors and teacher participants, the lessons learned in online teaching of action research, and the positive outcomes for language teachers in setting out on their action research journeys. The paper contributes to the literature on action research in language education and professional development during COVID-19.

There is a great deal of interest in the effects of biotic interactions on geographic distributions. Nature contains many different types of biotic interactions (notably mutualism, commensalism, predation, amensalism, and competition), and it is difficult to compare the effects of multiple interaction types on species’ distributions. To resolve this problem, we analyze a general, flexible model of pairwise biotic interactions that can describe all interaction types. In the absence of strong positive feedback, a species’ ability to be present depends on its ability to increase in numbers when it is rare and the species it is interacting with is at equilibrium. This insight leads to counterintuitive conclusions. Notably, we often predict the same range limit when the focal species experiences competition, predation, or amensalism. Similarly, we often predict the same range margin or when the species experiences mutualism, commensalism, or benefits from prey. In the presence of strong positive density-dependent feedback, different species interactions produce different range limits in our model. In all cases, the abiotic environment can indirectly influence the impact of biotic interactions on range limits. We illustrate the implications of this observation by analyzing a stress gradient where biotic interactions are harmful in benign environments but beneficial in stressful environments. Our results emphasize the need to consider the effects of all biotic interactions on species’ range limits and provide a systematic comparison of when biotic interactions affect distributions.

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.

Discussions of student transition from the study of languages in UK high schools to the study of languages at university usually focus on the vertical transition, comparing the differences in curricula and approach to languages taken in each sector. Whilst acknowledging that this aspect of the student transition is important, this article explores the transition in a broader disciplinary context by raising questions about how other subjects students have studied before entering higher education may help or hinder the transition. As well as drawing on relevant literature in the Arts and Humanities field, we also discuss the findings of a case study, which investigated the views of students and teachers in one English university and one English high school. (Contains 2 tables and 2 notes.)

This paper describes a pilot questionnaire study conducted with a class of Year 9 beginners in German in a comprehensive school, which set out to elicit information on learners' beliefs about speaking a foreign language, including their awareness of strategies. Findings revealed that most pupils showed knowledge of a range of cognitive, social and learning strategies and associated their use with achieving success in speaking. Pupils were found to place particularly strong emphasis on the importance of practice and revision. It will be suggested that, although these strategies should facilitate pupils' learning, they may not always be the most the most appropriate for coping with the demands of speaking. Responses from many learners also highlighted the importance for speaking of affective factors such as confidence, mood and anxiety. It will be argued that these issues may be inhibiting pupils from making the most of opportunities for practice in the classroom and from adopting the strategies needed to progress. It will therefore be recommended that learners should be made more explicitly aware of a variety of affective and communication strategies, which could help them to feel more comfortable and should encourage participation in classroom speaking activities. (Contains 3 tables and 4 figures.)

The data acquisition system of the CMS experiment at the Large Hadron Collider features a two-stage event builder, which combines data from about 500 sources into full events at an aggregate throughput of 100 GB/s. To meet the requirements, several architectures and interconnect technologies have been quantitatively evaluated. Myrinet will be used for the communication from the underground frontend devices to the surface event building system. Gigabit Ethernet is deployed in the surface event building system. Nearly full bi-section throughput can be obtained using a custom software driver for Myrinet based on barrel shifter traffic shaping. This paper discusses the use of Myrinet dual-port network interface cards supporting channel bonding to achieve virtual 5 GBit/s links with adaptive routing to alleviate the throughput limitations associated with wormhole routing. Adaptive routing is not expected to be suitable for high-throughput event builder applications in high-energy physics. To corroborate this claim, results from the CMS event builder preseries installation at CERN are presented and the problems of wormhole routing networks are discussed. Index Terms--Computer network performance, multistage interconnection networks, queuing analysis, routing.

The Data Acquisition System of the Compact Muon Solenoid experiment at the Large Hadron Collider reads out event fragments of an average size of 2 kB from around 650 detector front-ends at a rate of up to 100 kHz. The first stage of event-building is performed by the Super-Fragment Builder employing custom-built electronics and a Myrinet optical network. It reduces the number of fragments by one order of magnitude, thereby greatly decreasing the requirements for the subsequent event-assembly stage. Back-pressure from the down-stream event-processing or variations in the size and rate of events may give rise to buffer overflows in the subdetector's front-end electronics, which would result in data corruption and would require a time-consuming re-sync procedure to recover. The Trigger-Throttling System protects against these buffer overflows. It provides fast feedback from any of the subdetector front-ends to the trigger so that the trigger can be throttled before buffers overflow. This paper reports on new performance measurements and on the recent successful integration of a scaled-down setup of the described system with the trigger and with front-ends of all major subdetectors. The on-going commissioning of the full-scale system is discussed. Index Terms--Data acquisition, feedback systems, multistage interconnection networks, triggering.

The CMS Data Acquisition (DAQ) System relies on a purely software driven High Level Trigger (HLT) to reduce the full Level 1 accept rate of 100 kHz to approximately 100 Hz for archiving and later offline analysis. The HLT operates on the full information of events assembled by an event builder collecting detector data from the CMS front-end systems. The HLT software consists of a sequence of reconstruction and filtering modules executed on a farm of O(1000) CPUs built from commodity hardware. This paper presents the architecture of the CMS HLT, which integrates the CMS reconstruction framework in the online environment. The mechanisms to configure, control, and monitor the Filter Farm and the procedures to validate the filtering code within the DAQ environment are described. Index Terms--Data acquisition, high level triggering, triggering.

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised. [ABSTRACT FROM PUBLISHER]