Miracle-dz/UniFAR-FTUs huggingface dataset:
Learners' language use during task-based peer interaction in second language class of primary school

This study sets out to explore Second Language (L2) learners’ language use during peer interaction for performing L2 tasks in the primary L2 classroom from the sociocultural perspective. Professional and pedagogical impetus for an enquiry into L2 learners’ language use is provided by the dilemma caused by the gap between an L2 only policy and classroom practice. The issue of L2 learners’ use of L1 within L2 classrooms has been a controversial topic in the field of Second Language Acquisition (SLA), yet to date there has been little research conducted in the primary L2 learning contexts. Therefore, there was a need to examine the actual language use of L2 learners in the primary L2 classroom to gain pedagogical insights and implications related to learners’ language use. To this end, this study conducted a collective case study in intact primary L2 classrooms of two different institutional types: English as a Foreign Language (EFL) classes at a state primary school in Seoul, and Korean as a Heritage Language (KHL) classes at a Korean Saturday School in London. Multiple evidence of learners’ language use was gathered and analysed via thematic analysis in terms of distinct features and overall functions. The findings reveal that primary L2 learners frequently codeswitched their language, i.e. shifted their linguistic code between L1 and L2, as budding bilingual speakers; used language strategically through repetition; and used the economy of language through interjections, onomatopoeias, and hesitation fillers. The findings also provide evidence that learners’ language mediated the completion of L2 tasks, serving communicative, cognitive, and socio-affective functions on the interpersonal or the intrapersonal plane. These findings call for several pedagogical reconsiderations: reconceptualising views of L2 learners from imperfect monolinguals to developing bilinguals; reconsidering pedagogical decisions on the L2 only policy; improving L2 textbooks and instructional resources; developing balanced L2 tasks between learners’ L2 competence and cognitive development; enriching and expanding learners’ vocabulary; and finally enhancing teachers’ teaching practice in order to bridge the gap between the policy and learners’ use of language.
Genetic and phenotypic evaluation of the class III dentofacial deformity: Comparisons of three populations

The etiology of skeletal Class III malocclusion is multifactorial, complex and likely results from mutations in numerous genes. In this study, we sought to understand the phenotype/genotype correlation of the Class III trait in 3 specific populations, a Colombian cohort, Amelogenesis Imperfecta (AI) cohort and a Caucasian cohort. The phenotype was evaluated using multiple statistical comparisons of 3 populations followed by genetic analysis of 2 populations. Phenotypic analysis indicated a difference between the z-scores of 10 cephalometric variables among the 3 groups. Pedigree analysis by inspection supported an autosomal dominant mode of inheritance with incomplete penetrance. A Genome-wide scan and linkage analysis of members in 2 cohorts revealed 3 regions suggestive of linkage for the Colombian cohort but was inconclusive for the AI cohort. Our phenotypic and genetic analysis highlights that each group is unique, and that differences between them could be due to specific craniofacial morphologic features. iv ACKNOWLEDGEMENTS I would like to thank the following for their contribution, support and dedication: God, for helping me to achieve my goals; for being a constant source of help and strength. encouragement throughout the development and completion of this project; for words of advice pertaining to school, life and for being a mentor and a friend. Dr. James Ackerman, for his assistance, support, and advice; for being such a pleasure to work with, for invaluable input, inspiring thoughts and giving me a new perspective on this project. Dr. Timothy Wright, for being a member of the committee; for his help, insight and his laboratory's contribution to my project. Dr. William Proffit, for also being a member of the committee and for all his input, perspective and thoughts. Dr. Jessica Lee, for being a member of the committee and for all her input. Mr. Chris Wiesen, for assistance with the statistical analyses and providing great insight. Chris's time and help has been greatly appreciated, it has been a delightful experience working with him and I could not have done it without him. Ms. Debbie Price, for her time and assistance with the cephalometric tracings and figures. It has also been a pleasure working with her. v Mrs. Melody Torain, for all her assistance with the pedigrees and genetic analysis. Her help was also invaluable and she has been a joy to work with. Mom and dad, for always providing me with love, assistance, encouragement, wisdom and guidance. Dr. Raquel Azar, my dear …
Challenges of technical and vocational education and training and educational stakeholders in the Volta Region of Ghana

The purpose of this paper was to find out the attitude of educational stakeholders towards challenges confronting technical and vocational education and training (TVET) in the Volta Region of Ghana. The qualitative research method with questionnaire and interview guide helped to examine: the nature and scope of TVET in Ghana; the roles TVET plays in creating jobs for unemployed Ghanaians and to minimize poverty; and the challenges of TVET in Ghana. The stratified random sampling method was used in sampling out the various subjects. These comprised stakeholders such as parents, teachers, employers, government and private institutional heads, alumna, and students of second cycle institutions. These groups were chosen because they would provide relevant information needed for this paper.
New Light on Barrett’s Esophagus

textabstractThe incidence of esophageal carcinoma has been steadily increasing in many western countries in the last 30 years. A current hypothesis is that the majority of the adenocarcinomas arise in Barrett’s esophagus (BE), following a sequence of metaplasia through dysplasia to carcinoma. When BE progresses to high grade dysplasia or adenocarcinoma, esophageal resection is the treatment of choice in patients fit for surgery. However, most patients with esophageal adenocarcinoma have not been recognized with BE previously, and the majority of patients with BE will not develop esophageal adenocarcinoma. Therefore less invasive endoscopic therapy has been used for treatment of BE with dysplasia for patients unfit for surgery. Also, endoscopic therapy has been used as preventive strategy for development of esophageal cancer by ablation of the premalignant Barrett’s epithelium. Photodynamic therapy (PDT) with use of 5-aminolevulinic acid (ALA) is a relatively new treatment option ideally leading to endoscopic ablation of the Barrett’s mucosa. At present, results of clinical ALA-PDT are suboptimal. Removal of dysplasia has been successful, but residual BE remains. In order to optimize ALA-PDT for treatment of BE, more accurate light dosimetry and monitoring of PpIX fluorescence decay may be valuable tools. Light dosimetry, standardized for all patients in vivo and adjusted to tissue optical properties, may improve outcome of ALA-PDT. With PpIX fluorescence monitoring, ALA-PDT can be monitored during treatment. In this thesis, these parameters have been studied using the rat as experimental model.
ECONOMIC CHARACTERISTICS AND SUBJECTIVE WELL-BEING

: The primary objective of this study is to examine the relationship between economic characteristics and well-being as one of the components of quality of life. The study is based on microdata obtained from a representative EU-SILC 2013 survey covering the Slovak population age 16 and older. Subjective well-being is proxied by a score reflecting the general mood or affect, including depression, anxiety, and psychologic well-being. The estimated mean value of the total subjective well-being score is 70 (median: 73). The results presented in this study suggest that economic factors are strongly correlated with the level of subjective well-being. The findings propose positive and diminishing returns to income; unemployed people score on average approximately 9 points lower than those who are employed; people living in indebted households have a lower level of subjective well-being than those living in households without debts; and the ability to face unexpected financial expenses increases the level of well-being.
An Examination of Planning and Implementing Brain-Based Strategies in the Elementary Classroom

Brain-based learning can positively impact student motivation, attitudes and academic achievement. Much of the research is situated in a quantitative paradigm designed to measure motivation, attitudes toward learning, and academic achievement. The purpose of the study was to investigate the extent to which teachers are aware of brain-based learning theory and applying the concepts of the theory to their teaching. The qualitative study utilized brain-based learning theory as a research framework. The study employed a semi-structured, face-to-face interview method to gain a better understanding of what information teachers currently know about brain-based learning and what they need in order to create classrooms that implement curriculum using brain-based learning theory. The study also explored the extent to which teachers learned about brain-based learning theory in their teacher preparation programs. The study has implications for pedagogy as well as curriculum choices in school districts and teacher preparation programs. Findings include evidence that teachers had little knowledge of brain-based learning theory unless they had engaged in professional development specific to brain-based learning. However, teachers often unknowingly implemented brain-based learning strategies. Findings also include evidence that teachers did not recall learning about brain-based learning theory in their teacher preparation programs. The study includes recommendations for general education teachers, higher education faculty and future research. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Marie Cianca Second Supervisor Susan Schultz Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc. edu/education_etd/369 An Examination of Planning and Implementing Brain-Based Strategies in the Elementary Classroom
Redrawing the Boundaries of Relational Crime

One person hits another repeatedly, causing bruising and pain. Two adults have consensual sex. Surely the first is the crime of assault, whereas the second is private conduct beyond the reach of the criminal law. Yet things are not so clear. In the first case, if a father is disciplining his child, then the assault is forgiven. And if the second case involves a brother and sister, then consensual sex becomes a crime. The relationship between two parties can erase criminal liability from harmful conduct or criminalize otherwise innocent actions. Legal scholarship has mostly neglected this phenomenon, which I term here “relational crime. ” This Article offers an examination and critique of relational crime for the post-Obergefell constitutional landscape. It argues that the current scope of relational crime warps harm assessments and family status. By legitimizing serious harm, punishing harmless conduct, and importing anachronistic family norms into the criminal law, it results in punishment that is both over and underinclusive. Take these examples. A stepfather can beat his stepdaughter through her childhood, then have sex with her when she is an adult without being criminally liable for assault or incest. On the other hand, biological siblings who first meet in adulthood and have consensual sex are subject to prosecution and severe punishment. To remedy such distortions, this Article introduces a new theoretical framework that incorporates evolving notions of sexual harm, changed parenthood definitions, and the constitutional principles of equality and autonomy newly embedded in family law. Under this framework, categorization shifts so that corporal punishment is no longer forgiven, and a stepfather would be punished for sex with his stepdaughter because the power differential renders meaningful consent impossible. Conversely, sex between two consenting adult siblings is no longer criminal. In this fashion, my framework rightsizes the boundaries of relational crime.
The information preferences of those with food allergies and food intolerances : learning from social media

Social media platforms have become key tools for gaining information, but there is currently a limited evidence base as how they are used to support information exchange around health issues. Extending the work that has focused on online support groups, this thesis considered social media use in relation to an increasingly common health concern: food hypersensitivity. Four empirical studies using qualitative and quantitative methods were conducted to explore two broad objectives: 1) how and why social media users utilise platforms for managing their food hypersensitivity, and 2) how these users perceive social media information and authors of this content. Findings demonstrated that social media was a valuable source of information and social support for those managing food hypersensitivities, and that platforms served as useful venues for discussion. An analysis of Twitter data demonstrated that organisations and individuals interact to support a cause and mobilise users on an issue. Social media support was likely to be sought post diagnosis, to support information requirements around managing food hypersensitivity. A network of users were seen to moderate information, discrediting inaccurate sources and calling for additional expertise. The Twitter infrastructure, for example, commenting, retweeting, user-tagging, and hashtag usage, facilitated moderation and mobilisation via these networks. Links within tweets increased ratings of credibility and persuasiveness, and markers of food hypersensitive expertise on social media were identified, such as evidenced posts, and connections with stakeholders and other experts. Medical professionals were taken-for-granted experts on social media, but other users could be considered expert through recognised food hypersensitive livedexperience. Both medical professionals and organisations must engage with social media, support content moderation, and signpost patients to appropriate sources. By engaging with social media platforms, stakeholders may reduce risks associated with proliferation of erroneous information, and instead support those seeking to manage food hypersensitivity.
Application value of serum UIIin chronic hepatitis B,liver fibrosis and liver cirrhosis

Objective To explore the expression and significance of serum urotensinⅡ(UⅡ)in patients with chronic hepatitis B(CHB),liver fibrosis and liver cirrhosis.Methods Serum levels of UⅡ,hyaluronic acid(HA),laminin(LN),type Ⅳ collagen(C-Ⅳ),aspartate aminotransferase(AST),alanine aminotransferase(ALT)and HBV-DNA were detected in 40cases with CHB,47cases with liver fibrosis,38cases with liver cirrhosis and 30 healthy subjects,and all data were statistically compared.Results Compared with health control group,serum UⅡ levels in the three patient groups were all increased(P0.05). There was an increasing tendency of serum UⅡlevel from CHB to liver cirrhosis(P0.05). Serum level of UⅡ was positively correlated with HA,C-Ⅳ,LN,AST,ALT and HBV-DNA(r=0.784,0.473,0.355,0.776,0.653,0.571,P0.05). Conclusion Serum level of UⅡ could be increased in CHB patients especially in patients with liver fibrosis,which might be with clinical significance in the diagnosis and monitoring of early liver fibrosis.
The participation of autistic pupils in decision-making about their school experiences: A case study of one school

Research has highlighted the importance of increasing the participation of autistic pupils in decision-making about their school experiences. This is a timely and relevant topic to explore due to national policy changes that prioritise the full participation of children with Special Educational Needs and Disabilities (SEND) in decisions that affect their lives. Reviews in the literature examined how published research defined participation and studied how pupils with SEND participated in their local community. However, these reviews did not consider decision-making or specifically focus on the experiences of autistic individuals. A systematic review was conducted to address this gap in the literature. Findings highlighted a focus on formal processes such as meetings for transition planning and individual education plans, rather than day-to-day decisions at school, with the majority of studies using quantitative research methods. A case study of one school was conducted to provide rich, detailed context-dependent knowledge of school-related decision-making that is lacking in the literature. Sixteen participants took part in the research: four autistic pupils, two carers and ten members of staff. Data collected were photographs pupils took of places where they felt listened to, lesson observations and semi-structured interviews with pupils, carers and staff. The Black-Hawkins (2010, 2014) and Florian et. al (2016) Framework for Participation provided the lens with which data was analysed. The results captured four dominant themes in the data: access to the school and the classroom, access to the curriculum, a focus on what learners can do, rather than what they cannot, and relationships of mutual recognition and acceptance between pupils and staff. Findings highlighted that the culture of the school appeared to create opportunities for pupils to decide when and how they learn, manifested both in the flexibility of school systems and in the interactions between staff and pupils. A partnership approach to decision-making was a particular feature of interactions, involving negotiation and reciprocal feedback between staff and pupils. However, for some pupils having to take decisions created anxiety, which suggests that decision-making is a skill that may need to be learnt and supported. Carer perspectives did not feature prominently in the findings, which may indicate that day-to-day school practices are less visible to carers.
Negotiating Relationships in Transition: War, Famine, and Embodied Accountability in Mozambique

Abstract In conflict-ridden communities, justice specialists gather evidence through verbal accounts and material vestiges of violations committed by repressive regimes and during warfare, to eventually lay legal charges against alleged perpetrators. Anthropologists and sociologists engage with similar contexts but have included conventional bodily rituals, routinized practices, and commemoration practices as sources of knowledge of violent pasts and struggles for historical justice, although without the intention of determining legal accountability. This article shifts from the prevailing focus on repressive regimes and warfare to analyze the famine continuum and expands the procedures for gathering evidence of violations. It shows how, in one Mozambique community, a contingent combination of singular bodily actions, collective imagination and negotiations, and kinship norms evolved and became instrumental in two ways: contested fragments of evidence of violations perpetrated during the experiences of the 1980s famine were refined, and local struggles for accountability conveyed through bodily actions were sustained. The ensuing embodied accountability reshaped relationships by overcoming silence and denial, exposing ordinary perpetrators of violations, and cementing memories of guilt in the landscape. To capture the diversity of legacies of violations marred by fragile evidence, we must be attentive to the versatility of singular bodily actions. We need to consider the multiplicity of meanings, contexts, and perpetrators and how those in conflict zones struggle with embodied accountability.
Life Satisfaction After Spousal Loss: The Potential Influence of Age, Gender, and Leisure

Life satisfaction is considered an important part of successful aging. The purpose of this study was to examine how age, gender, and participation in leisure activities influence the life satisfaction of widowed older adults. Results suggest that age, gender, and changes in physical activity participation are possible predictors of widowed older adults’ life satisfaction. Implications for practice and suggestions for future research are discussed.
Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.
BARRIERS FACING TO THE IMPLEMENTATION OF TRANSITION PRACTICES IN GREEK KINDERGARTENS

Last years the process of transition from kindergarten to primary school has attracted considerable attention as a research topic in Greece. The purpose of this research, which had a sample of 1225 teachers and 1052 parents, was the investigation of their views about the barriers they face in implementing transition practices. The views’ research was achieved through the use of a questionnaire. The result analysis indicated that there are many crucial barriers which complicate the transition process. Indicatively, we refer lack of continuity between the two institutions, lack of communication and cooperation between kindergarten and primary teachers, between teachers and parents, insufficient in-service training for teachers, the quality of the relationship with the teacher, the distance between the two institutions etc. Key words: teachers’ and parents’, social representations, transition practices, kindergarten, Greece