VictorJuiz/thesis huggingface dataset:
Parents’ and teachers’ responsibility assignments for Chinese primary school children’s education
Keywords: Responsibility in children's education
Chinese parents and teachers
Perceived responsibility
Mixed methods research
CDE
Parent-teacher relationship
Responsibility assignment
Primary school education in China
CDE2021

To build a supportive learning environment for children, healthy and cooperative relationships between parents and teachers can be built through understanding each other’s roles and responsibilities. Effective home-school collaborations may be contingent on a sense of shared responsibility between parents and teachers. However, current understandings of obligations in children’s education remain implicit and ill-defined. In this exploratory study, responsibility assignments between parents and teachers for Chinese early primary school children’s education were investigated.
A mixed design study was conducted. First, twelve individual semi-structured interviews were conducted with Chinese parents and teachers of children in grade one through three. Thematic analysis revealed five responsibility themes: 1) communication between parents and teachers; 2) help with children’s learning; 3) help with children’s behaviour and socialemotional wellbeing; 4) awareness towards children’s development; 5) encouraging the holistic development of children. Although both groups shared the opinion that cooperation between two groups is essential, some discrepancies in the assignment of responsibility were identified. The second part of the study contained a quantitative survey developed with the results from the qualitative interviews. 100 parents and 85 teachers participated in the second part of the research. A total of 27 responsibility items covering the five themes were presented. Participants were asked to indicate how responsible do they think parents and teachers are on each item. The stress and difficulty relating to fulfilling responsibilities was also investigated. The results suggested that in children’s education, parents were generally rated as more responsible than teachers in four out of five themes. However, discrepancies in ratings were observed in terms of parents’ and teachers’ ratings of their own group. Parents rated their own group as highly responsible when it came to helping with children’s learning, and teachers tended to assign themselves greater responsibility than how parents rated their group. Finally, teachers reported higher stress levels than parents.
Findings of the current research demonstrated areas of responsibility believed to be important in children’s early education. Also, some potential tensions between parents and teachers were explored and both groups’ perceptions about the Chinese educational system were addressed. Future research in the area can extend from the current study with more diverse samples, higher grade levels, and factors related to perceived responsibility.
Relationships between teacher ratings of behavioral adjustment in school and language skills
Keywords: CDE
CDE2021
Behavioural adjustment
Nursery school
Education
Language ability
Quantitative research

Behavioral adjustment has been recognized as an essential ability for people to thrive in society, and the inability to properly adjust one’s behaviors may lead to life-long harmful consequences. Previous research has identified multiple factors that are believed to affect this ability. For example, the home environment, gender, parenting styles, and Language ability are known to be related to ratings of behavioral adjustment, yet, this relationship was examined primarily on adolescents or children above age 4. This present study aims to investigate whether the association between language skills and behavioral adjustment is present in children during their nursery school year (i.e., around age 3 to 4). In this secondary data analysis, we measured 545 children in this age band on their language skills using three standardized language assessments including LanguageScreen, CELF P-2, and RAPT, and used a teacher-rated questionnaire to evaluate their behavioral adjustment. We also investigated and controlled for effects associated with the participant’s age, gender, and family income level. Results revealed that older students and girls tended to receive significantly higher behavioral adjustment scores, which means they displayed fewer behavior problems. However, surprisingly, children from the lowest household income group exhibited significantly fewer behavioral adjustment issues than their peers from the most privileged group, which was in contrast with our hypothesis as well as previously established studies. Language ability, as we expected, was a significant predictor of children’s behavioral adjustment and this relationship existed in both boys and girls. This dissertation provides evidence indicating the association emerges as early as at the age of 3. Findings from this dissertation raise the possibility that externalizing problems in young children may be at least partly a reflection of impaired language skills in some children.
Ideas of identity and investment in language communities among multicultural AAVE speakers learning foreign languages
Keywords: Narrative inquiry
ALSLA
Short story analysis
Sociolinguistics
Foreign language learning
Imagined communities
Identity
ALSLA2021
African-American Vernacular English and education / AAVE
Ethnicity
Qualitative research
Investment theory
Interviews

Imagined communities and investment have both been identified as dynamic forces in the process of learning a foreign language, yet few studies have explored these concepts in relation to Black foreign language learners, and even fewer still have touched on AAVE speaker status and Black multiethnic backgrounds. To address this gap in the literature, this case-study utilizes narrative interviews and short story analysis to examine the relationship between imagined communities and investment in the language learning journeys of three AAVE speaking and multiethnic, monoracial participants. Results suggest that the nuances of Black ethnic identity and the identity struggle bilingual AAE speakers in the US face have an impact on learners’ assessments of speech communities, as well as how they invest in their imagined communities. Given these findings, further research is necessary to determine how best to accommodate Black foreign language learners with differing linguistic profiles and different ethnic backgrounds in the foreign language classroom.
Motivational development in the input-poor context of the MFL classroom
Keywords: UK
Mixed methods research
Instrumental orientation
Attribution
Interviews
ALSA2021
Extrinsic motivation
Learning environment
Attitudes
Modern Foreign language, MFL
Integrative orientation
L2 classroom
Intrinsic motivation
Questionnaire

This dissertation explores student motivation for learning languages and how it develops in a secondary school in England. The MFL classroom faces obstacles such an inconsistent education policy, limited curriculum time, and negative attitudes, contributing to the well-documented decrease in MFL uptake at GCSE and A-Level. Using a mixed-methods cross-sectional design, this study collected questionnaire results from 70 students across all year groups and conducted semi-structured interviews with nine students in Year 7 and Year 12. Five motivational constructs were examined: integrative orientation, instrumental orientation, intrinsic motivation, attitudes towards the learning environment, and attribution. The results showed that overall motivation was surprisingly high, and all constructs were interrelated. Intrinsic motivation emerged as the most important for overall motivation and influenced all other constructs, but could also be influenced by the others, in particular the learning environment. There was evidence that motivation followed a U-shaped curve over time: decreasing over KS3 and then increasing again at GCSE and A-Level. Attribution appeared to behave slightly differently: while attributional tendencies were generally positive, some participants held contradictory views and attribution scores remained stable over time. There was tentative evidence that attribution plays a larger role in self-reported proficiency. To fully understand student motivation, it was necessary to consider the underlying factors of each construct which contributed to overall motivation uniquely for each participant. Instrumental orientation could be divided in two, since internalised and external instrumental drivers behaved differently. Motivation could mostly be conceptualised within the framework of the L2MSS which has not been previously used in this context. Pedagogical and research implications are offered.
Race, gender, & language on campus: Black British female students’ experiences of language at a predominantly White, elite university in the UK
Keywords: ALSLA
Langauge experiences
Identity
Critical pedagogy
Mixed methods research
Black british women
Sociolinguistics
Higher education
Culture
ALSLA2021
Black feminist thought

This research focuses on the self-perceived linguistic experiences of Black British female undergraduate students at the University of Oxford. Such experiences of a British higher education institution have hitherto been under-researched. Through an online survey (n=14) and interviews with five participants, this study demonstrates the shared and diverse nature of the academic experiences of this group. Descriptive statistics from the quantitative survey data, alongside a thematic analysis of the qualitative survey data and interview transcripts, informed the results for this study. All participants discussed how certain members of the university expected them to express themselves with a specific type of academic language, which some students perceived as overly-complex and others as an expected feature of academia. In both examples, the students found that their language on campus altered accordingly and thus differed from the language they used at home. It was also reported that some participants changed their way of speaking in social spaces at Oxford University in order to fit in with their environment and perhaps to avoid ‘stereotype threat’. The way in which the participants related their language on campus to ideas about race and identity is significant. Fordham and Ogbu’s (1986) well-known burden of acting white hypothesis is discussed in this instance and analysed alongside their proposition of a Black oppositional collective identity. The unique experiences reported highlights how a critical pedagogy approach to education could elevate some of the challenges faced by this group, and subsequently shows how this could improve the educational experiences of other marginalised communities.
On the variability and forced response of atmospheric regime systems
Keywords: Atmospheric blocking
Weather regime
Stochasticity

The nonlinear, eddy-driven dynamics of the Euro-Atlantic troposphere are notoriously complex. The regime hypothesis – the idea that the continuous range of atmospheric flow states can be meaningfully partitioned into a small number of large scale ‘regimes’ – provides a conceptual framework from which to understand the impacts of internal variability and external forcing on the Euro-Atlantic.
In reanalysis and realistic model output, regime structure is noisy and often difficult to detect, confounded by the high dimensionality of the system and by model deficiencies. Therefore much of our understanding of regime systems comes from simple, conceptual models, where the mechanisms of regime dynamics can be studied cleanly. This dialogue across the hierarchy of models has been very fruitful, but it can be challenging to translate the behaviour of simple systems into testable hypotheses for the behaviour of the vastly more complex systems studied by the climate modeller or weather forecaster.
This thesis contributes to bridging this divide by working across the model hierarchy to compare the behaviour of simple and complex regime systems. In Chapter 1 we explain the phenomena of stochastically induced regime persistence using the Charney deVore model, and frame our results in physical terms. To assess the impact of stochasticity on more complex regime structure, we find we must first address the large sampling variability in regime statistics. We introduce a novel regime framework in chapter 2 which provides very stable regime structure, and use it to compare stochastic and deterministic climate model simulations. In chapter 3 we characterise historical regime variability and assess the regime response of European climate change in CMIP6. We explicitly test the long-standing hypothesis that anthropogenic forcing will primarily change the frequency of regime occurrence rather than the regime patterns themselves. We show the hypothesis broadly holds and then extend the simple regime forcing model to better capture climate model trends.
British policy in Iran, 1941-1946: the role of the Tudeh Party
Keywords: Second World War
Iran
World War Two
Iranian oil
modern Iranian history
British policy in Iran
oil history
British policy
Iran during World War Two
left history
British diplomats in Iran
Tudeh Party

This is a study of British policy during the British–Soviet occupation of Iran from 1941 to 1946, as understood through British attitudes towards and opinions of the Tudeh Party. This thesis makes two main arguments. Firstly, that British policy was robust and flexible enough to withstand and adjust to changes in circumstance when seeking to prioritise its interests at any given time during the occupation. Secondly, that the Tudeh occupied an important position in British policy, both in and outside of Iran. Key to the analysis is the question of how the Tudeh went from being regarded as an asset to becoming a threat to British interests. By touching on changes in Britain’s global position, how the Tudeh featured within its major policies in Iran will be placed alongside wider Second World War and early Cold War histories. This positioning of the Tudeh is filtered through Britain’s key interests, which were impacted by the outcome of the Second World War, relations with the Soviet Union, relations with Left-wing parties, the importance of oil and Britain’s strategic position in the early Cold War. By focusing on the views of British officials, the Tudeh is seen in a different light, as interrupts the Soviet–Tudeh paradigm that has long-dominated discourse and historiography. While British primary sources are mainly used here, where relevant and possible Iranian (including Tudeh) and Soviet views are introduced. Each chapter covers a specific era of the occupation, as corresponds to a specific set of strategic interests being held. These, in turn, are analysed to identify how they affected the way the Tudeh, and its members were viewed and treated.
Characterising the functional role of GATA1short isoform in normal and malignant haematopoiesis
Keywords: GATA1
AML
ML-DS
leukaemia
TAM

ML-DS and its precursor disease TAM are genetically simple models of acute myeloid leukaemia to study how two or more genetic changes synergize to induce maturation arrest and leukaemic transformation. Both TAM and ML-DS are driven by mutations in the gene encoding the X-linked erythroid-megakaryocyte transcription factor GATA1 that result in truncation of 83 N-terminal amino acids to produce GATA1short (GATA1s). Through single cell RNA sequencing of trisomy 21 haematopoietic primitive, progenitor and precursor cells derived from cord blood, I identified 5 cell clusters with robust GATA1 expression that were named: EMMPPs, cycling-EMMPPs, megakaryocyte progenitor, erythroid progenitor, and basophil/eosinophil/mast cell progenitor. I showed that in TAM, GATA1s mutations resulted in aberrant gene expression in all GATA1 expressing cell compartments and led to maturation defects of the erythroid and megakaryocytic lineages. These defects were most likely explained by sustained expression of GATA2, RUNX1 and NFE2 among other genes. I optimized and employed a CRISPR-Cas9 system to recreate GATA1s mutation and showed that the erythroid maturation defect and sustained GATA2 expression in TAM can be recapitulated in vitro. This experimental approach prioritised cell compartments where trisomy 21 and GATA1s have the greatest synergy and would allow me to determine the contribution of trisomy 21 to TAM and ML-DS. Moreover, I optimized CUT&TAG to specifically profile genome wide GATA1 biding sites in low cell number. I showed biding of GATA1s at the -77kb enhancer of GATA2 in an ML-DS derived cell line. We hypothesize that sustained GATA2 expression in TAM and in ML-DS might be driven by GATA1s biding at the -77kb GATA2 enhancer. Finally, I developed a highly sensitive flow cytometric assay to detect wild type cells expressing both GATA1 isoforms and mutant TAM and ML-DS cells with exclusive expression of GATA1s. I envision this assay can substitute for next generation sequencing of GATA1 mutational profiling when not available to help diagnose TAM and ML-DS in clinical settings.
Precarious relations: rural cadres and the socialist education movement in Mao's China, 1962-1966
Keywords: socialist education movement
cadres
"new class"
state formation
masculinity

In the Mao era, rural cadres served at the basic unit of party organs and administration organizations responsible for governing the life of villagers who constituted about 80 percent of the Chinese population. These cadres remain important players in connecting villagers and the countryside to the state in today’s China. Drawing upon previously inaccessible archives, in particular 350 personal dossiers of the cadres, from Hebei province, this thesis explores how male cadres constructed their masculine status in daily work and social life and how they formed tightly-linked groups exerting authority over the village-level bureaucracy in the Mao era. It examines the lived experience of cadres before and during the Socialist Education Movement (SEM, 1962-1966), a campaign that was aimed primarily at them. The campaign resulted not only in the investigation, criticism, and disciplining of more than two million cadres but also in the production of a large number of archives about them. Reading along and against the grain of archival sources allows us to reveal their actions of using local resources and institutions to create and maintain personal connections among themselves and with their superiors, in an attempt to make the collective agricultural system workable. The day-to-day life of the village-level bureaucracy depended on their social relations which helped localize the state’s dominance over rural communities.
This thesis engages with current debates on masculine status formation, the making of “new class” in socialist regimes, and Maoist state-formation. It makes three interrelated arguments. The first argument is that the cadres’ interpersonal relationships, fostered as they were in their daily work and social life, constituted the most politically salient social formation within the village-level bureaucracy of the Mao era. They shaped the authority of the Maoist state and formed part of the mechanism of its rule. The second argument is that male cadres constructed themselves as a new social group through localized dynamics involving the production and reproduction hierarchies of authorities as well as the question of social cohesion. These dynamics included internal competition among cadres, the leveraging of interpersonal relationships, and the display of wealth and authority. The third argument is that local dynamics also produced their masculine status while political campaigns against cadre privileges attempted to undermine those very status. The male-male bonds between cadres were built on the absence of female colleagues. However, the Party viewed many of their masculine social practices as deviant acts and implemented the SEM to discipline and indoctrinate them. The campaign, therefore, rendered their masculine status, based as they were on practices deemed to be outside of Party discipline, precarious.
Bifunctional iminophosphoranes as catalysts for enantioselective prototrophic shifts
Keywords: cyclopropane
organocatalysis
organic chemistry
enantioselective
BIMP
superbase
prototropic shifts

This thesis describes investigations into the application of the bifunctional iminophosphorane (BIMP) catalyst previously developed in the Dixon group to new transformations in superbase catalysis. Chapter 2 summarises the development of the enantioselective [1,3]-prototropic shifts of β,γ-unsaturated cyclohexenones into their chiral conjugated counterparts. The reaction proceeds via an initial rapid and reversible deprotonation followed by a rate- and stereo-determining protonation at the γ-position of the extended enolate which occurs in up to 99% ee and up to 99% yield. The reaction was found to be broadly applicable to a range of β,γ-unsaturated cyclohexenones synthesised from Hagemann’s ester and, by tuning the catalyst’s basicity and hydrogen-bond donor ability, the transformation could be carried out on more challenging substrates synthesised by [Co]-catalysed Diels-Alder reactions. The products were derivatised further while maintaining enantiopurity, we also demonstrated the transformation’s relevance to a key building block of (−)-reserpine and (−)-penitrem D. The mechanistic aspects of the reaction were probed by both deuterium labelling experiments as well as computational work in collaboration with Prof. Robert Paton and Dr. Luis Simón.
Adhering to the same theme, chapter 3 describes the development of a novel BIMP catalysed strain release concept to synthesise chiral cyclopropanes. By strategic placement of an electron withdrawing group on a cyclopropene ring, γ-deprotonation occurs readily and the consequential extended enolate protonates asymmetrically at the α-position mirroring the prototropic shift of β,γ-unsaturated cyclohexenones. The reaction occurs rapidly with high levels of selectivity (up to 99% ee) and is applicable to a range of carbonyl species including esters and amides and, by tuning the catalyst scaffold, ketones. By structural modification of the cyclopropene as well as the iminophosphorane the transformation’s applicability to the synthesis of pyrethroid-type molecules such as permethrin was demonstrated.