VictorJuiz/thesis huggingface dataset:
Inclusive teaching: why every child matters in your classroom and strategies to deploy to ensure this happens within drama
Keywords: Inclusive teaching
MLT
MLT2016

Inclusion is a term which ensures that all students have equal access to the classroom in order to increase their life chances. This research aimed to explore how having an inclusive classroom could influence how students felt about their learning but also to find specific strategies to use to ensure that inclusion occurred. The literature found that inclusion was difficult to define as it had so many subcategories of Special Educational Needs which suggested different strategies. It also found that all students (both with and without Special Educational Needs) thrive in an inclusive environment. The research through surveys and focus groups to both students and inclusion staff was successful in finding out four key points: students felt working in groups was inclusive; students wanted to feel included by their teachers; instruction sheets aided inclusive learning and; students who enjoyed lessons felt more included. Overall this small study of 274 students was successful in finding out about inclusion in my own classroom. The findings could provide the basis for further studies by independent researchers in order to explore whether the four key findings are a key theme across more students and more schools.
Harnessing parent power: to what extent can parental engagement enhance the development of growth mindset in secondary school children?
Keywords: MLT2016
MLT

This study has focussed on how parental engagement can be used as an intervention to develop a growth mindset in young adolescent boys.
The research frame has been a case study approach designed to gather data that is rich enough to analyse a mediated act as complex as parenting. Therefore, the methods have been mixed and varied to enable thorough triangulation and have included semi-structured interviews, questionnaires, diaries, informal observation, drawing and pictures. The intervention period itself lasted six months.
The context is set within a co-educational, fee paying, independent boarding school which is non-selective and provides bursarial assistance to those from lower socio-economic backgrounds; four local day boys in year 9 were randomly selected from a targeted group as the case study students.
Many schools involve parents via emails and newsletters, reports and parents’ evenings, all of which serve to relay information in a useful and important way. However, in a complex and ever changing world I propose that schools must get more creative to strengthen the learning culture around each child. Parental participation in schools, particularly parental engagement (where parents are empowered to further develop their child’s learning dispositions at home) can have huge effects on that child’s lifetime achievement.
All students developed a more incremental mindset as a result of the parental intervention albeit to varying degrees. The main factors that influenced the degree of progress were upheaval within the family unit and how the strategies we employed by the parents. Unsurprisingly, I found that parents experience responsible parenting to be challenging, and that they were very grateful for support and guidance. Providing autonomy was found to be an important factor in successful strategies with the young adolescents, as was working in a careful manner via questioning, using process oriented praise and collaborative, learning-orientated, goal setting; all of which were best deployed in a light-touch manner.
The project sat within a whole school initiative to engage pupils, teachers and parents in strategies to develop learner self-sufficiency, as part of a collective culture, within a community of learning. The process and reflections of all involved within this project will help to develop our continued focus on a wholeness approach and continue to dissolve the boundaries between the silos of traditional educational practice and perceived responsibility.
Outsider cosmology and studio practice
Keywords: outsider art
art
outsider science
Foucault
James Carter
John Latham
cosmology
epistemology

This D.Phil constitutes an investigation led by studio practice and supported by archival and desk-based research into knowledge production through the building of complex cosmologies; specifically those created de novo in visual art practice and ‘outsider science’ oeuvres. It considers how these cosmologies relate to mainstream science, definitions of outsider art, and other complex cultural systems such as alchemy. Through a more detailed analysis of the work of the British artist John Latham and American outsider cosmologist James Carter, the thesis undertakes this investigation through discussions on the development of these systems and a consideration of the epistemologies these cosmologies reveal. The studio practice elements drive this investigation forward by interrogating themes including the relationship between culture and complex systems, alchemical epistemology, and the struggle to relate to unintuitive science.
Human cardiac magnetic resonance spectroscopy
Keywords: 31P
Human cardiac spectrsocopy
Phosphorus spectroscopy

The status of the myocardial “high energy phosphate” metabolism is a sensitive marker of the occurrence and progression of heart failure. Magnetic resonance spectroscopy enables non-invasive, direct and potentially quantitative measurements of the phosphate containing metabolites present in the human myocardium. This thesis is primarily concerned with the creation of measurement techniques for cardiac phosphorus magnetic resonance spectroscopy (31P-MRS) at the 7 tesla field strength.
Chapter 1 provides an overview of the physical basis of magnetic resonance spectroscopy, the myocardial high energy phosphate metabolism, and the clinical relevance of the technique.
Chapter 2 describes the advantage of 7 tesla scanners over lower field strengths. The radio frequency coil hardware is characterised experimentally. The multivoxel spectroscopy methods used throughout the thesis are described.
Chapter 3 details the implementation of an open source spectroscopy fitting program. It is validated against previous closed-source implementations. The program’s use is demonstrated in several clinical studies of heart failure, and to improve a previously implemented 1H spectroscopy coil combination method.
In Chapter 4 the measurement of inorganic phosphate in the presence of overlapping peaks is attempted. Suppression of overlapping peaks, originating from the blood, is tried using Bo gradients, then saturation transfer. The myocardial pH of hypertrophic cardiomyopathy patients is measured.
Chapter 5 describes the effect of creatine kinase catalysed chemical exchange on the 31P-MRS spectrum. A survey of methods suitable for measuring creatine kinase kinetics at 7 tesla is made. Multi-parametric fitting of variable repetition time saturation transfer data is explored in simulation and experiment.
Chapter 6 describes the re-implementation and extension, for dynamic measurements, of the triple repetition time saturation transfer method for two clinical studies at 3 tesla. The creatine kinase forward rate constant is measured in heart failure and healthy cohorts, at rest, and during cardiac stress.
In Chapter 7 a Bloch-Siegert B1 mapping sequence is implemented for 31P-MRS. An optimal Bloch-Siegert method for X-nuclear spectroscopy is calculated. B1maps are validated in skeletal muscle and collected in 5 volunteer’s hearts.
Chapter 8 uses the Bloch-Siegert B1 mapping sequence and the four angle saturation transfer method to implement creatine kinase rate measurement at 7 tesla. The first 3D localised creatine kinase rate measurements in the human myocardium are achieved in 10 volunteers.
Incorporating spatial and temporal variability in analyses of the relationship between biodiversity and ecosystem functioning
Keywords: Biodiversity ecosystem-functioning experiments
Ecological statistics

In the last few decades, a growing literature has examined how biodiversity influences ecosystem functioning. This body of work has greatly improved our understanding of ecosystem functioning and its modulation by biodiversity. In particular, there is nowa- days large consensus that biodiversity increases ecosystem productivity, and stabilises ecosystems.
Early investigations were largely theoretical or involved simple experiments run in laboratory conditions, but over time biodiversity ecosystem-functioning experiments evolved to more realistic field experiments that better represent the real conditions found in natural ecosystems. In particular, these experiments are often run on larger spatial scales and over longer time frames allowing for the effect of environmental heterogeneity and temporal fluctuations to be explored.
The designs of these experiments evolved along with the questions addressed in this field of research. However, the analytical tools used in the analyses of these experi- ments followed a slightly different path. In particular, most of the metrics currently used to analyse biodiversity ecosystem functioning experiments are not entirely suited to properly deal with the complexity of modern designs as they make a number of assumptions that are not met any more.
In my thesis I developed a unified framework, based on the tailored use of Linear Mixed Effects Models, to analyse biodiversity-ecosystem functioning experiments such that the new complexities of these experiments can be taken into account. This thesis aimed to bring the focus of the analysis back to the biological interpretation of the results. I successfully applied my approach to several data sets.
The framework developed here is expected to improve greatly our understanding of ecosystem functioning and how biodiversity modulates it. It also sheds new light on past research in this field. The great flexibility of the new approach makes it possible to let these experiments to evolve such that new biological questions can be addressed.
New scandium and titanium borylimido chemistry
Keywords: Scandium
Borylimides
Titanium
Early transition metals
Alkynes
Metal-nitrogen multiple bonds

This Thesis reports the synthesis and reactivity of scandium and titanium borylimides. New, versatile synthetic routes to such complexes of these two metals were targeted, and their reactions with small, unsaturated compounds were explored, with a particular focus being the reactivity of alkynes with these systems.
Chapter One provides a background on Group 4 imido and hydrazido complexes. Group 4 alkoxyimides are also reviewed, as well as the developing field of rare earth imides. The Chapter focuses on the synthesis, structure, and stoichiometric and catalytic reactions of these complexes with unsaturated substrates, and ends with a description of the handful of known transition metal borylimides.
Chapter Two first describes the synthesis and structures of new titanium borylimido synthons prepared from Ti(NMe2)2Cl2. From the borylimide Ti{NB(NAr'CH)2}Cl2(py)3 are then formed five new compounds supported by a range of tridentate, nitrogen-based ligands.
Chapter Three describes the synthesis of half-sandwich titanium borylimides through tertbutylimide/borylamine exchange. A sandwich compound is also described, and the electronic structures of these complexes are analysed by DFT, QTAIM and NBO studies. Reactivity with heteroallenes, and exchange reactions with amines are also explored.
Chapter Four describes the reactivity of diamide-donor-supported titanium borylimides with terminal alkynes. The principal reaction outcomes are [2+2] cycloadditions and C–H bond activations, and an interesting C–F bond activation is also described. Kinetic studies of some reactions are presented, and will be supported by further DFT studies.
Chapter Five explores attempts to prepare the first rare earth borylimide. Kinetic and computational evidence is presented for the existence of a transient scandium borylimide which rapidly undergoes interesting sp, sp2 and sp3 C–H bond activations.
Chapter Six presents full experimental procedures and characterising data for the new complexes reported.
iPads in action: an investigation into how the use of iPads can help improve Year 7 student engagement and attainment in a secondary grammar school
Keywords: ICT
MLT
MLT2016

Digital technologies continue to increase in their popularity and use throughout all forms of education. In recent times windows devices with keyboards have been most popular in many schools but there may now be a shift towards using tablet devices. Therefore, it is important to ask what is the impact upon student engagement and attainment within computing of using iPads? In a selective girls grammar school, where all students in Years 7 to 9 had access to a netbook previously, this investigation looked at the implications of the move away from netbooks to iPads instead. It considered how the use of iPads could alter students’ engagement with regards to their learning and whether there are any benefits to attainment within computing lessons where they already have access to more traditional digital technologies. The investigation was carried out via an online survey which was completed by those students in Year 7 with access to an iPad. Once the survey had been completed 2 small focus groups were then selected and interviewed so as to further investigate the findings from the survey responses. Using computing as a case study, this investigation also considered the implications the use of iPads had on attainment. During this investigation is was discovered that the use of iPads did increase student engagement. There were a number of different reasons why students felt that the inclusion and use of iPads in their lessons increased their attainment. These included more competitiveness, increased independence speed and ease of use. The results found indicated that there were some benefits to student attainment in computing due to the use of iPads. These benefits were seen with regards to the value added results of the students in the study.
How does the use of explicit ‘talk for learning teaching’ improve students’ collaboration, understanding and independence in English lessons?
Keywords: MLT
MLT2016

Talk plays a crucial role in the classroom from teacher discourse (Tolmie et al. 2010, Mercer, 2008) to pupils' social exchanges (Levine, Resnick and Higgins, 1993; Alexander, 2004; Mercer and Dawes, 2014; Gillies, 2014). The benefits for effective collaborative dialogue include intrinsic and extrinsic motivation, independence, internalisation of problem solving methods and a way of learning that uses discovery and peer interaction and questioning rather than monologic teacher talk and whole class pedagogies. After reviewing a range of research from the UK and internationally that sets out the importance of talk including leading research from Mercer (2000) and Alexander (2004), an English Department in an International School undertook practitioner research, drawing on these researchers' ideas and publications. The aim was to ascertain whether explicitly taught talk for learning techniques would improve understanding and independence in the 10-16 age range. The indications were that by raising the importance of talk, building opportunities into planning and working together as a Department towards a common goal, the quality of talk in the classroom improved. Additionally, greater opportunities for EAL and SEN learners were created and teachers developed professionally within the school context.
Does the use of a specific language-learning IT programme have the potential to improve both the quantity and quality of pupils' French oral production in a Year 11 iGCSE class?
Keywords: MLT
MLT2016
Modern Foreign Languages

This research project looks at the impact of using language software in the classroom to enhance pupils' oral skills. After defining the notions of quality and quantity as pertains to language learning, the study essentially involves a three-pronged approach, using my class of 17 pupils and a colleague’s class of 18 pupils as a control group, in examining the extent to which using technology in the language laboratory affects learning.
Firstly, pupils’ levels of confidence and fear as regards speaking French in classroom situations were identified and explored via questionnaires and semi-structured group interviews. Secondly, pupils engaged with the software in the language lab once per two- week cycle over the course of five months. During this time, they used headsets to focus on tasks related to oral skills for the entire 55-minute lesson, all the while adhering to a 'checklist' of key desirable linguistic features to succeed at the iGCSE oral exam. Finally, changes in confidence and fear levels as well as quantity and quality of language were measured via pupils’ own uploads of their audio recordings, the same questionnaires, further group interviews and official exam grades.
Findings indicate the potential for effective integration of ICT within MFL for speaking tasks. This is evidenced by a reduction in fear with a concomitant rise in pupil confidence levels as per teacher observations and pupil feedback in questionnaires and interviews. Quality and quantity of language produced also increased, considerably for some. However, it appears that pupils do not wish to engage solely with ICT and prefer to retain face-to-face communication for most language lessons, despite feeling unconfident in front of others at times, with ICT complementing traditional lessons rather than replacing them.
Diffusion of Western loanwords in contemporary Japanese: a sociolinguistic approach to lexical variation
Keywords: Japanese
logistic regression analysis
lexical variation
loanwords

The present research attempts to develop a general model of the diffusion of Western loanwords in contemporary Japanese within the variationist framework. It describes and predicts, based on empirical evidence from apparent- and real-time data, the elaborate process of changes in favor of loanwords as opposed to their existing native equivalents.
First, people's self-reporting shows a consistent tendency for a younger generation to show a stronger preference for loanwords than an elder one. This indicates changes in favor of loanwords are in progress in apparent time (Chapter 4).
Second, the above-mentioned age gradient is attested to by corpus-based data. It also reveals that the occurrence of loanwords is accounted for multi-dimensionally by a wider range of language-external factors such as generation, education, register and style (Chapter 5).
Third, an in-depth study of the individual loanword keesu (&LT; case) reveals that not only external factors but also internal ones, e.g., usage and collocation of the word, have impacts on its occurrence (Chapter 6).
Fourth, an investigation of the loanword sapooto (&LT; support) shows that a stylistic variable comes into play in its diffusion in interaction with an educational variable. The loanword is disfavored when the speech setting shifts to formal in particular by the most educated speakers (Chapter 7).
Fifth, a real-time approach to loanword adoption verified that individuals can change their language attitude or behavior throughout their lifetime. It highlights importance of longitudinal observation of the phenomenon in making a more accurate prediction of change (Chapter 8).
The present research confirms that the occurrence of loan variants is bound by various social and linguistic contexts. The above empirical findings contribute to the field of variationist study by opening up the possibility of analyzing linguistic variation in Japanese at the lexical level.
Multi-dataset electron density analysis methods for X-ray crystallography
Keywords: PanDDA

X-ray crystallography is extensively deployed to determine the structure of proteins, both unbound and bound to different molecules. Crystallography has the power to visually reveal the binding of small molecules, assisting in their development in structure-based lead design. Currently, however, the methods used to detect binding, and the subjectivity of inexperienced modellers, are a weak-point in the field.
Existing methods for ligand identification are fundamentally flawed when identifying partially-occupied states in crystallographic datasets; the ambiguity of conventional electron density maps, which present a superposition of multiple states, prevents robust ligand identification. In this thesis, I present novel methods to clearly identify bound ligands and other changed states in the case where multiple crystallographic datasets are available, such as in crystallographic fragment screening experiments. By applying statistical methods to signal identification, more crystallographic binders are detected than by state-of-the-art conventional approaches.
Standard modelling practice is further challenged regarding the modelling of multiple chemical states in crystallography. The pervading modelling approach is to model only the bound state of the protein; I show that modelling an ensemble of bound and unbound states leads to better models. I conclude with a discussion of possible future applications of multi-datasets methods in X-ray crystallography, including the robust identification of conformational heterogeneity in protein structures.
The use of romanized Chinese by first- and second-grade pupils:  challenges in learning pinyin
Keywords: Chinese language
children
education
pinyin writing system
reading aloud
spelling
primary school
China
Putonghua

The challenges in learning pinyin, the romanized Chinese orthography, faced by 5-to-7-year-olds, have received little attention. This study represents an attempt to better understand learning an alphabetic writing system from the viewpoint of the alphabetic principle, in the context of the Chinese language, by examining both reading aloud and spelling, with a particular focus on spelling.
To detect the challenges, a pinyin syllable-type test (STT) was developed, in which syllables were classified into seven spelling types guided by the alphabetic principle, where there is a letter‒sound correspondence. Syllables of all the lengths under each type of spelling pattern were given to two age groups, 6-year-old first-grade pupils and 7-year-old second-grade pupils, at the start of their school year. The sample consists of a total of 192 pupils.
In spelling, the STT reveals that challenges appear when the spelling type departs from the alphabetic principle. The results show that the hardest type of spelling is not the type containing the longest syllables, but a type one-half of that length, for which the correspondence between letters and sounds is abridged, but explicitly taught. In contrast, the latter type poses no problem in the reading-aloud test, where the results show little variation between the spelling types.
Comparing the students' performance on the STT shows an order of challenges among the seven types emerging in the first grade. This order is confirmed in the second grade in some types but not others. The pupils' raw data reveal not only what is challenging but also why it is so. Along with an indication of the influence from the local speech, the data also point to the effect of the teaching method, which is more or less uniform all over China. Thus, there is a possible application of the findings to a larger population.