title: Changes in frequency of seizure-like events in stimulated cortical slices

authors: Mason, J.

subjects: electrical stimulation

abstract: Epilepsy affects nearly 3 million people in the United States alone. Given the fact that many people suffer from seizures that are intractable to pharmacological intervention, research groups are investigating the use of electrical stimulation to interact with and ameliorate symptoms of epileptic seizures. In mouse cortical slices made seizuregenic through chemical means, we applied precision controlled current pulses and measured local field potentials through a four point probe system to investigate the response of seizing tissue to electrical stimulation. We have determined that the frequency of the spontaneous seizure-like events may be modified by low amplitude, current controlled stimulation (0.5 μA). Differently from previously thought, this change in frequency is however not accompanied by any alteration of the tissue permittivity or conductivity during the inter-seizure interval.

text: Changes in frequency of seizure-like events in stimulated cortical slices Epilepsy affects nearly 3 million people in the United States alone. Given the fact that many people suffer from seizures that are intractable to pharmacological intervention, research groups are investigating the use of electrical stimulation to interact with and ameliorate symptoms of epileptic seizures. In mouse cortical slices made seizuregenic through chemical means, we applied precision controlled current pulses and measured local field potentials through a four point probe system to investigate the response of seizing tissue to electrical stimulation. We have determined that the frequency of the spontaneous seizure-like events may be modified by low amplitude, current controlled stimulation (0.5 μA). Differently from previously thought, this change in frequency is however not accompanied by any alteration of the tissue permittivity or conductivity during the inter-seizure interval.

year: 2010

title: Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers

authors: Loi, Nguyen

subjects: Task-Based Language Teaching

abstract: The importance of incorporating second language acquisition (SLA) research into second language teacher education and classroom practice has been recognised (Ellis, 2005; Tarone & Allwright, 2005). However, this is a challenge as exemplified in task-based language teaching (TBLT), which closely draws on SLA research. The present study focuses specifically on one area of SLA, language input. By using a multimethod case study approach, it documents six Vietnamese EFL teachers’ conceptions of input. The study generally showed that the teachers had a synthetic conception of input. Some contextual factors also constrained their provision of rich comprehensible input. The study provides insights into how teacher cognition is mediated by professional development, prior teaching experiences, and many other aspects of both present and past contexts (Borg, 2006). Specifically, the study justifies why integrating key SLA concepts into practice is challenging, and why teachers’ conceptions must be considered in implementing innovations.

text: Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers The importance of incorporating second language acquisition (SLA) research into second language teacher education and classroom practice has been recognised (Ellis, 2005; Tarone & Allwright, 2005). However, this is a challenge as exemplified in task-based language teaching (TBLT), which closely draws on SLA research. The present study focuses specifically on one area of SLA, language input. By using a multimethod case study approach, it documents six Vietnamese EFL teachers’ conceptions of input. The study generally showed that the teachers had a synthetic conception of input. Some contextual factors also constrained their provision of rich comprehensible input. The study provides insights into how teacher cognition is mediated by professional development, prior teaching experiences, and many other aspects of both present and past contexts (Borg, 2006). Specifically, the study justifies why integrating key SLA concepts into practice is challenging, and why teachers’ conceptions must be considered in implementing innovations.

year: 2010

title: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other

authors: Joyce, Chrisandra Itirana

subjects: Relational Pedagogy

abstract: This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

text: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

year: 2012