This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.

Michael Horstein. / Issued also as a thesis, M.I.T. Dept. of Electrical Engineering, August 22, 1960. "September 8, 1960." / Bibliography: p. 64. / Army Signal Corps Contract DA36-039-sc-78108. Dept. of the Army Task 3-99-20-001 and Project 3-99-00-000.

The main objective of this thesis is to analyse the relationship between tribalism and modernity in Afghanistan. Focusing on Pashtuns, who constitute the largest ethnic group in Afghanistan, the thesis traces their transformation from a tribal confederacy into a central state that introduced modernity to Afghanistan. In this regard, the thesis is, basically, a discussion of the struggle for power between two institutions in Afghanistan: the tribe and the state. In an effort to reveal the relationship between the two, the thesis looks at the modern strategies and ideologies used by the Afghan state to beat the power of tribalism. Nationalism and Socialism, in this regard, come up as two modern ideologies that are discussed in relation to Pashtun Tribalism. Questioning the concepts of Afghan Nationalism and Pashtun Nationalism as well as their relation to Pashtun Tribalism, the thesis discusses the concept of a tribe within the frame of modern border demarcation, nation-building efforts and modernist reform programmes. Passing on to the discussion on Socialism, the thesis then addresses the question of tribe in relation to the idea of class struggle, a communist party, a modern coup d&rsquo / &eacute / tat and a communist revolution. Contrasting the concept of tribe with such modern notions, the thesis finally reveals how tribalism managed to survive within these modern ideologies by articulating into them in various ways.

Morgan (1997:16) observes that any form of education aims to bring about changes in students. It must, therefore, have in view both what an educated person should be and the ideal society to whose relationship they will contribute. Such educated individuals will presumably contribute to the betterment of their society insofar as adjustments to their status quo are desirable. In line with Morgan, this study has suggested that disempowered learners in Pakistani higher secondary classroom, by taking the ownership of their learning, can emerge as independent critical thinker with a better perception of the world. This study has explored how conservative pedagogical treatment affects the learners’ understanding of texts by disempowering and having them either misperceived or incomplete information. The study has proposed an alternative route to learning which might ensure a more effective impact on the learning process and the learning outcome. For this purpose, the study critically analyses the texts of a Pakistani higher secondary English textbook to investigate how ineffective treatment of these texts influences the learners’ perception of the world and their learning outcome. The critical discourse analysis complements a questionnaire survey followed by interviews with the learners to gauge their level of understanding of the texts in line with the goals and objectives set by the national curriculum of Pakistan. Following a critical paradigmatic pattern, the study not only points out the problem but also comes up with a change agenda by advocating the case for critical pedagogy for these learners. The study proposes sample material to support how adding a critical dimension to the existing English syllabus may well achieve better results in term of academic accomplishments, in addition to broadening the learners’ vision, and preparing them to face the rapidly changing and growing world of the 21st century.

People with diagnoses of mental illness have been described as the last minority group against whom it is socially acceptable to discriminate. Challenging the stigma of mental illness is a major social issue and public health concern. Despite a range of anti-stigma efforts being conducted in recent years, the problem persists. It has been argued that a good place to start when changing social attitudes is with young people, whose attitudes are in a state of flux, making them more open to alternative ways of thinking. However, school based educational approaches designed to address this issue are in their infancy. To date, the mental health stigma reduction agenda has largely been drawn up by those who hold most power in the field – predominantly psychiatrists. This has led to anti-stigma initiatives drawing primarily on a biomedical model. There is a growing body of evidence that this approach is not only ineffective, but can actually increase stigma. There is therefore a need to investigate and test alternative approaches. Furthermore, previous research investigating young people’s knowledge of and attitudes about mental illness has been constrained by being conducted within the terms of the dominant discourse.This research set out to investigate how young people construct their positions in relation to mental illness. A primary aim was to understand how they negotiate the ambiguities of the mental health discourse. In addition, it has looked at the impact of engaging in ‘inclusive dialogue’ about mental illness on young people’s sense making. Mental illness is itself an essentially contested concept. Inclusive dialogue is an approach which takes seriously the variety of competing concerns which make up the ways in which mental illness is approached in day to day life, aiming to embrace the complexities and encourage people to grapple with them, bringing their own experiences and beliefs to bear. The underlying purpose of the inquiry was to consider whether there is potential for educational initiatives to help young people adopt non-discriminatory stances in relation to mental illness. The research was conducted qualitatively, and engaged a group of seven year 10 pupils in a series of discussions, which took place over the course of a half term. In addition, individual interviews and follow up group sessions were carried out later in the academic year.The results of this study indicate that engaging young people in inclusive dialogue is beneficial across a range of domains. The young people said that the discussions left them more comfortable in talking about mental illness and confident about their ability to respond to mental illness in people around them. The study revealed that context and the specific details of each situation are crucial in determining whether young people take up stigmatising or supportive positions towards people with a mental illness. Stepping outside the terms of the dominant discourse reveals that far from being the product of poor comprehension of biomedical psychiatry, ‘stigma’ may in fact be just one of a set of responses to people with mental illness. People who are mentally ill sometimes behave in ways that are disturbing and frightening, and it is vital that education accepts, rather than sidesteps, this reality. The findings of this investigation suggest that what is needed to improve social responses to mental illness is a reframing of the issues; a conceptual shift, wherein the notions of ‘knowledge’ and ‘attitude’ are not taken for granted and the aim of ‘reducing stigma’ is left behind in favour of the positively framed target of increasing solidarity.

This thesis is concerned with the ‘problem’ of change in education, an issue characterised in much of the literature as a paradox of innovation without change. The thesis draws upon school-based empirical research, undertaken in the context of the reactions by Geography, History and Modern Studies teachers to the notion of teaching integrated social subjects, set against the wider framework of the Scottish Executive’s curriculum policy. The thesis first sets the topic in its Scottish and wider context, before undertaking a comprehensive review of the themes that emerge from the worldwide literature on educational change. These include the paradox of innovation without change, teacher mediation of change initiatives, departmental and school cultures, the subject centredness of schooling and factors that have been noted to underpin successful change initiatives. The thesis sets out a theoretical position that draws upon the critical realist social theory of Margaret Archer. This approach posits a centrist approach to the contentious structure/agency debate, suggesting a complex relationship between social structures, cultural forms and individual agency, whereby social reproduction and transformation are played out through continual social interaction. From this foundation of theory, I develop a practical methodology for researching change in school settings. My empirical work consists of a questionnaire sent to 100 schools, and two linked case studies, where data was collected through semi-structured interviews, observations and analysis of school documents. The research identifies trends in school provision and, through the case studies, the processes of curriculum making are investigated using the aforementioned methodology. The thesis concludes that such processes are ineluctably social practices, and that those seeking to innovate in schools should pay attention to the social dimensions of change – the engagement of people with ideas and the social structures that impede, distort or promote change. The thesis concludes by presenting a set of general principles that might serve to facilitate change promoted by future initiatives.

The Social and Emotional Aspects of Learning (SEAL) initiative for secondary schools was launched in England in 2007 as part of the Secondary National Strategy for School Improvement. Designed as a universal, whole-school approach for the development of key social and emotional skills, SEAL was expected to improve behaviour, attendance, attainment and the emotional health and well-being of all members of the school community (DfES, 2007a). Research studies examining the implementation of school-based interventions have revealed, however, that they are rarely implemented as intended by the programme developers (Berman and McLaughlin, 1976) and that this is likely to negatively impact upon the achievement of the expected outcomes (Durlak and DuPre, 2008). Implementation is typically variable between settings due to local adaptations or modifications (Blakely et al, 1987) and challenges to implementation at a range of levels, including programme, classroom and school (Greenberg et al, 2005).This longitudinal study examined the processes of implementation of SEAL in five case study schools in the north-west of England. The primary aims were to: (i) identify both positive and negative factors affecting implementation so that any necessary improvements to SEAL may be made prior to its broader dissemination; (ii) support future practitioners in the implementation of SEAL by highlighting effective strategies and potential challenges; (iii) expand understanding of the processes of implementation of school-based interventions in English educational contexts. Schools were visited five times during the first two years of the implementation of SEAL; lessons were observed, relevant documents reviewed and interviews conducted with a range of staff, pupils and Local Education Authority representatives. Data was analysed thematically using a combination of a priori and emergent themes. As anticipated, implementation was variable between schools; this was in the detail of implementation, however, and broader convergences were seen in the barriers presented and the non-implementation of key processes and elements. None of the schools were able to fully implement SEAL. Challenges to implementation were identified at all levels examined (programme, classroom and school) and included programme characteristics, staff resistance, insufficient training, lack of time and competing initiatives. The interaction of negative and positive factors both within and between levels suggested, however, that no one factor may be considered dominant. This study concluded that until programme level issues and shared contextual factors such as initiative overload are addressed, then the full implementation of SEAL in secondary schools is unlikely to be achieved.

Ich werde in der vorliegenden Arbeit zunächst im ersten Teil den Prozess der Dekolonisierung im Kontext von Schule diskutieren. Hierzu führe ich zunächst die theoretischen Grundlagen meiner Überlegungen ein. ... Im zweiten Teil meiner Arbeit schließt sich die Analyse existierender Lehrplaninhalte in Sachsen verschiedener Schulformen und -fächer an, die relevant für die Betrachtung des Kolonialismus und für die Einführung postkolonialer Kritik sind. Hier versuche ich einen Überblick über die gemäß den Lehrplänen tatsächlich zu vermittelnden Aspekte in der Betrachtung des Kolonialismus als historische Epoche und seinem ideologischen Fortwirken bis in die Gegenwart anhand der Fächer Geografie, Gemeinschaftskunde und Geschichte nachzuzeichnen. Diese ausgewählten Lernbereiche werden im weiteren Verlauf einer Diskussion anhand expliziter und impliziter Anknüpfungspunkte unterzogen, die eine postkoloniale Kritik beinhalten beziehungsweise diese erfordern.

Les papillomavirus humains (HPV) sont des petits virus non enveloppés à ADN double brin, qui infectent les épithéliums cutanés et muqueux. Très largement répandus dans la population humaine, les infections sont la plupart du temps asymptomatiques, tandis qu'une minorité provoquent des verrues cutanées, des condylomes acuminés et des carcinomes. Les cancers induits par HPV représentent 640 000 cas en 2012 dans le monde et sont localisés au niveau anogénital et au niveau des voies aérodigestives supérieures.La transformation des cellules est induite en particulier par la surexpression de deux oncoprotéines virales : E6 et E7, qui sont nécessaires à l'initiation, la promotion et la progression du phénotype cancéreux. Leur extinction provoque d'ailleurs la mort des cellules cancéreuses. E6 et E7 favorisent par exemple la dégradation de p53 et pRb, induisant ainsi une prolifération non contrôlée et accrue des cellules infectées. Mais les deux oncoprotéines virales interagissent aussi avec plus de 150 partenaires protéiques et dérégulent l'homéostasie cellulaire. Fait intéressant, E6 et E7 modulent l'expression de nombreuses protéines impliquées dans l'établissement des marques épigénétiques, impliquées dans la régulation de l'expression des gènes. D'ailleurs, la surexpression des oncoprotéines virales peut être liée à la méthylation de l'ADN d'une partie du génome viral.Puisque E6 et E7 détournent la machinerie épigénétique de la cellule, l'objectif du travail de thèse a été d'étudier les mécanismes moléculaires régulant l'expression des oncoprotéines lors du traitement des cellules de cancers du col par un agent déméthylant de l'ADN, le 5-aza-2'-déoxycytidine (5azadC).Dans des cellules issues de cancers du col de l'utérus, nous avons observé qu'un traitement déméthylant induisait une répression de la protéine E6 et une déstabilisation de ses transcrits, suggérant l'implication d'un miARN. Parmi les miARN ciblant les transcrits viraux, le miR-375 était le plus susceptible d'être impliqué dans la déstabilisation des transcrits car (i) la méthylation de son promoteur augmente avec la gravité des lésions du col de l'utérus, (ii) il cible les transcrits viraux au niveau de cinq régions différentes, et (iii) son expression est augmentée lors du traitement de cellules dérivées du cancer du col de l'utérus avec le 5azadC. Il s'est avéré que le miR-375 était effectivement impliqué dans la répression partielle des transcrits viraux lors du traitement. Les résultats de cette étude suggèrent par ailleurs qu'un autre mécanisme moléculaire pourrait être impliqué dans cette répression. C'est pourquoi, dans un deuxième temps, nous avons étudié l'implication possible d'un facteur de transcription, TBX2, dans la répression des transcrits viraux. Bien que le taux transcriptionnel de TBX2 soit augmenté lors du traitement des cellules avec des fortes concentrations de 5azadC, nos résultats suggèrent que la protéine n'est pas exprimée dans les cellules, même après traitement, et que TBX2 ne régule pas l'activité du promoteur viral intégré au génome cellulaire.Le traitement des cellules par l'agent déméthylant entraîne aussi une perte de viabilité en particulier des cellules Ca Ski. En effet, le 5azadC induit un blocage du cycle en G2/M dans ces cellules, une augmentation du pourcentage de cellules en Sub-G1 et un clivage de la PARP. Si le 5azadC est déjà utilisé en clinique pour le traitement d'autres cancers, nos données apportent un éclairage nouveau sur les mécanismes moléculaires du 5azadC dans les cancers induits par HPV, qui pourraient ainsi être traités par cette molécule. / Human papillomaviruses (HPV) are small, non-enveloped double-stranded DNA viruses and infect cutaneous and mucosal epithelia. Highly widespread in the human population, infections are mostly asymptomatic, while a minority causes cutaneous and genital warts, and carcinomas. HPV-induced cancers represent 640 000 cases in 2012 worldwide and are localized at the anogenital and head and neck sites.Cell transformation is induced by the overexpression of two viral oncoproteins E6 and E7, which are necessary for the initiation, promotion and progression of the cancerous phenotype. Indeed, their extinction causes cancer cell death. E6 and E7, for example, promote the degradation of p53 and pRb, thus inducing uncontrolled and increased proliferation of infected cells. But the two viral oncoproteins also interact with more than 150 protein partners and deregulate cell homeostasis. Interestingly, E6 and E7 modulate the expression of many proteins involved in the establishment of epigenetic marks, regulating gene expression. Furthermore, the overexpression of viral oncoproteins may be related to viral genome DNA methylation.Since E6 and E7 hijack epigenetic mechanisms, the aim of the thesis was to study the molecular mechanisms regulating the oncoprotein expression during the treatment of cervical cancer cells by a DNA demethylating agent, the 5-aza-2'-deoxycytidine (5azadC).In cervical cancer cells, we observed that a demethylating treatment induced E6 protein repression and destabilization of its transcripts, suggesting the involvement of a miRNA. Among miRNAs targeting viral transcripts, miR-375 was most likely to be involved this destabilization because (i) its promoter methylation increases with the severity of cervical lesions, (ii) it targets viral transcripts at five different regions, and (iii) its expression is increased in cervical cancer cells treated with 5azadC. In our experiences, miR-375 was indeed involved in the partial repression of viral transcripts during treatment. The results of this study further suggest that another molecular mechanism might be implicated in this repression. This is why, in a second step, we studied the possible involvement of a transcription factor, TBX2, in the viral transcript repression. Although the transcriptional rate of TBX2 is increased in cells treated with high concentrations of 5azadC, our results suggest that the protein is not expressed in cells, even after treatment, and that TBX2 does not regulate the viral promoter activity integrated into the cellular genome.Cell treatment with demethylating agent also leads to loss of viability, in particular in Ca Ski cells. Indeed, 5azadC induces a G2/M cycle arrest in these cells, an increase of Sub-G1 cells percentage and a PARP cleavage. While 5azadC is already used in clinical practice for the treatment of other cancers, our data shed new light on the molecular mechanisms of 5azadC in cancers induced by HPV, which could be treated by this molecule or analogues.

Mehr als 300 Millionen Menschen sind weltweit von Diabetes betroffen, die Mehrheit davon leidet an Typ-2-Diabetes. Typ-2-Diabetes ist durch eine Insulinresistenz charakterisiert, welche meistens durch Übergewicht und Adipositas verursacht wird. Diese Insulinresistenz kann zunächst durch eine erhöhte pankreatische Insulinsekretion kompensiert werden, jedoch können langfristig die pankreatischen beta-Zellen den erhöhten Insulinbedarf nicht mehr decken. Dies verursacht einen starken Anstieg der Blutglucosespiegel und stellt den Beginn der Typ-2-Diabetes Erkrankung dar. Neben genetischen Veränderungen sind Umweltfaktoren, wie erhöhte Nahrungsaufnahme und reduzierte Bewegung, wichtige Faktoren in der Pathogenese des Typ-2-Diabetes. Frühere Forschungsergebnisse zeigten eine wichtige Rolle von microRNA 375 (miR-375) im Wachstum und in der Funktion der Insulin produzierenden beta-Zellen. Die Genexpression von miR-375 ist in diabetischen Nagetieren und Menschen verändert, was auf eine wichtige Rolle dieser microRNA in der Pathogenese des Typ-2-Diabetes hindeutet. Gene, die durch miR-375 reguliert werden, wurden in den pankreatischen beta-Zellen beschrieben, jedoch ist der Mechanismus wie miR-375 das Wachstum und die Funktion der pankreatischen beta-Zellen beeinflusst noch nicht im Detail verstanden. Das Cell Adhesion Molecule 1 (CADM1) ist ein bekanntes Zielgen der miR-375 und vor allem im Gehirn als Regulator von Anzahl und Funktion der Synapsen bekannt. Da es außerdem in den pankreatischen beta Zellen exprimiert ist, könnte es auch dort an der Regulation von beta-Zellwachstum und –funktion beteiligt sein und die Glucose- und Energiehomöostase verändern. Ziel dieser Arbeit war es, in vollständig oder konditionell Cadm1-defizienten Mäusen den Einfluss von CADM1 in pankreatischen beta-Zellen und neuronalem Gewebe an der Regulation von Glucose- und Energiehomöostase zu untersuchen. / More than 300 million people world-wide are affected by diabetes, the majority suffering from type 2 diabetes. Type 2 diabetes is characterized by insulin resistance, usually caused by obesity and overweight. Enhanced pancreatic insulin secretion largely compensates insulin resistance for years. A failure of pancreatic beta-cells to meet increased insulin demands drastically increases blood glucose levels and marks the onset of type 2 diabetes. Besides environmental influences, mainly elevated food intake and reduced physical activity, also genetic mutations are important factors in the pathophysiology of type 2 diabetes. Recent literature highlights the role of microRNA 375 (miR-375) in the growth and function of pancreatic insulin-producing beta-cells. MiR-375 gene expression is regulated in diabetic humans and rodents, suggesting that this microRNA is involved in the pathogenesis of type 2 diabetes. Genes regulated by miR-375 have been described in pancreatic beta-cells. Nevertheless, the exact mechanisms how miR-375 regulates beta-cell growth and insulin secretion have not been understood. Cell adhesion molecule 1 (CADM1) is a known target of miR-375 and has mainly been described as regulator of synapse number and synaptic function in the brain. CADM1 is also expressed in pancreatic beta-cells and might regulate beta-cell growth and function and might be involved in the control of glucose and energy homeostasis. The aim of this work was to investigate whether CADM1 in pancreatic beta-cells or neuronal tissue contributes to the regulation of energy and glucose homeostasis by using total and conditional Cadm1 deficient mice. Total Cadm1 deficient (Cadm1KO) mice showed increased sensitivity to glucose and insulin as well as enhanced glucose-stimulated insulin secretion compared to littermate control mice. Elevated glucose-stimulated insulin secretion after Cadm1 depletion could be confirmed in an in vitro beta-cell model.