Este foi um estudo retrospectivo de 18 pacientes com atrofia hipocampal (AH) e 21 pacientes com AH associada ao blurring do polo temporal (BPT), nos quais realizamos a investigação das alterações perfusionais ao SPECT (Single Photon Emission Computed Tomography) crítico, ao SPECT intercrítico e ao SISCOM (Subtraction Ictal SPECT Coregistered to MRI) e sua comparação com os dados de avaliação pré-cirúrgica. Os pacientes com BPT apresentaram início mais precoce da epilepsia, uma duração de epilepsia maior e um período maior de seguimento pós-operatório (PO). O padrão pefusional ipsilateral ao SPECT crítico, o qual denominamos de padrão -típico?, foi o padrão perfusional mais frequentemente encontrado em ambos os grupos de pacientes com e sem BPT. Ao SPECT intercrítico, a maioria dos pacientes com BPT apresentaram hipoperfusão ipsilateral no lobo temporal (LT) epileptogênico, enquanto que no grupo sem BPT esta hipoperfusão foi observada em metade dos pacientes. Ao SISCOM, o padrão perfusional -típico? foi novamente o mais encontrado em ambos os grupos com e sem BPT. Entretanto, os padrões considerados -atípicos? foram encontrados mais frequentemente nos pacientes com BPT, o que nos sugere um padrão de propagação das crises epilépticas discretamente diferente neste grupo com BPT, o qual envolve outras áreas dos LT bilateralmente. Contrariamente à nossa hipótese inicial, não encontramos associação entre a presença de BPT e a presença de hiperperfusão no polo temporal (PoT) seja ao SPECT crítico ou ao SISCOM. Por este achado, nossos dados não suportam a idéia de que o BPT seja resultado de alterações teciduais intercríticas secundárias a um maior envolvimento ou participação deste polo na geração ou propagação de crises epilépticas na epilepsia do lobo temporal (ELT) mesial. Por outro lado, nossos resultados sugerem que o PoT é uma região frequentemente envolvida pelas crises do LT. Particularmente, a hiperperfusão no PoT ipsilateral à AH ao SISCOM foi mais encontrada nos pacientes com casos clínicos típicos de ELT mesial, sugerindo que o PoT é mais frequentemente envolvido (um padrão típico) em crises epilépticas em casos clínicos com informações mais concordantes (clear cut) e sugestivas de ELT mesial unilateral / This was a retrospective study of 18 patients with hippocampal atrophy (HA) and 21 patients with HA associated to temporopolar blurring (TPB). We performed an investigation of perfusion changes of ictal single photon emission computed tomography (SPECT), interictal SPECT and subtraction ictal SPECT coregistered to magnetic resonance imaging (SISCOM) and its comparison with results of presurgical evaluation. Patients with TPB showed earlier epilepsy onset, longer duration of epilepsy and a longer period of post surgical follow-up. The ipsilateral perfusion pattern in the ictal SPECT, which we denominated -typical? pattern, was the most frequent in both groups of patients, with and wihout TPB. In the interictal SPECT, most of patients with TPB showed ipsilateral hypoperfusion to the epileptogenic temporal pole (TP), while in the group without TPB this hypoperfusion was observed in half of the patients. Through SISCOM, the typical perfusion pattern was the most frequent in both groups. However, the patterns considered -atypical? were found more frequently in patients with TPB, which suggests a pattern of propagation of epileptic seizures slightly different in the group with TPB, which involves other areas of TL bilaterally. Adversely to our hypothesis, we did not found association between the occurrence of TPB and the hyperperfusion in the TP neither in the ictal SPECT nor SISCOM. Based on this finding, our data does not support the idea that the BTP is a result of interictal secondary tissue changes due to a higher involvement or role of this pole in the generation or propagation of epileptic seizures in the mesial temporal lobe epilepsy (TLE). On the other hand, our results suggest that the TP is a region frequently involved by seizures of TL. Particularly, the hyperperfusion in the TP which is ipsilateral to the HA through SISCOM was the most found in patients with typical clinical cases of mesial TLE, suggesting that the TP is frequently involved (a typical pattern) in epileptic seizures of clinical cases with more concordant information (clearcut) and suggestive of unilateral mesial TLE

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

This thesis is a complexity-informed case study of a language school in Greece, which provides a rich description of how language pedagogy develops in the periphery of the English-using world. In addition, this study demonstrates the feasibility and potential of using Complex Systems Theory (CST) in the study of educational settings. The thesis begins by describing English Language Teaching (ELT) in Greece, thus setting the scene for the empirical investigation. This is followed by a review of ELT literature, with particular reference to theories of language, pedagogy and society, and by an overview of CST, which pragmatically synthesises complex realism and post-modern ways of knowing, and defines a set of principles to guide complexity-informed empirical inquiry. Having conceptualised the language school as a complex system, it is suggested that activity in the school was sustained by multiple intentionalities, i.e., collective, emergent, nested and generative drivers of activity. These included: (a) an imperative to provide certification to learners, (b) some learners’ desire to integrate in transnational discourse communities, (c) the expectation that language learning should lead to increased awareness of ‘English’ culture, (d) competition against the state school system, and (e) the unstated aim of protecting the professional interests of the school’s staff and stakeholders. Intentionalities were associated with specific pedagogical outcomes and cultural outlooks, and their synthesis is defined as a dynamic of intentions. Next, the thesis looks into the learning materials used at the language school, and it is suggested that these generate affordances which impacted pedagogy. The distribution of learning activities in the books was associated with synchronic and diachronic changes in the dynamics of intentions underpinning activity in the school. Complexity-inspired conceptual instruments, such as an ‘affordance landscape’ and ‘attractors’, are developed to describe the influence of the learning materials, and it is suggested that the learning resources used at the language school made transmissive and communicative pedagogy more likely. The empirical component of the study concludes by describing prototypical instruction sequences that typified ELT in the language school, which evidenced traces of transmissive and communicative pedagogy. Some sequences (e.g., Reading and Vocabulary, and Transmissive Grammar) evidenced transmissive influences, which were associated with local pedagogical traditions, whereas others, such as Process-Based Writing, were more closely aligned with the communicative ideology that is mainstream in ELT. The thesis concludes by synthesising the findings with insights from the CST literature. In doing so, it demonstrates the theoretically generative potential of a complexity-informed inquiry, which can help to formulate understandings of ELT that are sensitive to the interface between systems and their environments, while providing ontologically coherent accounts of structure and agency, and of behaviours that are neither completely random nor entirely predictable.

This study examines how preservice teachers reflect upon queer pedagogy in relation to their future profession as English teachers. The purpose is to find out if preservice English language teachers consider queer theory to be important in their future profession, and if they do, find out what aspects they think are important, and what aspect could be challenging. Focus group interviews conducted with preservice teachers from Västra Götaland showed that queering English language teaching deemed important to encourage critical thinking, question norms and promote normalization of queer topics and acceptance of others. Results suggest that queer theory should be implemented in a natural way in order to avoid othering. The major concerns of the participants can be summarized as fear of being uninformed, and offending or differentiating students without meaning to. Moreover, many found it challenging to engage in the process of 'queering materials' as there are no clear guidelines or instructions, the responsibility placed on the individual teacher. In conclusion, preservice teachers would benefit from more queer theory courses related to their subjects, and opportunities to actively 'queer' and evaluate materials during their undergraduate teaching programs. This could provide confidence when working with and implementing queer theory in the classroom.

The use of translanguaging in ELT classrooms can have significant benefits for multilingual students. This study investigates how students with background languages other than Swedish perceive the use of translanguaging in ELT classes. The study aims to answer questions about how these students perceive teachers' use of it, their perception of their own use of it, and in which classroom activities they report a need to use it. Data was collected through a questionnaire that was carried out in three Swedish as a second language classrooms in two separate upper-secondary schools in southern Sweden. Generally, the findings showed a predominantly positive attitude towards the teachers' use of translanguaging in the ELT classroom, but some students did not find it helpful. The majority of students reported that their background languages helped them understand and develop their English language skills. Translanguaging was also supportive in various classroom activities, such as reading comprehension. The study concludes by pedagogical implications for translanguaging use in the ELT classroom in Sweden.

With the rising societal awareness of inclusivity and accurate representation in films and other forms of media, it has become increasingly important that cultural and sexual diversity are not neglected in the material used in education, especially in English Language Teaching (ELT) where the chosen material is supposed to represent the whole English-speaking world. Previous research often focuses on the difference between national and international textbooks and compares the results between them. While some studies have focused on either cultural or sexual diversity, none have included both and there are not many studies that focus on Swedish ELT. Four textbooks were analysed in this study; Short Cuts to English 1 (2001), Streams 1 (2004), Pick & Mix 1 (2013), and Blueprint A (2017). Inclusivity and representation of cultural and sexual diversity were analysed using three models. Analytical methods focused on the aesthetic and sociological senses of culture, the circles of countries, and the levels of heteronormativity in the textbooks. Ourfindings show that there is a lack of inclusivity and representation of sexualities other than heterosexuality, and that even for culture there is a lack of inclusivity outside of English-speaking countries. Results indicate that the four textbooks used in this study did not display a high level of inclusivity regarding sexual diversity. Although still small, levels of inclusivity and representation of different cultures were greater.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23985号 / 人博第1037号 / 新制||人||244(附属図書館) / 2022||人博||1037(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 柳瀬 陽介, 教授 STEWART Timothy William, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

This study evaluates the fifth- grade beginning English textbook, Iraq Opportunities 3, which was introduced in elementary schools by the Iraqi Ministry of Education in 2012. This mixed methods research aims to analyze the content of a new textbook that is considered to be the foundation of the English language program in Iraq. This is a valuable research project since its findings reveal the strengths and weaknesses of Iraq Opportunities 3 based on three critical components: grammar, vocabulary, and culture. A survey questionnaire was used in this study to elicit the perspectives of English language teachers who are using this textbook in their classrooms along with the personal evaluation by the researcher. Three research questions were addressed in this study: 1) How are grammar and vocabulary addressed in Iraq Opportunities 3? 2) How are English-speaking and Iraqi cultures represented in Iraq Opportunities 3? and 3) Is the L2 culture represented in this textbook in a way that exposes students to the English-speaking culture? The findings are generally in favor of the textbook in terms of grammar and vocabulary and their appropriateness for the age and level of students. However, the study criticizes the limited role and the poor representation of culture in this curriculum.

no / In rehydroxylation (RHX) dating, the activation energy of the rehydroxylation reaction is required first in the estimate of a material's effective lifetime temperature (ELT), and second to correct the RHX rate constant obtained at a given measurement temperature to that at the ELT. Measurement of the activation energy is thus integral to the RHX methodology. In this paper, we report a temperature-step method for the measurement of activation energy and develop fully the underlying theoretical basis. In contrast to obtaining the activation energy from a series of separate experiments (each of which requires the sample to be dehydroxylated prior to measuring the RHX rate constant), the temperature-step method not only requires a single dehydroxylation at 500°C but also eliminates repeated acquisition of Stage I data, which are not required for dating purposes. Since the first temperature step is set to correspond to the temperature at which a dating determination is carried out, the measurement of rate constants at higher temperatures simply becomes an extension of dating. Consequently, the logistics of obtaining the activation energy of rehydroxylation are greatly simplified.

This study investigates the prevalence and proportion of explicit grammar practice activities in relation to a present, practice, and produce structure to find out if it is possible to derive an approach to grammar teaching that is used in the English language learning material Magic! 9. Current SLA research suggests that explicit grammar teaching facilitates L2 acquisition if grammatical activities focus on meaning over decontextualized form-focused drills. Additionally, researchers have not reached a conclusive answer on whether the inductive or deductive presentation of grammar is the most effective. By linking teaching approaches to the presentation, practice, and produce structure and the connected grammar activities, this study found that Magic! 9 favors explicit presentation of grammatical elements by name, while inductively presenting the grammatical rules of the elements in preceding non-grammar focused activities. Additionally, the explicit grammatical activities in Magic! 9 are primarily focused on form, and meaning is the secondary focus. Although not conclusive, the findings suggest that there are two possible answers as to which approach is used to teach grammar. The primary focus on form and drilling nature of the activities suggests that the audio-lingual approach is the most prevalent. On the other hand, the mixing of several approaches suggests that the post-communicative approach is the most prevalent.