The neurobiology of anxiety-related disorders is associated with impaired neuroplasticity. The glutamate/NO/cGMP pathway has been proposed to play a key role in neuroplasticity and neurodevelopment. It was demonstrated in recent reports that chronic co-administration of the phosphodiesterase type 5 (PDE5) inhibitor sildenafil and the antimuscarinic agent atropine exerts antidepressive-like activity in rats, and that this effect is related to PDE5 inhibition, with consequent elevation of cGMP levels and enhanced protein kinase G stimulation. The current study investigated possible anxiolytic effects of the chronic co-administration of sildenafil and atropine in stress-sensitive Flinders Sensitive Line (FSL) rats. FSL rats received vehicle control, fluoxetine (15 mg/kg), atropine (1 mg/kg), sildenafil (10 mg/kg) or sildenafil plus atropine via intraperitoneal administration, either acutely 30 minutes prior to testing (acutely) or daily for 14 days (chronically). FRL control rats received only vehicle. Thereafter anxiety-like behaviour was evaluated in the social interaction test (SIT - acute) and elevated plus maze (EPM - acute and chronic). The current study also compared to different ways to score the EPM, namely the percentage time spend in the open arms of the EPM and both the number of full and half body open arm entries, and also implemented defecation on the EPM as a measure of anxiety. Vehicle-treated FSL rats exhibited more anxiety-like behaviour than FRL rats in both the SIT and EPM following acute treatment, and in the EPM following chronic treatment. Acute treatment with fluoxetine exerted anxiogenic activity in the SIT and EPM, but anxiolytic activity following chronic administration, as observed in the EPM. In acute treatments neither sildenafil nor sildenafil plus atropine yielded any significant effects on anxiety-like behaviour. However, following chronic treatment, sildenafil exerted anxiolytic activity in the EPM by increasing the time spend in the open arms (45.72% ± 9.94% vs. 20.80% ± 9.94%, P<0.001). Atropine exerted a small anxiolytic response (30.71% ± 8.40% vs. 20.80 ± 9.94%), whereas atropine co-administration was additive to sildenafil alone and yielded an enhanced anxiolytic effect in the elevated plus maze (59.56% ± 4.95% vs. 20.80% ± 9.94%, P<0.001), relative to vehicle control. The percentage time spend in the open arms was scored in the EPM, the results suggested that the chronic treatment with sildenafil plus atropine exert an anxiolytic-like effect in FSL rats and the number of fecal droppings did not increase which is also an indication of an anxiolytic-like effects of the treatment. The current study demonstrated that the chronic treatment with sildenafil, alone or in combination with atropine, exhibit an anxiolytic-like action in stress-sensitive rats. In addition, the data support the clinical potential of using PDE5 inhibitors as antidepressant and anxiolytic strategy and warrant further investigation. Furthermore the study supports the previously proposed key role of the glutamate/NO/cGMP pathway in the neurobiology of anxiety-like disorders, and as an important target for drug development. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2011

This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning, and educational publishing provide a focus for the study. The principal purpose of this thesis is to identify key stakeholders in second language learning and to analyze the impact of their actions on the development of FSL resources in Canada. Through qualitative field research with representatives from significant Canadian publishing companies, this analysis of relationships and roles will assist future Canadian second language stakeholders in better understanding the impact of their decisions on the field of publishing, on educational resources, and ultimately, on FSL students in classrooms across the country.

This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning, and educational publishing provide a focus for the study. The principal purpose of this thesis is to identify key stakeholders in second language learning and to analyze the impact of their actions on the development of FSL resources in Canada. Through qualitative field research with representatives from significant Canadian publishing companies, this analysis of relationships and roles will assist future Canadian second language stakeholders in better understanding the impact of their decisions on the field of publishing, on educational resources, and ultimately, on FSL students in classrooms across the country.

Through the implementation of a closed and open-item questionnaire, parents&rsquo; (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments &ndash; namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

Through the implementation of a closed and open-item questionnaire, parents&rsquo; (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments &ndash; namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

The neurobiology of anxiety-related disorders is associated with impaired neuroplasticity. The glutamate/NO/cGMP pathway has been proposed to play a key role in neuroplasticity and neurodevelopment. It was demonstrated in recent reports that chronic co-administration of the phosphodiesterase type 5 (PDE5) inhibitor sildenafil and the antimuscarinic agent atropine exerts antidepressive-like activity in rats, and that this effect is related to PDE5 inhibition, with consequent elevation of cGMP levels and enhanced protein kinase G stimulation. The current study investigated possible anxiolytic effects of the chronic co-administration of sildenafil and atropine in stress-sensitive Flinders Sensitive Line (FSL) rats. FSL rats received vehicle control, fluoxetine (15 mg/kg), atropine (1 mg/kg), sildenafil (10 mg/kg) or sildenafil plus atropine via intraperitoneal administration, either acutely 30 minutes prior to testing (acutely) or daily for 14 days (chronically). FRL control rats received only vehicle. Thereafter anxiety-like behaviour was evaluated in the social interaction test (SIT - acute) and elevated plus maze (EPM - acute and chronic). The current study also compared to different ways to score the EPM, namely the percentage time spend in the open arms of the EPM and both the number of full and half body open arm entries, and also implemented defecation on the EPM as a measure of anxiety. Vehicle-treated FSL rats exhibited more anxiety-like behaviour than FRL rats in both the SIT and EPM following acute treatment, and in the EPM following chronic treatment. Acute treatment with fluoxetine exerted anxiogenic activity in the SIT and EPM, but anxiolytic activity following chronic administration, as observed in the EPM. In acute treatments neither sildenafil nor sildenafil plus atropine yielded any significant effects on anxiety-like behaviour. However, following chronic treatment, sildenafil exerted anxiolytic activity in the EPM by increasing the time spend in the open arms (45.72% ± 9.94% vs. 20.80% ± 9.94%, P<0.001). Atropine exerted a small anxiolytic response (30.71% ± 8.40% vs. 20.80 ± 9.94%), whereas atropine co-administration was additive to sildenafil alone and yielded an enhanced anxiolytic effect in the elevated plus maze (59.56% ± 4.95% vs. 20.80% ± 9.94%, P<0.001), relative to vehicle control. The percentage time spend in the open arms was scored in the EPM, the results suggested that the chronic treatment with sildenafil plus atropine exert an anxiolytic-like effect in FSL rats and the number of fecal droppings did not increase which is also an indication of an anxiolytic-like effects of the treatment. The current study demonstrated that the chronic treatment with sildenafil, alone or in combination with atropine, exhibit an anxiolytic-like action in stress-sensitive rats. In addition, the data support the clinical potential of using PDE5 inhibitors as antidepressant and anxiolytic strategy and warrant further investigation. Furthermore the study supports the previously proposed key role of the glutamate/NO/cGMP pathway in the neurobiology of anxiety-like disorders, and as an important target for drug development. / Thesis (M.Sc. (Pharmacology))--North-West University, Potchefstroom Campus, 2011

Emotional intelligence (EI) is defined as an individual's capacity to accurately perceive, understand, reason about, and regulate emotions, and to apply that information to facilitate thought and achieve goals. Although EI plays an important role in mental health and success in academic, professional and social realms, the neurocircuitry underlying this capacity remains poorly characterized, and no study to date has yet examined the relationship between EI and intrinsic neural network function. Here, in a sample of 54 healthy individuals (28 women, 26 men), we apply independent components analysis (ICA) with dual regression to functional magnetic resonance imaging (fMRI) data acquired while subjects were resting in the scanner to investigate brain circuits (intrinsic resting state networks) whose activity is associated with greater self-reported (i.e. Trait) and objectively measured (i.e. Ability) EI. We show that higher Ability EI, but not Trait EI, is associated with stronger negatively correlated spontaneous fMRI signals between the basal ganglia/limbic network (BGN) and posterior default mode network (DMN), and regions involved in emotional processing and regulation. Importantly, these findings suggest that the functional connectivity within and between intrinsic networks associated with mentation, affective regulation, emotion processing, and reward are strongly related to ability EI.

Face-to-face interaction with target language (TL) group members can provide the intensive second language (L2) exposure required to enhance motivation; it improves attitudes towards L2 development, and promotes achievement (Freed, 1995; Warden, Lapkin, Swain, & Hart, 1995). However, face-to-face interaction with TL group members is not always possible. This is especially true for former core French (CF) students who have enrolled in beginner French as a Second Language (FSL) courses at universities in predominantly Anglophone regions of Canada. To address this issue, I designed a mixed-method case study to examine opportunities for providing intensive FSL exposure and enhancing motivation for beginner FSL university learners. The participants were 55 beginning learners of FSL studying at an Anglophone university in Atlantic Canada. To examine intensive FSL exposure, I compared the overall writing achievement over time of 2 groups interacting in a telecollaborative context: (a) a group interacting with younger Francophone Acadians in another province; and (b) a group interacting with classroom peers of similar L2 proficiency. To gain indepth insight into the effects of the telecollaboration, I explored 4 learners’ L2 motivational self-system: (a) perceptions of their prior and current language-learning experiences; and (b) how language-learner identity was shaped by the experiences. The study is based on 5 data sources: writing samples, background questionnaires, stimulated-recall interviews, language-learning autobiographies, and ongoing observations. It is grounded in 5 bodies of knowledge: the Input-Interaction-Output hypothesis within a socio-cultural perspective (Block, 2003), current L2 writing theory, collaborative learning theory, telecollaborative research, and Dörnyei’s (2005) L2 Motivational Self-System Theory. Quantitative comparison of overall writing achievement in the 2 telecollaborative writing contexts (using Mann-Whitney U tests) revealed that the comparison group performed better than the treatment group. Qualitative findings, however, demonstrated that the treatment group had more positive perceptions of their language-learning experiences with respect to L2 writing achievement at university, as well as more positive language-learner identities than did the comparison group. Further exploration of language-learner identities from an L2 motivational self-system perspective identified 3 identity shaping characteristics: evolution, demotivation and amotivation, and self-regulation.

Face-to-face interaction with target language (TL) group members can provide the intensive second language (L2) exposure required to enhance motivation; it improves attitudes towards L2 development, and promotes achievement (Freed, 1995; Warden, Lapkin, Swain, & Hart, 1995). However, face-to-face interaction with TL group members is not always possible. This is especially true for former core French (CF) students who have enrolled in beginner French as a Second Language (FSL) courses at universities in predominantly Anglophone regions of Canada. To address this issue, I designed a mixed-method case study to examine opportunities for providing intensive FSL exposure and enhancing motivation for beginner FSL university learners. The participants were 55 beginning learners of FSL studying at an Anglophone university in Atlantic Canada. To examine intensive FSL exposure, I compared the overall writing achievement over time of 2 groups interacting in a telecollaborative context: (a) a group interacting with younger Francophone Acadians in another province; and (b) a group interacting with classroom peers of similar L2 proficiency. To gain indepth insight into the effects of the telecollaboration, I explored 4 learners’ L2 motivational self-system: (a) perceptions of their prior and current language-learning experiences; and (b) how language-learner identity was shaped by the experiences. The study is based on 5 data sources: writing samples, background questionnaires, stimulated-recall interviews, language-learning autobiographies, and ongoing observations. It is grounded in 5 bodies of knowledge: the Input-Interaction-Output hypothesis within a socio-cultural perspective (Block, 2003), current L2 writing theory, collaborative learning theory, telecollaborative research, and Dörnyei’s (2005) L2 Motivational Self-System Theory. Quantitative comparison of overall writing achievement in the 2 telecollaborative writing contexts (using Mann-Whitney U tests) revealed that the comparison group performed better than the treatment group. Qualitative findings, however, demonstrated that the treatment group had more positive perceptions of their language-learning experiences with respect to L2 writing achievement at university, as well as more positive language-learner identities than did the comparison group. Further exploration of language-learner identities from an L2 motivational self-system perspective identified 3 identity shaping characteristics: evolution, demotivation and amotivation, and self-regulation.

In dieser Arbeit untersuchten wir die Beziehung zwischen somatosensibel evozierten Potenzialen (SSEP) und die von mittels Diffusions-Tensor MRT erfassten mikrostrukturellen Veränderungen der weißen Substanz des Gehirns von Patientinnen und Patienten mit Multipler Sklerose. Hierzu korrelierten wir SSEP-Latenzen, explizit die N20- und CCT-Latenzen (Central Conducting Time), mit den durch die DTI gewonnenen Parametern fraktionelle Anisotropie (FA), radiale Diffusivität (RD) und axiale Diffusivität (AD). Die Untersuchungen wurden als retrospektive Subgruppenanalyse an den Datensätzen von 46 Patienten durchgeführt, die als Teil einer prospektiven Single-Center Studie (rhGh-Studie) erfasst wurden. Die Auswertung der Daten erfolgte mit dem FSL-Softwarepaket (FSL, FMRIB, Oxford). Wir fanden signifikante negative Korrelationen mit FA, als Marker für strukturelle Integrität, sowie signifikante positive Korrelation mit RD, als Parameter für Demyelinisierung, in zahlreichen Regionen der weißen Substanz. Insbesondere in Regionen der somatosensiblen Bahnen, in Bereichen sowohl mit als auch ohne morphologisch sichtbar MS-bedingten Läsionen, zeigten sich ausgeprägte Korrelationen für mN20-Latenzen (mean N20, der Mittelwert zwischen links und rechts), wohingegen wir für mCCT-Latenzen (mean CCT) lediglich Korrelationen für FA, jedoch nicht für RD fanden. Für nur linksseitig gemessene N20-Latenzen zeigten sich sowohl mit FA als auch für RD deutlich stärkere Korrelationen in mehr anatomischen Regionen mit größeren Clustern, als dies für mN20- und nur rechtsseitig gemessene N20-Latenzen der Fall war. Zudem zeigte sich eine Tendenz zu signifikanteren Korrelationen in der gegenseitigen Hemisphäre sowohl bei nur rechts-, als auch bei nur linksseitigen N20-Latenzen. Wir fanden keine Korrelationen zwischen SSEP und AD als Marker der axonalen Integrität. Generell fanden wir mehr Korrelationen von DTI-Parametern zu mN20-Latenzen als zu mCCT-Latenzen. Diese zeigten zudem höhere Signifikanzniveaus als auch größere Cluster in mehr Regionen. Ein Grund dafür könnte sein, dass längere SSEP, die Anteile des Rückenmarks in ihrem Verlauf beinhalten, besser mit DTI-Parametern korrelieren. In einer weiteren Auswertung unserer Daten fokussierten wir uns auf Hirnregionen, die somatsosensible Fasern führen. In unserer Studie fand sich die Region mit den höchsten Korrelationen (p<.004), die Teil des somatsensiblen Systems ist, in der Corona radiata posterior (PCR). Sowohl mN20 als auch mCCT-Latenzen zeigten starke Korrelationen in dieser Region. Hier verlaufen aszendierende und deszendierende sensible Fasern zum Gyrus postcentralis und motorische Fasern zum Gyrus präcentralis. Die in unserer Studie gezeigte signifikante und starke Korrelation mit SSEP in dieser anatomischen Region unterstreicht deren Bedeutung als einfach zu erhebender klinischer Surrogatmarker für mikrostrukturelle Veränderungen der weißen Substanz bereits in einem frühen Stadium der Erkrankung. Einen Aspekt unserer Ergebnisse konnten wir nicht abschließend klären: die ausgeprägten Seitenunterschiede in rechts- und linksseitigen N20-Latenzen in den Korrelationen mit FA und RD. Diese Unterschiede zeigten sich auch im Ansatz bei rechts- und linksseitigen CCT-Latenzen, erreichten jedoch nicht das geforderte Signifikanzniveau. Wir beobachteten mehr signifikante Voxel mit höheren p-Werten und stärkeren Korrelationen in kontralateralen Regionen der abgeleiteten SSEP. Als mögliche Erklärung für die gezeigten Seitenunterschiede könnte die Händigkeit der Probanden als Erklärung dienen, bei der es mehr Rechtshänder in einer Population als Linkshänder gibt. Dies konnten wir jedoch retrospektiv nicht sicher nachvollziehen, sodass dies nur vermutet werden kann.