This literature review investigates what previous research has found regarding target language use in the Elementary EFL classroom, and what different views there might be on communicating in English during English lessons. The study is conducted with Stephen Krashen’s (1982) Second Language Acquisition Theory as theoretical perspective. Findings show that one important reason for target language use in the EFL classroom is increasing the target language exposure to provide opportunities for the pupils to develop their language proficiency, while first language is used to instruct, translate, scaffold, explain, and facilitate and confirm learning, to discipline and criticise, and to give feedback and positive reinforcement. The results from the five reviewed studies in this thesis imply that both target language and first language have their place in the EFL classroom, and that the teachers’ choice of which language to use is highly individual. They also indicate that vocabulary acquisition and communicative skills call for different language approaches, and that different language theories apply to different teaching situations. Another conclusion from this review is that further research on teachers’ choices of instructional language is needed, as are further investigations of pupils’ preferences and in what situations they benefit from target language and first language respectively.

QC 351 A7 no. 57 / A normalization of the Delano y,ÿ diagram is proposed in which the y heights are normalized by the entrance pupil height, the heights by the image height. The normalization constants are expressed in terms of the system parameters, and it is seen that the reduced distances become normalized by the focal length of the system, the marginal ray reduced angles by the numerical aperture of the system, the chief ray angles by the field aperture, and the powers by the total power of the system. It is also shown that any number of refractions and transfers will not affect this normalization, but a stop or conjugate shift will destroy it and renormalization then becomes necessary.

Regulation of the growth and differentiation of trophoblast cells is critical for successful embryo implantation and placentation. Cytokines are key players in these processes, as well as modulating the maternal immune response to prevent rejection of the conceptus. This thesis focused on the investigation of the cytokine interleukin (IL) - 33 and its receptor, ST2. ST2 has two isoforms, a functional cell surface receptor (ST2L) and a soluble decoy receptor (sST2). Previous work in this laboratory had shown that the human placenta expresses both IL-33 and sST2 at term. The aim of this thesis was to investigate IL-33 and ST2 in early pregnancy, the time when trophoblast is at its most active, with a view to better understanding their role. IL-33 and ST2 mRNA and protein were examined in 14 first trimester placentas from 6-12 weeks of gestation. IL-33 was localized to cells in the villous stroma, whereas ST2 was present in the syncytiotrophoblast, villous cytotrophoblast and the invasive extravillous cytotrophoblast of the cell columns. Secretion of sST2, but not IL-33, by the placenta was found. Investigation of pre-implantation embryos showed the presence of ST2, but not IL-33 protein. Decidualized endometrium was investigated as a potential source of IL-33 and sST2 at the maternal-fetal interface and, although mRNA for both was present, no protein could be found. The key finding was that sST2, rather than ST2L, was the predominant isoform in the placenta. This led us to reconsider the hypothesis that IL-33/ST2 interactions in the placenta are important for successful pregnancy and raised the possibility that they may have independent roles. Using trophoblast cell lines as a model, it was shown that sST2 binds to trophoblast cells, significantly inhibits their proliferation and stimulates their invasion in vitro. This is the first report of this novel role for sST2 in pregnancy. Thus these studies have shown that sST2 may play an important role in implantation and placentation through controlling trophoblast invasion.

In an effort to shift reliance away from single-occupancy vehicles, many cities have been investing in active and public transportation, and promoting multi-modal travel. It has been recognized both academically and professionally that there is a need to address issues regarding access to transit stations and nodes – the ‘first mile problem.’ Many see bicycles as the answer to the first mile problem; however, scholarly literature has generally neglected exploring how to accommodate bicycles at different stations. This practicum investigates the first mile problem in Edmonton, Alberta, and identifies existing challenges with bicycle access to Edmonton’s Light Rail Transit (LRT) system. The findings suggest three distinct LRT ‘station types’, each requiring a nuanced suite of infrastructure improvements in order to encourage more bicycle access. Further, these improvements can only be realized through the development and execution of comprehensive policies and regulations that support cycling and bike-transit integration. / October 2016

This thesis attempts to answer the following questions: (1) has Hugo Black abandoned his philosophy of the "absoluteness" of the First Amendment which has long been his basis of decision-making in problems involving the First Amendment, and (2) has he ceased to maintain his strong position for individual liberties?

This study focused on the perceptions of six superintendents regarding the state of the profession as of 2012, and it reports their thoughts and suggestions as to what preparation is needed by superintendents for the 21st century. The participating superintendents, who were all members of the Western States Benchmarking Consortium, were employed in six school districts in five states. Data were collected through surveys and telephone interviews. The findings of this study clearly indicate a lack of cohesion between what superintendents learned in their university professional preparation programs and what they practice in their day to day activities. The superintendents involved in this study tended to favor a hybrid approach – rigorous theoretical insight grounded in real world practice. Since superintendents typically spend a good deal of their time solving challenging problems including funding shortfalls, competition from other educational institutions, and the constant scrutiny of the media; their preparation needs to provide opportunities to develop their leadership skills and solve real world problems in an environment where they can take risks. Mentoring and participation in professional consortiums were recommended as key elements for the preparation of the twenty-first century superintendent. This study contributes to the discussion of how to best prepare school leaders for the current and future demands of superintendency.

This study was concerned with determining the effectiveness of two methods of teaching arithmetic in the first grade. The primary dimension of this problem was to determine and compare the arithmetic achievement of an experimental group using the Cuisenaire program and the achievement of a control group using a conventional program for the purpose of finding which was the more efficient. The secondary dimension of the problem was to determine whether socio-economic status or sex affects the achievement which results from either the conventional or the Cuisenaire method of instruction.

The problem with which this study deals is that of describing and analyzing current new teacher orientation programs and practices in selected Texas secondary schools.

The problem of this study was to compare the relative gains made in the development of oral language skills in two groups of first grade pupils when two different approaches to beginning reading instruction were used. The two approaches were: (a) the language experience approach, Approach A, and (b) the traditional basal reader approach, Approach B. The six aspects of oral language development considered were: extent of verbalization, spoken vocabulary, expressions of tentativeness, use of structural patterns, colorful and vivid expressions, and use of mazes.

The dissertation is a collection of eighteen short stories. These stories relate the life experiences of the first-person narrator and chronicle a period of twenty years. They are arranged in five thematic groups: Expectations, Questions, Lighter Moments, Answers, and Separation. The focus of each one represents the narrator's experiences with his father, as the narrator attempts to understand a man who exerts such control over his life. Expectations contains three stories, with the first depicting the narrator's earliest association with his father. The other two represent significant growth experiences. The five stories in the Questions portion focus on the youthful narrator as he tries to understand the reasons behind his father's values and moral lessons. In the section, Lighter Moments, there are four stories in which the narrator is in his late teens and recalls four incidents that lacked the usual serious undertones prevalent in most of his experiences with his father. Answers is composed of three stories in which the narrator, nearing manhood, struggles with feelings of disillusionment with the life his father has planned for him, as well as the realization that his father controls every aspect of his life. The final section of three stories, Separation, depicts the narrator, a young man in his twenties with his own family, coping with the need to escape his father's control.