Thesis (Ph. D.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 254-272).

Thesis (M. Sc.)--University of Manitoba, 1994. / Includes bibliographical references.

Thesis (M.D.Sc.) - University of Queensland, 2005. / Includes bibliographical references.

Pragmatics “focuses on how people perform, interpret, and respond to language functions in a social context” (Taguchi, 2012, p.1), and therefore its development is key to the development of language competence. Pragmatics entails both linguistic knowledge to perform language functions (pragmalinguistics) and knowledge about the appropriateness of linguistic forms in a given social context (sociopragmatics) (Thomas, 1983). The acquisition of this skill has been shown to be one of the most difficult and latest acquired aspects of L2 learning (Bardovi-Harlig & Vellenga, 2012), and in this context, corrective feedback (information about the accuracy of learners’output), has been considered to be essential to the mastery of this knowledge. This study attempted to answer whether corrective feedback on L2 request and refusal forms provided through Face-to-Face (FF) or through Technology-Mediated (TM) modes can lead to an improvement in the learners’ performance in comprehension and production. Forty-four ELL students in three parallel intact classes were chosen to participate in the study. A Role-play test was used to collect production data and a multiple-choice discourse completion test was used to gather comprehension data. A mixed-model Analysis of Variance was conducted to examine the main and interaction effects of the treatment (corrective feedback), delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF led to improved performance in L2 pragmatics. Significant effects for corrective feedback were clear for both pragmatic comprehension and production, and there was no difference between comprehension and production improvement. Furthermore, the results showed that both FF and TM corrective feedback were effective modalities for improving pragmatic production while only TM delivery was effective in comprehending the target speech acts. The findings of the present study also suggest that CF effects were durable both in production and comprehension. The possibility of the effects of type of speech acts in influencing CF effects was generally rejected as CF improved comprehending and producing both speech acts significantly. In summary, the findings of the study generally support the application of CF and technology to the acquisition of second language pragmatic ability. / Graduate

Indiana University-Purdue University Indianapolis (IUPUI) / It was the purpose of this study to discover if anteroposterior movement of the maxillary bones was possible. Seven cats were used as the experimental animals. An expansion device which produced a diagonal force from one maxillary cuspid to the opposite molar was inserted in five of the animals. Two animals were used as controls. The effects of the lateral and antero-posterior components of the force were studied by means of before and after models, oriented occlusal radiographs, and histologic sections. Antero-posterior movement did occur. The anterior movement was more evident than the posterior movement due to the response evoked in the premaxillary-maxillary and the maxillary-palatine sutures. The sutures which were compressed showed very little response when viewed in horizontal histologic sections as compared to the sutures which were under tension. The sutures under tension showed marked osteophytic production which generally grew parallel to the line of force application. This difference in response allowed one side to remain as an anchorage unit while the opposite side moved anteriorly. The lateral increase in width appeared to be stable. In one animal the force was removed for thirty six days prior to sacrifice. In this animal the stability of the antero-posterior movement was questionable.

The importance of the electric power infrastructure has been exposed by several blackouts throughout the world in the last decade. These blackouts were caused mainly by physical vulnerabilities, human errors and natural disasters. The power grid is becoming more and more prone to outages which affect not only the power system network, but also other infrastructures and the society in several ways. Utilities generally operate with an (N-1) security level (no violations for single outage), and blackouts are generally caused by higher order contingencies. There is lack of effective methods and analysis tools to deal with higher order contingencies. Higher order contingences include multiple line outages, multiple generator outages or a combination of both. This research work focuses on developing tools to take corrective actions based on sensitivity for these multiple outages. Algorithms developed are Multiple Line Outage Bus Sensitivity Factor (MLOBSF), Multiple Line Outage Voltage Sensitivity (MLOVS), Multiple Generator Outage Bus Sensitivity Factor (MGOBSF) and Multiple Generator Outage Voltage Sensitivity (MGOVS) algorithms based on DC and AC load flow models. These developed algorithms provide the impact on the system due to multiple contingencies and help the operator at the control center to take corrective actions in a quick and effective way. These developed algorithms were tested on three test systems; the six buses, thirty seven buses and the 137 buses actual utility test case. The test results demonstrate that given situational awareness the algorithms provide additional decision support that can be used for remedial actions and/or for recovery after an outage. Integrating these into a power system energy management system (EMS) will provide a tool for operators to have a better understanding of the system before and during an extreme condition.

Corrective emotional experience (CEE) innebär att patienten känslomässigt upplever och erfar nya och mer adaptiva sätt att möta tidigare, olösta konflikter i en trygg relation. Denna studie syftar till att undersöka och tydliggöra vad ”corrective emotional experience” består i och vilka metoder som kan skapa sådana erfarenheter. Vad händer i patienten, vilka interventioner använder terapeuten för att möjliggöra CEE för patienten, samt vilka indikationer finns för dessa interventioner? Som metod för detta examensarbete genomfördes en systematisk litteraturstudie. Via databassökning identifierades 16 kliniska studier om CEE från de senaste 15 åren. Studierna som hade måttlig (3 studier) till svag (13 studier) evidensstyrka utgör bas för analysen. Resultaten visade bl a på att CEE är viktigt för att patienten ska kunna förändra maladapativa mönster och att terapeuten har en avgörande roll i att erbjuda en trygg relation. Vikten av terapeutens förmåga till intersubjektivitet, ”bonding”, att kunna vara en trygg bas samt att anpassa sig efter patientens anknytningsmönster är kunskap som framkommer i denna studie. Slutsatser som kan dras av studien är att CEE är en viktig förändringsmekanism i psykoterapi. Mer forskning omkring CEE behövs dock för att ytterligare påvisa vad som är verksamt och varför, förslagsvis med särskilt fokus på psykoterapeutens uppdrag att bygga relation och allians.

published_or_final_version / Dentistry / Master / Master of Dental Surgery

This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.

Coursework / Bibliography: leaves 172-178. / 178 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / "The aim of this retrospective cohort investigation was to assess the dentofacial changes, five years after retention, in a group of patients treated with extraction of second permanent molars according to the protocol of one specialist orthodontic practitioner." --p. 112. / Thesis (D.Clin.Dent.)--University of Adelaide, School of Dentistry (Orthodontics), 2006