Relevant bibliographies by topics / Reconstruction in adult TESOL

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reconstruction in adult TESOL'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Reconstruction in adult TESOL"

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Borg, Simon, and Anne Burns. "Integrating Grammar in Adult TESOL Classrooms." Applied Linguistics 29, no. 3 (July 14, 2008): 456–82. http://dx.doi.org/10.1093/applin/amn020.

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Larrotta, Clarena, and HeeJae Chung. "Foreign-born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project." International Journal of Education and Literacy Studies 8, no. 2 (May 6, 2020): 1. http://dx.doi.org/10.7575/aiac.ijels.v.8n.2p.1.

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This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and what components of the pen pal project promote the development of civic literacy skills? Data for this article come from 159 letters product of the writing exchange between instructors and learners, and individual conversational interviews with the instructors. Study findings are presented through four themes: teachers as cultural informants, emotional connection, life and learning advice, and adult ESL learners’ linguistic competence. Study findings add to the body of literature focusing on the powerful contributions of foreign-born TESOL instructors to the education and language-culture acquisition of adult immigrant English learners.
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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 44, no. 3 (July 2013): xiii. http://dx.doi.org/10.1016/j.ocl.2013.05.002.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 44, no. 4 (October 2013): xiii. http://dx.doi.org/10.1016/j.ocl.2013.07.008.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 1 (January 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2013.10.001.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 2 (April 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2014.01.002.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 3 (July 2014): xv. http://dx.doi.org/10.1016/j.ocl.2014.04.009.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 45, no. 4 (October 2014): xiii. http://dx.doi.org/10.1016/j.ocl.2014.07.001.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 46, no. 1 (January 2015): xvii. http://dx.doi.org/10.1016/j.ocl.2014.09.017.

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Scuderi, Giles R. "Adult Reconstruction." Orthopedic Clinics of North America 46, no. 2 (April 2015): xv. http://dx.doi.org/10.1016/j.ocl.2014.12.005.

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Dissertations / Theses on the topic "Reconstruction in adult TESOL"

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Angwin, Jennifer, and mailto:ja@deakin edu au. "Women, Words, and Work: A study of change and reconstruction in adult TESOL." Deakin University. School of Social & Cultural Studies in Education, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.085112.

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My dissertation asserts that the discourses which at the present time construct the world of work for teachers in adult TESOL, are no longer adequate to represent the field in these new and rapidly changing times. For the last forty years the discourses that have constructed the field present a totalising, gender free, liberal humanist view of TESOL, rendering women's experience invisible, no longer speaking to or for women teachers who make up more than ninety percent of the teachers in Victorian adult TESOL programs (Cope & Kalantzis 1993, Brodkey 1991, Fine 1992, Peirce 1995). I begin by exploring the work of women teachers in adult TESOL, focusing on women teaching in the fast growing de-institutionalised settings of adult TESOL programs, which remain marginalised from the central programs in terms of administrative policy and practice. I report the findings of a series of projects undertaken by the teachers and the researcher by which new insights and understandings of teachers beliefs about their work and the changes which are currently reconstructing the field of adult language and literacy education in Australia, have been gained. I questions the discourses of applied linguistics which have for the past forty years constructed the field of adult TESOL in Australia and suggests that these lack a social theory (Candlin 1989). From the research findings I questions the possibility of continuing to work in the ways of the past, in the current climate of reconstruction of the field, rapid policy change and continued erosion of resources. I suggest that the previously loose system which held this field of work together, the ways of working, the understandings of practice, have in the light of these new times, been stretched to the limit and are in real danger of collapse. For the women working in TESOL this continued incursion of the systems into their work and the changes that have taken place, the denial of their ways of working, their local knowledge and gendered experiences, can be read against Habermas' concept of the colonisation of the lifeworld of language teaching (Habermas 1987).
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Ko, Sungbae School of Modern Language Studies UNSW. "Multiple-response sequences in adult Korean TESOL classrooms." Awarded by:University of New South Wales. School of Modern Language Studies, 2005. http://handle.unsw.edu.au/1959.4/23375.

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In this thesis, multiple-response sequences (MRSs) are examined. These are a language classroom practice in which two or more students respond to a teacher???s question or other elicitation. The study uses tools of Conversation Analysis to investigate over 38 hours of classroom talk- in-interaction in TESOL classes comprising monolingual adult Korean learners. Classes were recorded on audio and video in Seoul, South Korea and Sydney, Australia. About 1050 cases of MRSs were found and analysed. In the study, four distinct major types of multiple responses (MRs) are identified. These are: the identical MR, in which two or more students provide the same response; the complementary MR, in which two or more students??? responses provide essent ially the same meaning, but in different forms; the collaborative MR, in which two or more students collectively provide various parts of the response in the construction of a single response; and the competitive MR, in which two or more students provide responses that diverge from one another. The study also examines complex MRs, which are combinations of the basic four types, and expanded sequences, in which MRs occur in preparatory stage or post-expansion sequences. It was found that the teacher and students can produce highly complex, co-ordinated and orderly talk in the course of MRSs. The study also considers MRSs as a potential locus for second language learning. The relevance of this study to some major theories of second language acquisition is discussed, in particular in relation to social interaction in the classroom.Finally, some suggestions for future research in the area are presented.
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Weaver, Jennifer D. "Creating better pairwork: Salient cultural variables in adult TESOL classroom interaction." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/247.

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This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.
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Hung, Vu, and n/a. "Errors in English by Vietnamese adult students." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060731.141007.

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This study is mainly concerned with the common errors Vietnamese adult students make in learning English as a second/foreign language. Using the tools of contrastive analysis and error analysis, the researcher decribes and examines certain areas of similarity and difference between English and Vietnamese on some grammatical aspects, and then analyses the errors made by the Vietnamese students in two different learning contexts and at different levels of proficiency. This studies consists of six chapters : Chapter 1 introduces the position of English in Vietnam at present, raises the problems encountered in the teaching and learning of English in Vietnam, and states why this study is necessary. Chapter 2 is the summary of the main theories of second language acquisition and some of the principal studies of Vietnamese grammar. Chapter 3 discusses the techniques of contrastive analysis and error analysis, which provide bases for the comparative study in Chapter 4 and the error analysis in Chapter 5. In Chapter 4, a contrastive study is undertaken of eleven aspects of English and Vietnamese grammar, which serves as the basis for the discussion in Chapter 5. Chapter 5 presents an analysis of the common errors Vietnamese students make in two different learning contexts in Vietnam and in Australia. It also discusses the various strategies the students use in order to achieve language proficiency. Finally, some conclusions concerning the attitude towards, and the treatment of, errors are mentioned in Chapter 6. It also provides suggestions for further study in the subject area.
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Waites, Carol Katherine Education Faculty of Arts &amp Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)." Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.

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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
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Jousselin, Claude. "Remembering turbulent times : accounting for Adult ADHD through the reconstruction of childhood." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18314/.

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This thesis explores the diagnosis of ADHD among adults in the UK. The condition has only recently been defined as a lifelong disorder and extended from childhood to adulthood. Through ethnographic research in a specialist psychiatric clinic and with a patient organisation, this thesis traces the diagnostic process as it takes place in both sites and also between them. It highlights the role of memory practices in the many versions of ADHD that circulate. I outline clinical and lay practices of identifying ADHD. Individuals in the support groups identified with the diagnosis through recognising themselves in other people, as if in a mirror, which I describe as ‘moments of recognition’. In the clinic, the elicitation of medical histories brought contrasting memory practices to the fore, as patients sought evidence from their childhood necessary to a formal diagnosis. Although these memory practices appear distinct, they are combined in practice. This fieldwork led me to concentrate less on the potentially negative medicalisation of human experiences, the main topic of social science research in the field, than the ways in which memory practices were mobilised. These practices were key to the production of evidence-based diagnosis in the clinic and to collective archives in the support groups. Moreover, both types of memory practices informed wider relations. Thus, I explore unexpected ways of making kin such as the manner in which children, more commonly diagnosed with ADHD than adults, ‘made’ their parents in the light of a shared condition. Furthermore, concepts of neurobiology led some research participants to recognise strangers as ‘family’, linked by a common factor and celebrated as neurodiversity. This thesis attends not only to the emerging and mostly unexamined lived experiences of adults with ADHD, but it also contributes to an anthropological exploration of social and caring practices more broadly.
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Togo, Takeshi. "Identification of cartilage progenitor cells in the adult ear perichondrium : utilization for cartilage reconstruction." Kyoto University, 2008. http://hdl.handle.net/2433/135826.

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Atuhaire, Felix. "Reconstruction of three-dimensional facial geometric features related to fetal alcohol syndrome using adult surrogates." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32579.

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Fetal alcohol syndrome (FAS) is a condition caused by prenatal alcohol exposure. The diagnosis of FAS is based on the presence of central nervous system impairments, evidence of growth abnormalities and abnormal facial features. Direct anthropometry has traditionally been used to obtain facial data to assess the FAS facial features. Research efforts have focused on indirect anthropometry such as 3D surface imaging systems to collect facial data for facial analysis. However, 3D surface imaging systems are costly. As an alternative, approaches for 3D reconstruction from a single 2D image of the face using a 3D morphable model (3DMM) were explored in this research study. The research project was accomplished in several steps. 3D facial data were obtained from the publicly available BU-3DFE database, developed by the State University of New York. The 3D face scans in the training set were landmarked by different observers. The reliability and precision in selecting 3D landmarks were evaluated. The intraclass correlation coefficients for intra- and inter-observer reliability were greater than 0.95. The average intra-observer error was 0.26 mm and the average inter-observer error was 0.89 mm. A rigid registration was performed on the 3D face scans in the training set. Following rigid registration, a dense point-to-point correspondence across a set of aligned face scans was computed using the Gaussian process model fitting approach. A 3DMM of the face was constructed from the fully registered 3D face scans. The constructed 3DMM of the face was evaluated based on generalization, specificity, and compactness. The quantitative evaluations show that the constructed 3DMM achieves reliable results. 3D face reconstructions from single 2D images were estimated based on the 3DMM. The MetropolisHastings algorithm was used to fit the 3DMM features to 2D image features to generate the 3D face reconstruction. Finally, the geometric accuracy of the reconstructed 3D faces was evaluated based on ground-truth 3D face scans. The average root mean square error for the surface-to-surface comparisons between the reconstructed faces and the ground-truth face scans was 2.99 mm. In conclusion, a framework to estimate 3D face reconstructions from single 2D facial images was developed and the reconstruction errors were evaluated. The geometric accuracy of the 3D face reconstructions was comparable to that found in the literature. However, future work should consider minimizing reconstruction errors to acceptable clinical standards in order for the framework to be useful for 3D-from-2D reconstruction in general, and also for developing FAS applications. Finally, future work should consider estimating a 3D face using multi-view 2D images to increase the information available for 3D-from-2D reconstruction.
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Clarke, Louise. "Coping with parental loss during young adult development : the search for meaning and reconstruction of identity." Thesis, City University London, 2008. http://openaccess.city.ac.uk/8710/.

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The aim of the present study is to explore the motivational factors of Hong Kong vocational students in learning English. A qualitative case study approach was employed with a combination of surveys with self-completion questionnaire, semi-structured interviews and diary notes. The research, which was carried out in two phases from September to June 2005-6 in one academic year, had the objective of examining whether there was any change of motivation for learning English. Ten students from a vocational institute were selected for the interviews, each were interviewed twice. They were also invited to write diaries, and to record their daily English activities. The data collected were used to triangulate with the interview findings when analyzing the results. The study was initiated by students’ differences in learning attitudes and the variations in their standard of English. Research on motivation for, and attitudes towards learning English reveal that instrumental and intrinsic motivations often apply to secondary school and tertiary-level learners, but prior to this study the research did not extend to vocational students in Hong Kong. The findings show that vocational students not only have strong instrumental motivation for learning English but also have intrinsic motivation. It was apparent that in the process of their learning English, participants regarded English as a functional language which was tied up with their career. This finding is the same as that of previous research on attitudes towards learning English of Hong Kong students. In addition, vocational students’ motivation for learning English was found to be influenced and encouraged by many factors, particularly significant others, such as parents. The present study will enable English teachers to have a greater understanding of vocational students’ motives for learning English. This could help to improve teaching strategies, teaching materials and language policies; and, thus, enhance more effective learning of English in the vocational setting of Hong Kong.
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Watkins, Kathryn Anne. "Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8526.

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The United States is home to hundreds of thousands of refugees and immigrants who desire to learn English. In contrast to academically-focused English language learners (ELLs), or international students, refugee and immigrant ELLs are often dealing with the stresses of poverty and/or a precarious immigration status, giving them a diverse and complex set of needs that are often not adequately met by ESL programs. Building off a foundation of Activity Theory, Sociocultural Theory, and Language Ecology, which emphasizes an approach to language learning and teaching that does not separate language from the authentic contexts from which it arises (Van Lier, 2002; Leather & Van Dam, 2003; Pennycook, 2010; Swain & Watanabe, 2012; among others), I seek to uncover and address these needs in-context through an ethnography of six Spanish-speaking immigrant ELLs in the western United States. I detail the results of an in-depth analysis of 116 hours of participant observation with these women, paying special attention to their daily routines and how, where, and why they employ English or Spanish. I show how the women's daily routines and participation in Latinx communities curtail much of their need for daily English, how they employ various strategies to get by when they do need English, and how their expressed motivations to learn English are often thwarted by their current life circumstances. I end by summarizing key observations about the ELLs in the study and making general recommendations to ESL programs for how to apply these observations.
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Books on the topic "Reconstruction in adult TESOL"

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Shiffman, Melvin A., ed. Adult Umbilical Reconstruction. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0.

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Parvizi, Javad, Sam W. Wiesel, and Richard H. Rothman. Operative techniques in adult reconstruction surgery. Philadelphia: Lippincott Williams & Wilkins, 2011.

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W, Baker Lawrence, ed. Reconstruction era: Biographies. Detroit: UXL, 2005.

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W, Baker Lawrence, ed. Reconstruction era: Almanac. Detroit: UXL, 2005.

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Weir, John Angus. Rural reconstruction in Prince Edward Island: An evaluation. Ann Arbor, Mich: University Microfilms, 1991.

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Global TESOL, teaching English to speakers of other languages: An orientation guide : teachers, cross-trainers, career changers, travelers, au pairs, interpreters, translators. Georgia]: Globális Trend, 2013.

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Halkevlerinin kuruluşu, yapısı ve Yozgat Halkevi (1932-1951). Ankara: Siyasal Kitabevi, 2013.

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Türk kültür tarihi içerisinde Köy Enstitüleri. İstanbul: İdeal Kültür Yayıncılık, 2013.

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Valentine, Rebecca. Gilded Age and Progressive Era reference library. Edited by Baker Lawrence W. Detroit: UXL, 2007.

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Violet's hidden doubts. Franklin, Tenn: Mission City Press, 2004.

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Book chapters on the topic "Reconstruction in adult TESOL"

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Gosselin, Richard A., Harry E. Jergesen, and Daniel-John Lavaly. "Adult Reconstruction." In Global Orthopedics, 463–506. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13290-3_41.

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Gosselin, Richard A., Harry E. Jergesen, and Daniel-John Lavaly. "Adult Reconstruction." In Global Orthopedics, 431–68. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-1578-7_41.

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Hoxworth, Ronald E., and Alexander R. Gupta. "The Anatomy of the Umbilicus." In Adult Umbilical Reconstruction, 3–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_1.

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Shiffman, Melvin A. "History of Umbilical Reconstruction Techniques." In Adult Umbilical Reconstruction, 89–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_10.

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Blugerman, Guillermo, Diego Schavelzon, Gabriel Wexler, and Marcelo Lotocky. "Pathological Umbilical Scar Management with 5-FU Injections." In Adult Umbilical Reconstruction, 101–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_11.

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Ying, Charlotte W., and Darryl J. Hodgkinson. "The Umbilicus." In Adult Umbilical Reconstruction, 109–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_12.

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Blugerman, Guillermo, Diego Schavelzon, Gabriel Wexler, and Marcelo Lotocky. "Umbilical Repositioning to Correct Sad Umbilicus: Umbilicosliding." In Adult Umbilical Reconstruction, 123–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_13.

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Colwell, Amy S., and Michael J. Frederick. "Low Scar Abdominoplasty with Inferior Positioning of the Umbilicus." In Adult Umbilical Reconstruction, 133–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_14.

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Lebaschi, Amir. "Umbilicoplasty with Vertical Incision in Abdominoplasty." In Adult Umbilical Reconstruction, 139–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_15.

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da Silva, Fabio Neves, and Everardo Abramo de Oliveira. "Neo-umbilicus in Vertical Abdominoplasty." In Adult Umbilical Reconstruction, 145–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43887-0_16.

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Conference papers on the topic "Reconstruction in adult TESOL"

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Kawaguchi, Hiroshi, and Eiji Okada. "Normalized Adult Head Model for the Image Reconstruction Algorithm of NIR Topography." In Biomedical Optics. Washington, D.C.: OSA, 2008. http://dx.doi.org/10.1364/biomed.2008.bsue38.

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Küpper, K., B. Bräuer, A. Magener, and D. Böger. "Early-adult-onset osteomyelitis of the frontal bone and Bioverit® bone substitute-based reconstruction." In Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711364.

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Van Ee, Chris, David Raymond, Kirk Thibault, Warren Hardy, and John Plunkett. "Child ATD Reconstruction of a Fatal Pediatric Fall." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12994.

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The current head Injury Assessment Reference Values (IARVs) for the child dummies are based in part on scaling adult and animal data and on reconstructions of real world accident scenarios. Reconstruction of well-documented accident scenarios provides critical data in the evaluation of proposed IARV values, but relatively few accidents are sufficiently documented to allow for accurate reconstructions. This reconstruction of a well documented fatal-fall involving a 23-month old child supplies additional data for IARV assessment. The videotaped fatal-fall resulted in a frontal head impact onto a carpet-covered cement floor. The child suffered an acute right temporal parietal subdural hematoma without skull fracture. The fall dynamics were reconstructed in the laboratory and the head linear and angular accelerations were quantified using the CRABI-18 Anthropomorphic Test Device (ATD). Peak linear acceleration was 125 ± 7 g (range 114–139), HIC15 was 335 ± 115 (Range 257–616), peak angular velocity was 57± 16 (Range 26–74), and peak angular acceleration was 32 ± 12 krad/s2 (Range 15–56). The results of the CRABI-18 fatal fall reconstruction were consistent with the linear and rotational tolerances reported in the literature. This study investigates the usefulness of the CRABI-18 anthropomorphic testing device in forensic investigations of child head injury and aids in the evaluation of proposed IARVs for head injury.
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Parsons, Kevin D., Timothy Kassis, and J. Brandon Dixon. "Design of an In Vitro Migration Chamber for Quantifying the Homing Patterns of Parasitic Worms." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80711.

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Lymphatic filariasis, a parasitic disease often resulting in severe lymphatic dysfunction and lymphedema, is perpetuated by an invasion of worms, delivered through mosquito bites, that reside, mature, and reproduce in the human lymphatic system. The disease cycle begins with stage 3 larvae (L3) leaving the mosquito and penetrating the dermal layer of the human while the mosquito is feeding where it eventually makes its way to a collecting lymphatic vessel where it resides for its adult life (up to 10 years) [1]. While many infected individuals will remain asymptomatic, a subset of patients will develop reconstruction of the tissue structure and the extreme swelling of the arms, legs, genitals and/or breasts. This elephantiasis occurs in over 10 million people worldwide and has a harsh negative effect on the infected individual’s ability to work and function in society.
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Dur, Onur, Greggory Housler, Ergin Kocyildirim, Haifa Hong, Jinfen Liu, and Kerem Pekkan. "Investigation of Pulsatile Hemodynamics in Patient-Specific Fontan Templates With Fenestration." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53996.

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The third stage for palliative surgical reconstruction for children with functional single-ventricle (SV) physiology is the completion of the total cavopulmonary connection (TCPC), where the superior vena cava (SVC) and inferior vena cava (IVC) are routed directly into the pulmonary arteries. Approximately 5000 newborns in the US each year join to the existing SV (or Fontan) patient population, along with increasing numbers of adult Fontan patients surviving longer due to the advances in surgical techniques and post-op management. Although most post-operative Fontan patients experience an acceptable quality of life, their lifespan is shorter than normal with a significant number of these patients developing late hemodynamic complications (failing Fontan) and requiring heart transplantation. Donor shortage and the high-risk nature of transplantation for these complex and often very ill patients demand alternative therapeutic options [1].
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6

Thorbole, Chandrashekhar K., David A. Renfroe, Stan B. Andrews, Mark M. Partain, and Digvijay S. Tanwar. "Possibility of a Hyperflexion Neck Injury in a Rear Impact Accident for a Rear Middle Seat Passenger." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37669.

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Rear impact accidents primarily involve neck extension injury. The sudden forward motion of the lower torso causes the head to lag the body. This results in the extension injury or whiplash injury, depending on the rate at which the struck vehicle moves forward. The front seat passengers are equipped with various technologies to help prevent the neck injuries in a rear impact scenario. A range of research has been conducted to investigate the effect of various seat design characteristics on the neck injury during a rear impact. The head restraint on the seat limits the backward movement of the head, thus preventing the serious injury. The neck injury is still a major problem for a rear seat passenger. However, very little effort has been made to improve the rear seat crashworthiness performance relating to a rear impact. Surprisingly, the middle rear seat is not required to comply with the FMVSS 202 standard. This paper demonstrates the possibility of a neck hyper-flexion during a rear impact and the mechanism of a facet dislocation injury for a rear middle seat adult passenger. A biodynamic computational model is utilized to simulate the rear impact accident of an adult male. A MADYMO standard Hybrid III 50th percentile ATD is used to simulate a real world rear impact accident. The accident reconstruction is conducted using PC CRASH to analyze the impact orientation and the change in velocity of the struck vehicle. This information along with the crush on the vehicle is used to develop an acceleration pulse to be applied on the occupant. The rear compartment of the subject vehicle was digitized using a FARO arm to recreate the exact seat structure and interior features for the simulation. This study investigates the inadequate performance of the lap belt in conjunction with roof to seat clearance for the middle seat passenger in reducing the injury severity during a rear impact.
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Reports on the topic "Reconstruction in adult TESOL"

1

Rogers, Amanda. Creative Expression and Contemporary Arts Making Among Young Cambodians. Swansea University, May 2021. http://dx.doi.org/10.23889/sureport.56822.

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This project analysed the creative practices and concerns of young adult artists (18-35 years old) in contemporary Cambodia. It examined the extent to which the arts are being used to open up new ways of enacting Cambodian identity that encompass, but also move beyond, a preoccupation with the Khmer Rouge (1975-1979). Existing research has focused on how the recuperation and revival of traditional performance is linked to the post-genocidal reconstruction of the nation. In contrast, this research examines if, and how, young artists are moving beyond the revival process to create works that speak to a young Cambodian population.The research used NGO Cambodian Living Arts’ 2020 Cultural Season of performances, workshops, and talks as a case study through which to examine key concerns of young Cambodian artists, trace how these affected their creative process, and analyse how the resulting works were received among audiences. It was funded through the AHRC GCRF Network Plus Grant ‘Changing the Story’ which uses arts and humanities approaches to ‘build inclusive societies with, and for, young people in post-conflict settings.
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