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1
Mezzedimi, Marcello. « A defensive investment strategy for portfolio alpha return and market risk reduction ». Doctoral thesis, Luiss Guido Carli, 2011. http://hdl.handle.net/11385/200901.
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Nilsson, Roland. « The market impact of short-sale constraints ». Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2005. http://web.hhs.se/efi/summary/671.htm.
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Taylor, William Nelson. « Do Not Eat Fish from These Waters and Other Stories ». Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278886/.
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Earl suffers from a guilty obsession with a monster catfish. Eddie Klomp searches dog tracks for the ghosts of his lost childhood. Mike Towns is a hopeless blues musician who loses everything he cares for. Blair Evans learns to love a pesky wart. Americana becomes confused with the difference between knowledge and sex. Do Not Eat Fish from These Waters And Other Stories is a collection of short stories that explores the strange and often defeated lives of these Southern characters (and one from the point-of-view of a feral hog). Each man, woman, and hog flails through a period of potential metamorphosis trying to find some sort of meaning and worth in the past, present and future. Not all of these characters succeed.
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Neubert, Timothy Miles James A. « Money market funds vs. ultra-short bond funds ». [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-35/index.html.
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Hill, A. J. « Investigation of some short-term influences on hunger, satiety and food consumption in man ». Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376512.
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Engwers, Anton. « "In that case I choose to work with short stories" : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53345.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or learn about an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test. The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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Hobbs, Valerie. « Examining short-term ELT teacher education : an ethnographic case study of trainees' experiences ». Thesis, University of Sheffield, 2007. http://etheses.whiterose.ac.uk/6085/.
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This thesis investigates the beliefs, experiences, behavior and attitudes of ELT course participants on a Trinity College London TESOL Certificate course. Using a primarily ethnographic methodology, data in the form of unstructured and semi-structured interviews, course lectures, teaching practice journals, course documents and field notes were collected and analyzed to offer insight into the design and implementation of short-term teacher education. Course participants were followed for nine months after the course to provide follow-up data, and six experienced ELT teachers were also interviewed to add long-term perspective. The results demonstrated that the length of the Certificate course necessitates a prioritization of practice over theory and a focus on behavioral change at the expense of examination and critique of course participants' pre-existing beliefs. Trainees emerge from short-term teacher training with confidence well in place in most cases but lacking in an understanding of the foundations of informed language teaching, an explicit in-depth knowledge of language, and a view of the field as a profession worthy of long-term commitment. A noteworthy gap was discovered between course participants' lack of desire for further professional development and more experienced teachers' insistence that additional support and training is crucial beyond the short course. The findings of the study point to a need for a radical restructuring of the short course, which takes into account a changing global market and current understanding of teacher change and the significance of teachers' beliefs.
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Engwers, Anton. « “IN THAT CASE I CHOOSE TO WORK WITH SHORT STORIES” : A study about how English short stories are taught by nine upper secondary school teachers in Sweden and said teachers’ attitudes towards short stories ». Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-54100.
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Reading English literature can help learners of English as a foreign language (EFL) to develop their reading ability as well as other language skills. Reading can also have other benefits for EFL students such as learning about the target language’s culture or an English variety in written form. This present study investigates what types of literature are used in Swedish upper secondary school, the EFL teachers’ attitudes towards short stories compared to simplified novels/graded readers and their preferred assessment methods associated with literature teaching. The majority of the teachers that took part in this survey have a positive attitude towards short stories and use them in their EFL classes. The results also show that after the students have completed reading a short story, most of the teachers that participated in this survey preferred to combine examination methods such as a group discussion with a written test.The title of this paper comes from one of the informants’ comments when asked if she would rather use a short story or a graded reader in her English class. This informant had used graded readers in her English language classroom, but she and everyone that took part in this survey chose short stories over graded readers.
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Lee, Li-Feng. « The responses of Taiwanese adolescent girls to selected American short stories for young adults ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173205682.
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Selcuk, Hasan. « Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach ». Thesis, Högskolan Dalarna, Engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4185.
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Manolov, Gueorgui V. « Elements of narrative discourse in selected short stories of Ernest Hemingway ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002250.
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Hogg, Alexander John. « Feasibility of a short-term resistance and aerobic exercise prehabilitation program to enhance recovery in ENT cancer patients post-surgery ». Thesis, Hogg, Alexander John (2021) Feasibility of a short-term resistance and aerobic exercise prehabilitation program to enhance recovery in ENT cancer patients post-surgery. Masters by Research thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63691/.
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Introduction: Surgical patients undergoing ear, nose and, throat (ENT) surgery experience on average a greater length of stay (LOS; 25 days) compared to lung cancer surgery patients (8.3 days). Prehabilitation enhances physical functioning prior to surgery to allow patients to better cope with stressors of surgery. Previous research has investigated the benefits of aerobic-focused prehabilitation programs at improving post-surgery recovery in general surgery populations; however, research investigating resistance-based prehabilitation programs has not been investigated. This study investigated the effects of a resistance-based prehabilitation program on LOS, readmission rate, and physical functioning in an ENT surgery population. Study design and Methods: Twenty-seven participants (18 males, 9 females; age: 72.3 ± 9.0 years) were recruited prior to inpatient admission and were randomly assigned to either a usual care group or a prehabilitation group. Prior to surgery occurring, five participants were excluded as no longer required surgery, and a further 3 participants withdrew due to other reasons resulting in the data for nineteen participants being used in the results section. The prehabilitation program consisted of six resistance-based exercises (6-12 reps) of moderate-intensity (Category Ratio RPE Scale 5- 7), RPE between 5-7 on the Category Ratio RPE Scale, targeting major muscle groups, and 20 minutes of aerobic exercise at 60-85%HR max. The program was completed three days per week with a minimum one-day recovery between each session. The average number of exercise prehabilitation sessions between participant recruitment and surgery was 10 (± 4) sessions. The two primary outcome measures used were LOS (days) and 28-day readmission rate, which were recorded 6-weeks post-surgery. LOS was measured with the day surgery occurred being day zero and the first-day post-surgery recorded as day one. Secondary outcome measures were taken pre and post-surgery these included: whole-body bioimpedance, isometric grip strength, aerobic fitness, self-reported physical functioning, quality of life, lower-limb disability, and upper-limb disability. Secondary outcome measures included both questionnaires (self-reported physical functioning, quality of life, lower-limb disability, and upper-limb disability) as well as physical measures (whole-body bioimpedance, isometric grip strength, and aerobic fitness), which were recorded both pre and post-surgery. Results: No significant differences were evident in LOS between groups (p=0.344); however, there was a medium effect (Hedges' g=0.51) favouring a reduced LOS in the prehabilitation group. A large effect size (Hedges' g=0.72) favouring a reduced 28-day readmission rate in the prehabilitation group was found; however, no significant differences were evident. A significant positive main effect for time was observed in the physical functioning (p=0.033) and physical role-limitation (p=0.033) component of the SF-36. A significant improvement in the physical functioning (p=0.033) and physical role-limitation (p=0.033) component of the SF-36 was identified in both groups, which was collected 6-weeks post-surgery. Conclusion: Relative to the usual care group, LOS was not significantly shortened in patients allocated to the prehabilitation group, despite a medium effect favouring the prehabilitation group. However, the study did indicate resistance-based prehabilitation improved patients’ self-reported physical and mental role limitations and physical functioning post-surgery. Though not supported by objective measures, exercise prehabilitation appears to subjectively improve the patient’s physical function. Therefore, this study shows preliminary support for short-term exercise prehabilitation to be included in the standard care of ENT patients.
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Kulkarni, Sameer M. « Sol-gel immobilized cyano-polydimethylsiloxane and short chain polyethylene glycol coatings for capillary microextraction coupled to gas chromatography ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002083.
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Shin, Seung-Geuk. « Microarray Analysis of Differential Expression of Genes in Shoot Apex and Young Leaf of English Ivy (Hedera helix L. cv. Goldheart) ». Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273946268.
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Roehrig, Megan. « An experimental study of pro-dieting and anti-dieting psychoeducational messages : effects on immediate and short-term psychological functioning and weight control practices in college women ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002170.
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Elko, Nicole A. « Storm-influenced sediment transport gradients on a nourished beach ». [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001576.
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Selcuk, Hasan. « A qualitative exploration of student perceptions of peer collaboration through the medium of online short story writing among Turkish public high school EFL learners in a social media environment ». Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/a-qualitative-exploration-of-student-perceptions-of-peer-collaboration-through-the-medium-of-online-short-story-writing-among-turkish-public-high-school-efl-learners-in-a-social-media-environment(49e656af-9e65-4fe6-aa54-7f0a9a76985d).html.
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This thesis is about the perceptions of Turkish EFL high school students on peer collaboration. It is contextualized within a study about how to encourage EFL learners in a Turkish public high school to improve their writing skills in English with peers in an online short story writing exercise. Focusing on two central aspects, I first examined EFL learners' interpretations of peer collaboration in the activity and then investigated these learners' perceptions regarding the impact of their peer collaboration on their writing development. I used an exploratory, qualitative research approach. A pilot study impacted on my main study in determining sample size, shaping the research questions and framing focus group discussions. In the main study, two groups of three students, 16-year-old EFL learners at A2 level English proficiency (CEFR), undertook an online collaborative English short story writing exercise over seven weeks using Facebook. I gathered data from focus group discussions, online one-to-one chats and online discussion threads from both groups. It emerged that three types of peer collaboration were engaged in during their story writing activity. The first was ‘collectively contributing’, which occurred in the editing and peer feedback stages of the writing exercise. The second was ‘peer leadership’, which was evident at the beginning and in the middle of the writing exercise, where the participants were initially dependent on the elected group leaders, but they subsequently became increasingly independent. The third pertained to ‘peer affective’ factors, which were found throughout the writing exercise, being concerned with receiving / giving praise and motivational phrases, the use of informal language and humour in writing during the exercise as well as in relation to feeling comfortable with each other. The participants claimed that peer collaboration had positive impacts on their writing development and on their self-confidence in writing English. Moreover, they reported that the group leaders’ feedback was instructional and motivating. Group leaders, however, reported less benefit in terms of their own writing development, although the activity inspired them to want to teach. This study unique in its focus on Facebook groups, contributes to the knowledge about improving high school secondary EFL learners’ writing through collaborative activity and hence, the findings indicate there should be an updating of EFL teaching methods in Turkey.
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Sundberg, Gustav. « Resonant overvoltages caused by transformer energization and saturation : Two EMT case studies conducted using models of the grid in Stockholm and an off-shore wind farm ». Thesis, Uppsala universitet, Elektricitetslära, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-453406.
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This thesis investigates the impact of resonant overvoltages and their origin. Series and parallel resonances are present in any electrical grid. The frequency of which this resonance occurs is called resonance frequency. For parallel resonance, which is mainly being studied in this thesis, a high impedance peak can be found at the resonance frequency. This impedance peak in conjunction with a harmonic rich current cause a kind of temporary overvoltages called resonant overvoltages. The harmonic content of the current is high following a fault clearing in the grid, due to transformer saturation. The resonance frequency is heavily dependent on the amount of reactance present in the grid, which entail that a change in reactance causes a change in the resonance frequency. The electromagnetic transient tool PSCAD has been used to investigate resonant overvoltages following transformer energization caused by faults and switching in Stockholm. Secondly, a model was created of a grid connecting off-shore wind power to the mainland via long AC submarine transmission cables. These cables, having a high capacitance, lower the resonance frequency. Faults in this model were simulated to investigate the phenomenon of resonant overvoltages in such a grid. This was especially interesting due to Swedens planned expansion of wind power in the Baltic sea. While resonant overvoltages were found in Stockholm they were not deemed significant due to their low magnitude and longevity. However, severe resonant overvoltages were found in the off-shore wind farm model. The worst resonant overvoltages had a maximum amplitude of the 2nd order harmonic voltage of 130 kV which, while eventually damped, were significant for up to 50 periods. Lastly, the phenomenon of an increased resonance frequency during the saturation of a transformer was studied. The most severe resonant overvoltages occured in a model where the frequency scans showed a resonance frequency of 98 Hz. Indicating, caution needs to be had during EMT-studies of resonant overvoltages while choosing what resonance frequency to study.
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Abubaker, Fatma Mohamed Hassen. « The road to possibilities : a conceptual model for a program to develop the creative imagination in reading and responding to literary fiction (short stories) in Libyan English as a Foreign Language (EFL) university classrooms ». Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8566/.
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Reading and understanding texts in English is problematic for university EFL students in Libya, and processing English literature is even more so. Some of these difficulties are related to teacher-centered approaches that focus on form, accuracy, and translation rather than on students’ abilities to make meaning. The aim of this study is to determine an instructional approach to help Libyan EFL university students learn to read and respond to fiction (short stories) by drawing on their imagination. Therefore, this study set out to explore the role of the imagination in meaning making in education (Vygotsky, 1930; Dewey, 1938; Egan, 1992; Craft, 2005), the role that literature plays in Libyan culture (in both its oral and written forms), the role of education in Libya and the place of English therein, and the challenges of reading in a second language (English). By analyzing the literature on the imagination and its role in learning, on reading processes in L1 and L2, on Reader-Response Theory, and on the process of meaning making in literature, I was able to answer the first research question, namely how the imagination could be stimulated and developed to extend Libyan EFL students’ abilities to read and respond to short stories. Then I synthesized that analysis into a conceptual model. Features of the imagination that have been conceptualized in the model for imaginative reading and meaning making include: schema (background knowledge and experience); the interactive theory of reading; the role of the imagination in learning (meaning making), which includes an intellectual faculty or ‘analytical thinking’ and an emotional faculty or what is called ‘intersubjectivity’; the Zone of Proximal Development (ZPD); and possibility thinking. The next stage was to demonstrate that this model could be applied to the design of a reading program which makes a transition from a teacher-centered and translation-centered approach to reading literature (short stories) to a student-centered and interactive approach. The study relates the model to the literature on syllabus design to set up a framework for selecting and grading texts into five levels. I drew on the literature for interactive task design and standard EFL approaches of teaching reading to design lesson plans for the five stages of the program. The study concludes by suggesting that for the successful implementation of the model, there is a need for a shift in attitudes to more interactive approaches that facilitate meaning making. It also suggests conducting a series of workshops to introduce interactive teaching approaches and provide teachers with techniques for dealing with the challenges of shifting from teacher-centered to student-centered teaching. Finally, the thesis provides ideas on how to further the current research by evaluating the effectiveness of the program through empirical enquiry.
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Silva, Erick Rodrigues. « Simetrias de paridade e de reversão temporal no Efeito Hanbury Broen-Twiss ». Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8164.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The Hanbury Brown-Twiss experiment is very well established in quantum optics literature, so we devoted this dissertation in order to embed the parity and temporal reversal symmetry in the former experiment. Therefore, we developed the scattering matrix formalism which allow us use some techniques such as the scattering matrices' concatenation of di erent sections in terms of one matrix and the scattering problem of a parity and temporal reverse symmetric system. In this manner, we could derive the scattering matrix of a parity and temporal reverse symmetric Hanbury Brown- Twiss experiment(HBT-PT). With the possession of this matrix, we proposed a theoretical model which provides how to measure the symmetry of this system, which we called correlation functions formalism. In order to stablish the former formalism, we studied B uttiker formalism, which we veri ed how the correlation between 2 incident particles in a system relates to the noise due transport of this particles and what kind of noise we are treating in a given regime which the system is operating. Then, we found the input states in terms of the output states of two particles inciding in a multiterminal system, which we used it's scattering matrix to stablish the relation between the states. Thereat, we derived all the possibles correlations(therefore, the noise) of two incident particles in the former system. Thereby, we analysed the extreme cases of a barrier coupled to the HBT-PT experiment for the purpose of stablish which regime the experiment is symmetric adjusted, so, demonstrating the Hanbury Brown-Twiss E ect with parity and temporal reverse symmetries.
Sendo o experimento Hanbury Brown-Twiss bem estabelecido na literatura da otica quântica, dedicamos esta dissertação a embutir no mesmo experimento a questão da simetria por paridade e reversão temporal. Para tanto, abrimos mão do formalismo da matriz de espalhamento que permitiu nos utilizar tecnicas como a concatenação de matrizes de espalhamento de sec ções diferentes em termos de apenas uma matriz e o problema do espalhamento em um sistema simétrico por paridade e reversão temporal. Dessa forma, pudemos derivar a matriz de espalhamento para o experimento Hanbury Brown-Twiss com simetria de paridade e revers~ao temporal(HBT-PT). De posse dessa matriz, propusemos um modelo teórico que propicia a medição experimental a simetria desse sistema, o qual chamamos de formalismo das fun c~oes de correla c~ao. Para estabelecermos o formalismo supracitado, estudamos o formalismo de Buttiker, onde veri case como a correlaçãao entre 2 partículas incidentes em um sistema relaciona-se com o ru do devido ao transporte dessas part culas e que tipo de ru do estamos tratando, dado o regime em que o sistema está operando. Em seguida, encontramos os estados de entrada em termos dos estados de saída de 2 partículas incidindo em um sistema multiterminal, onde utilizamos a sua matriz de espalhamento para estabelecer a rela c~ao entre os estados. Com isso, derivamos todas as possíveis correlações (e, por conseguinte, o ruído) de 2 partículas incidentes nesse sistema. Assim, analisamos os casos extremos de uma barreira acoplada ao experimento HBT-PT, a m de estabelecer o regime em que o experimento está simetricamente ajustado e demonstramos o Efeito Hanbury Brown-Twiss por paridade e reversão temporal.
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Kwak, Hyeong-il. « The Role of single minded 2 short in mammary gland development and breast cancer ». 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1206.
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Single minded 2 (Sim2) is a member of the basic helix-loop-helix Per-ARNT-Sim
(Period-Arylhydrocarbon Nuclear Translocator-Single minded) family. Human SIM2 is
involved in the etiology of the Down’s phenotype. In addition to the physical and
mental deficiencies associated with DS, it has become apparent that women with DS are
10-25 times less likely to develop breast cancer in comparison to age-matched normal
populations. Such significant effects on breast cancer susceptibility are thought to result
from gene dosage effects of one or more tumor suppressor genes on chromosome 21.
Here we report the identification and transcriptional characterization of mouse Sim2s, a
splice variant of Sim2, which is missing the carboxyl Pro/Ala-rich repressive domain.
Similar to full-length Sim2, Sim2s interacts with ARNT and to a lesser extent, ARNT2.
The effects of Sim2s on transcriptional regulation through hypoxia-, dioxin- and central
midline response elements are different than that of full length Sim2. Specifically,
Sim2s exerts a less repressive effect on hypoxia-induced gene expression than full length
Sim2, but is just as effective as Sim2 at repressing TCDD-induced gene expression from
a dioxin response element. Interestingly, Sim2s binds to and activates expression from a central midline response element-controlled reporter through an ARNT transactivation
domain-dependent mechanism.
Forced expression of SIM2s in MDA-MB-435 breast cancer cells significantly
inhibited proliferation, reduced anchorage-independent growth, and decreased invasive
potential. SIM2s directly decreased expression of matrix metalloprotease-3, a known
mediator of breast cancer metastasis. In addition, loss of Sim2 in the mouse mammary
gland increased ductal branching, accelerated lobuloalveolar-like precocious hyperplasia,
and decreased cell apoptosis, suggesting that SIM2s is a mammary tumor suppressor.
Sim2-/- mammary glands lose E-cadherin expression, suggesting that Sim2s plays a role
in regulating E-cadherin/beta-catenin signaling. Loss of Sim2 in the mammary glands
also resulted in dramatically increased MMP3 expression. The mechanism of SIM2smediated
repression of MMP3 was found to be due to its ability to inhibit AP-1 binding
to the MMP3 promoter. These results suggest that SIM2s contributes to the breast
cancer protective effects observed in DS individuals.
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Yeh, Ju-ching, et 葉汝擎. « THE APPLICATION OF SHORT STORIES AND COOPERATIVE LEARNING IN AN EFL SENIOR HIGH CLASSROOM ». Thesis, 2004. http://ndltd.ncl.edu.tw/handle/72143402223832452701.
Texte intégralRésumé :
碩士國立高雄師範大學
英語學系
92
Abstract The purpose of this study is to explore the effect of the short stories and cooperative learning on reading instruction in an EFL senior high classroom. The subjects were 85 third-year students from two classes at Pingtung Senior High School. There were 43 students in the experimental group and 42 students in the control group. All the subjects in the two groups were assigned to read five short stories during 10 weeks. Three cooperative learning methods─Jigsaw, Student Teams-Achievement Division and Discussion Group─were adopted in the teaching process of the experimental group. Meanwhile, the traditional teacher-centered approach was adopted in the teaching process of the control group. The data collected from the reading proficiency tests and the questionnaire were analyzed by way of ANCOVA and the t-test. The major findings of this study were listed as follows: 1. Overall the students in the experimental group significantly outperformed those in the control group in their performance of reading proficiency. 2. The higher English proficiency students (HEPS) in the experimental group significantly outscored their counterparts in the control group in reading proficiency posttests. 3. The lower English proficiency students (LEPS) did not significantly outscore their counterparts in the control group in the reading proficiency posttests. 4. The HEPS and the LEPS in the experimental group responded positively to short stories. On the other hand, the HEPS held a more affirmative attitude toward short stories than the LEPS. 5. The HEPS and the LEPS in the experimental group responded positively to cooperative learning. There was no significant difference in the responses to cooperative learning between the HEPS and the LEPS. 6. The HEPS and the LEPS in the experimental group responded positively to the reading benefit of this short story learning program. The HEPS and the LEPS did not respond differently to the reading benefit of this program. According to the above findings, it is suggested that EFL teachers use short stories as supplementary reading material to enhance senior high school students’ interest in reading. The combination of short stories and cooperative learning is recommended to improve students’ reading comprehension of narratives. In addition, in the process of conducting cooperative learning methods, EFL teachers are urged to give the LEPS more guidance to help them adapt to the learning context and enhance their reading proficiency.
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Yang, Jo-chieh, et 楊若婕. « Enhance Taiwanese EFL College Students’ Word Learning with Concept Mapping Strategy via Short Message Service ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20995870339087343125.
Texte intégralRésumé :
碩士國立嘉義大學
外國語言學系研究所
99
The study examined the effectiveness of applying Short Message Service (SMS) with concept mapping strategy in English word learning. Pparticipants were divided into three groups: random group (G1), concept mapping group (G2), and interaction group (G3). The G1 group received the 29 words in a random order while the other two groups received the words according to the concept maps. Besides, the G3 participants received cloze-test and had to reply the messages. The experiment lasted for six weeks. Participants took the preliminary test first then received the lessons via SMS for two weeks. After that, students took the vocabulary tests on week three and four. Then, students filled in the survey on week five. On last week, the group interviews were conducted. The research questions were: RQ1 What was the influence of integrating SMS with a concept mapping strategy on the learner’s English word learning (G1 vs. G2)? RQ2 What were the effects of a concept mapping strategy in conjunction with the text message replies (G2 vs. G3)? RQ3 What were learners’ attitudes toward SMS with different learning strategies? The result indicated that G2 performed better than G1. The results also revealed that G3 learners performed better than G2 learners. Furthermore, learners had positive toward learning English words with this method.
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Yu-ling, Chou. « The Effects of Short Stories on English Conjunction Instruction for EFL Students in Vocational High School ». 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123536.
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Yu-ling, Chou, et 周玉玲. « The Effects of Short Stories on English Conjunction Instruction for EFL Students in Vocational High School ». Thesis, 2002. http://ndltd.ncl.edu.tw/handle/97701982234963270047.
Texte intégralRésumé :
碩士國立臺灣師範大學
英語研究所
91
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Hsiao-ChiChou et 周筱琦. « Chromosome localization of early flowering in short days (EFS) gene and sequence analysis on Phalaenopsis orchids ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/06757268924896825326.
Texte intégralRésumé :
碩士國立成功大學
生命科學系碩博士班
100
Flowering is a crucial stage in plant life cycle for reproduction. Previous studies in Arabidopsis thaliana have revealed four major pathways to regulate flowering: the photoperiod, vernalization, gibberellins dependent and autonomous pathways. Besides the four major pathways, FRI (FRIGIDA) pathway may also participate in flowering regulation. In Arabidopsis FRI pathway, PAF1-like (RNA polymerase II associated factor 1) complex and histone methyltransferase EFS (early flowering in short days) can induce FLC gene expression and further delay flowering. Phalaenopsis orchid is one of the most important commercial floral crops in Taiwan, but usually has a long juvenile period. Therefore, studying the flowering genes of orchid will contribute to orchid industry for flowering time regulation. In previous research, a partial sequence from BAC end sequence in P. equestris BAC clone Pe-NCKU-HBAC-1031M24 was with high similarity to Arabidopsis EFS gene. To investigate the chromosomal location of EFS gene in P. equestris and P. aphrodite subsp. formosana, EFS gene-containing BAC DNA together with either 45S rDNA or telomere DNA were used as probes in fluorescence in situ hybridization (FISH). The FISH results showed that EFS gene had a single signal which was close to telomere on both P. equestris and P. aphrodite subsp. formosana chromosome. The distance between EFS signal and telomere was about 1.13 μm and 1.28 μm in P. equestris and P. aphrodite subsp. formosana, respectively. These results suggested that EFS can be served as a chromosome-specific marker in P. equestris and P. aphrodite subsp. formosana karotyping. Furthermore, EFS gene-containing BAC clone was sequenced by 454 pyrosequencing and assembled into 14 contigs. The structure of EFS gene is composed of 17 exons in both P. equestris and P. aphrodite subsp. formosana. The EFS cDNA sequences derived from the BAC clone and P. equestris genome are both 5,802 bp in length, encoding 1,934 amino acids, while the length in P. aphrodite is 5,799 bp, encoding 1,933 amino acids, named PaEFS. The identity of EFS amino acid sequence derived BAC clone with that of P. equestris and P. aphrodite subsp. formosana was 99% and 97.1%, respectively. The published EFS gene amino acid sequences of other species were 22.5-25.4% identical with that of P. equestris. Molecular phylogenetic analysis revealed that PeEFS was clustered together with other monocot species. All amino acid sequences of EFS gene contained the conserved CW, AWS, SET and post-SET domains. Phylogenetic analysis based on amino acid sequences of EFS functional domains among eight Phalaenopsis species showed that the clustering was in accordance with subgenus. Moreover, EFS genes of eight Phalaenopsis species were clustered in SDG family class II by comparison of Arabidopsis SET domain group family. In conclusion, EFS gene was highly conserved among Phalaenopsis species and single locus of EFS gene can be used as a marker for chromosome identification in Phalaenopsis species.
27
Lee, Chia-hua, et 李家驊. « Effects of Music on EFL College Students’ Short-term and Long-term Memory of English Articles ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3v6rsz.
Texte intégralRésumé :
碩士淡江大學
英文學系碩士班
106
Suggestopedia is known as one of its concepts of using certain types of tempos of music to help learning, because it helps trigger positive emotions to alleviate learners’ negative mentality. Some studies even support the music’s positive effects on memorization. In this study, 38 Taiwanese English major freshmen were invited for the two-part experiment. Participants were divided into the experimental group and the control group to explore whether music is influential on their short-term and long-term memory of two articles. Both groups read articles and wrote down what they had remembered, while the experimental group took the experiment with Vivaldi’s Four Seasons, which was chosen based on the concept of Suggestopedia, as the background music. Afterwards, a questionnaire was utilized to investigate participants’ reasons of listening to music and the effects of it in their leaning. Statistically, no significances were found, but the evaluation of their writings showed that the control group generally had better performances on both types of memories in English learning. The questionnaire also indicated that participants listened to music because of its influences on emotions. The result indicates a possibility that emotions’ power may be beyond the music’s tempos. That is, if the specific types of music Suggestopedia supports to be useful does not fit learners’ preferences, the music may generate negative emotions and thus damage learning. The researcher does not deny Suggestopedia stands but proposes a possibility that human emotions are more powerful than the music’s tempos. Thus, future researchers on this topic can investigate whether playing the music learners like is more helpful on memorization.
28
Shih, Cha-Chi, et 施佳琪. « An Exploratory Study on Using Short Message Service to Investigate Oral Communication Strategies of EFL Adult Learners-LINE as an Example ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99kqs9.
Texte intégralRésumé :
碩士國立交通大學
英語教學研究所
103
As technology advances and the use of mobile carriers became prevalent, mobile learning provides EFL learners with another opportunity for language learning outside the classroom. In the field of English learning and teaching, research into mobile learning and the Short Message Service has concentrated mostly on the acquisition of vocabulary, grammatical points and increased listening comprehension. Related studies into the application of mobile devices to speaking skills have been comparatively limited. This research considered a frequently used communication app, LINE, as an intermediary platform beyond the physical classrooms, in order to understand the communicative strategies applied by EFL adult learners while sharing their thoughts and expressing their opinions within the LINE group chat. Three major research questions were addressed in this study: (1) What kinds of speaking strategies do EFL adult learners apply in their speaking responses? (2) What discourse markers do EFL adult learners most frequently apply to assist their communication during the process in LINE speaking responses? (3) How do EFL adult learners perceive LINE as a practical tool for speaking practice? A total of 8 participants joined this study, all of whom live in the northern part of Taiwan and do not know each other. After taking part in physical English magazine classes, in a two-week period, they responded in English to two discussion questions about seven reading articles via LINE voice recording tool. Five instruments were utilized in this study: (1) a demographic survey, (2) a LINE voice recording tool, (3) structured interviews, (4) a modified version of Oral Communication Strategy Inventory (Nakatani, 2006) , and (5) an analytical framework for discourse markers (Aijmer, 2002). The major findings of this study are presented as follows: “Social Affective” strategies, “Accuracy-Oriented” strategies, and “Negotiation for Meaning While Speaking” strategies were highly rated by participants within their oral responses in LINE group chat. “Fluency-Oriented” strategies and “Abandonment Message” strategies were rated low by all the participants. Participants frequently applied “Frame Functions” and “Qualifier Functions” were the least employed in their oral responses. Most of the participants held positive attitudes toward the use of LINE as a speaking practice tool outside their English learning classes. This thesis also discussed limitations of the present study, suggestions for future research and the pedagogical implications of using the LINE app in the realms of EFL teaching and learning.
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Lin, Wan-chin, et 林宛青. « The Effects of Pre-reading Questions and Previewing on EFL Taiwanese Senior High School Students' Reading Comprehension of American Short Stories ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/90087125141209977043.
Texte intégralRésumé :
碩士國立臺灣師範大學
英語學系在職進修碩士班
95
This study aimed to explore the effects of pre-reading questions and previewing on Taiwanese senior high school students’ reading comprehension of American short stories. 124 tenth graders from a senior high school in Pingtung County participated in this study. These students were divided into Control Group (CG), Pre-reading-question Group (PQ), and Previewing Group (PV) according to the results of a pre-test. All of the subjects read three American short stories, answered a questionnaire, and then recalled the content of the stories. Before reading a story, the subjects in PQ read three pre-reading questions relevant to the content of the upcoming story and those in PV were provided with a summarized plot of the subsequent story, while the control counterparts did not receive any pre-reading guides. Major findings of the study were summarized as follows. First, the subjects in PQ and PV greatly outperformed those in CG on the overall reading comprehension of the three American short stories. Second, previewing was more helpful to the comprehension of short stories than pre-reading questions. Third, more than half of the subjects expressed that they enjoyed reading American short stories. What’s more, the two pre-reading activities were found to make the subjects in both groups enjoy reading the American short stories more. Fourth, according to the subjects’ responses to the questionnaire, students in PQ and PV reported a positive attitude toward the pre-reading activities. They thought that pre-reading questions and previewing respectively helped them to comprehend as well as to anticipate more the content of the stories. On the basis of the findings in this study, it is recommended that English teachers in senior high schools in Taiwan give students opportunities to read American short stories and at the same time design pre-reading activities to facilitate their comprehension. Recommended pre-reading activities include previewing and pre-reading questions. When appropriate pre-reading activities are introduced, not only students’ reading comprehension can be improved, their attitudes to English reading and the effects in English learning can be enhanced as well.
30
WANG, YING-TING, et 王映婷. « Designing an Overseas Short-term English-as-a-Foreign-Language (EFL) Program for Japanese College Students in a Technological University of Taiwan ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/wrac88.
Texte intégralRésumé :
碩士國立高雄第一科技大學
應用英語系應用語言學與英語教學碩士班
105
As globalization speeds, English has been a common international medium of communication and culture exchange among speakers. However, most of the international communication is conducted between non-native English speakers (NNESs). Few studies looked into the effects and learning outcomes of English as a foreign language (EFL) learners in a non-native English speakers with non-native English speakers (NNESs-NNESs) study program. The purpose of the study is to investigate the teaching effectiveness of a short-term program design, viewing from the changes of students’ attitudes and instructors’ perceptions for future improvements of similar programs. A total number of 11 Japanese college students joined English/Mandarin and Culture Study Program (EMC Program) at a technological university in Taiwan for nine days. Four instruments were implemented, including pre-survey, post-survey, final evaluation, and post-program interview. Three major findings were obtained from the study. First, the students’ motivation and perception of language in learning English have improved through participating in the program. Second, the instructors of both Japan and Taiwan considered the program effective, but the students’ performance was expected to be strengthened. Third, some suggestions were provided for further developments, giving the students greater authenticity when using language in EFL contexts and promoting social interactions and collaboration between Japanese and Taiwanese students. Finally, pedagogical implications and recommendations grounded from the results provided applicable methods for the implementation of short-term study programs.