Language matters in a rural commercial farm community : exploring language use and implementation of the language-in-education policy.

Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.The release of the Language-in-Education Policy (LiEP) in July 1997 marked a fundamental and almost radical break from the state-driven language policy of the apartheid government, to one that recognizes cultural diversity as a national asset, the development and promotion of eleven official languages and gave individuals the right to choose the language of learning and teaching (DoE, 1997: 2-3). The LiEP aimed at providing a framework to enable schools to formulate appropriate school language policies that align with the intentions of the new policy, namely, to maintain home language(s) while providing access to the effective acquisition of additional language(s) and to promote multilingualism. This research explores language use and implementation of the LiEP in a rural commercial farm community. The study is guided by three research questions, namely: 1. What is the language use and preference of a selected rural commercial farm community? 2. How do teachers on rural commercial farm schools respond to the LiEP and its implementation? 3. What are the implications of the language preference and use of a selected rural commercial farm community and teachers’ responses to the LiEP and its implementation for language practice at rural commercial farm schools? After reviewing literature on rurality and language policy implementation in South Africa, the study articulated a broader contextual framework which is titled Rurality as a sense of place. This perspective captures the uniqueness of the context and facilitates a deep understanding of how rurality as a sense of place influences language preference and use. A further theoretical framework, namely the combined models of Stern (1983) and Sookrajh (1999), facilitate an understanding of rural community language preference and the implications for practice in the school environment. xiv To achieve the aims of the study, both quantitative and qualitative methods were used to collect data. A language preference and use survey questionnaire was conducted with respondents comprising parents, teachers and learners. Semi-structured interviews were conducted with selected teachers and principals and school governing body chairpersons. The findings were inter-related at the policy, community and school levels. The study identified patterns and problems of language use at different levels. At a community level, it focused on language profiles of parents teachers and learners; language use in private and public situations; attitudes towards public language policy and language choices in the language of teaching and learning as well as the use of mother-tongue and additional languages as subjects. At the school level, it focused on teacher and principals’ beliefs and understandings of the LiEP and implementation challenges being faced. The study found that while most respondents come from multilingual backgrounds, the use of African languages is confined to “home and hearth.” English and to a diminished extent, Afrikaans is still widely used in public interactions. At school level, there has been no significant change to school language policy developments. The subtractive model of language teaching where mother-tongue is used in the early grades and an abrupt transfer to English as the language of learning and teaching from grade four onwards continues to exist in three of the four schools. This situation is exacerbated by the fact that English is not widely used in the rural community and learners have no exposure to quality English language interactions. This study recommends a market-oriented approach to promoting African languages which effectively involves all stakeholders participating in concert to implement the multilingual policy. Since English remains the dominant language in South Africa and is viewed as the language of opportunity, the language of international communication, the language of economic power, and the language of science and technology, schools should promote education that uses learners’ home languages for learning, while at the same time providing access to quality English language teaching and learning.http://hdl.handle.net/10413/106

Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners.Teacher EducationM. Ed. (Orthopedagogics

Sporadic naturally occurring melanoma in dogs as a preclinical model for human melanoma

Melanoma represents a significant malignancy in humans and dogs. Different from genetically engineered models, sporadic canine melanocytic neoplasms share several characteristics with human disease that could make dogs a more relevant preclinical model. Canine melanomas rarely arise in sun-exposed sites. Most occur in the oral cavity, with a subset having intra-epithelial malignant melanocytes mimicking the in situ component of human mucosal melanoma. The spectrum of canine melanocytic neoplasia includes benign lesions with some analogy to nevi, as well as invasive primary melanoma, and widespread metastasis. Growing evidence of distinct subtypes in humans, differing in somatic and predisposing germ-line genetic alterations, cell of origin, epidemiology, relationship to ultraviolet radiation and progression from benign to malignant tumors, may also exist in dogs. Canine and human mucosal melanomas appear to harbor BRAF, NRAS, and c-kit mutations uncommonly, compared with human cutaneous melanomas, although both species share AKT and MAPK signaling activation. We conclude that there is significant overlap in the clinical and histopathological features of canine and human mucosal melanomas. This represents opportunity to explore canine oral cavity melanoma as a preclinical model

An Open, Large-Scale, Collaborative Effort to Estimate the Reproducibility of Psychological Science

Reproducibility is a defining feature of science. However, because of strong incentives for innovation and weak incentives for confirmation, direct replication is rarely practiced or published. The Reproducibility Project is an open, large-scale, collaborative effort to systematically examine the rate and predictors of reproducibility in psychological science. So far, 72 volunteer researchers from 41 institutions have organized to openly and transparently replicate studies published in three prominent psychological journals in 2008. Multiple methods will be used to evaluate the findings, calculate an empirical rate of replication, and investigate factors that predict reproducibility. Whatever the result, a better understanding of reproducibility will ultimately improve confidence in scientific methodology and findings

Developing expertise through experience: Ideas for continuing professional development

Edited by Alan Maley, the book is focusing on the role of experience in teacher training and life-long development, it is an exploration and extension of Prabhu’s concept of ‘the teacher’s sense of plausibility’. Prabhu suggests that whatever forms of training and professional development teachers are exposed to, they will make sense of them in their own way, drawing on their own values, beliefs and experiences and their evolving sense of what will be appropriate for them in their specific context. Twenty practitioners world-wide were invited to reflect on their own career trajectories in the light of Prabhu’s idea. Their responses offer fascinating insights into the way places, publications, ideas and key people have influenced the professional and personal development of the contributors

Women and ARVâ based prevention: opportunities and challenges

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138349/1/jia29419.pd

Investigating variation in replicability

Although replication is a central tenet of science, direct replications are rare in psychology. This research tested variation in the replicability of 13 classic and contemporary effects across 36 independent samples totaling 6,344 participants. In the aggregate, 10 effects replicated consistently. One effect – imagined contact reducing prejudice – showed weak support for replicability. And two effects – flag priming influencing conservatism and currency priming influencing system justification – did not replicate. We compared whether the conditions such as lab versus online or US versus international sample predicted effect magnitudes. By and large they did not. The results of this small sample of effects suggest that replicability is more dependent on the effect itself than on the sample and setting used to investigate the effect

Optical imaging and spectroscopy for the study of the human brain: status report.

This report is the second part of a comprehensive two-part series aimed at reviewing an extensive and diverse toolkit of novel methods to explore brain health and function. While the first report focused on neurophotonic tools mostly applicable to animal studies, here, we highlight optical spectroscopy and imaging methods relevant to noninvasive human brain studies. We outline current state-of-the-art technologies and software advances, explore the most recent impact of these technologies on neuroscience and clinical applications, identify the areas where innovation is needed, and provide an outlook for the future directions

CCNE1 and survival of patients with tubo-ovarian high-grade serous carcinoma: An Ovarian Tumor Tissue Analysis consortium study

BACKGROUND: Cyclin E1 (CCNE1) is a potential predictive marker and therapeutic target in tubo-ovarian high-grade serous carcinoma (HGSC). Smaller studies have revealed unfavorable associations for CCNE1 amplification and CCNE1 overexpression with survival, but to date no large-scale, histotype-specific validation has been performed. The hypothesis was that high-level amplification of CCNE1 and CCNE1 overexpression, as well as a combination of the two, are linked to shorter overall survival in HGSC. METHODS: Within the Ovarian Tumor Tissue Analysis consortium, amplification status and protein level in 3029 HGSC cases and mRNA expression in 2419 samples were investigated. RESULTS: High-level amplification (>8 copies by chromogenic in situ hybridization) was found in 8.6% of HGSC and overexpression (>60% with at least 5% demonstrating strong intensity by immunohistochemistry) was found in 22.4%. CCNE1 high-level amplification and overexpression both were linked to shorter overall survival in multivariate survival analysis adjusted for age and stage, with hazard stratification by study (hazard ratio [HR], 1.26; 95% CI, 1.08-1.47, p = .034, and HR, 1.18; 95% CI, 1.05-1.32, p = .015, respectively). This was also true for cases with combined high-level amplification/overexpression (HR, 1.26; 95% CI, 1.09-1.47, p = .033). CCNE1 mRNA expression was not associated with overall survival (HR, 1.00 per 1-SD increase; 95% CI, 0.94-1.06; p = .58). CCNE1 high-level amplification is mutually exclusive with the presence of germline BRCA1/2 pathogenic variants and shows an inverse association to RB1 loss. CONCLUSION: This study provides large-scale validation that CCNE1 high-level amplification is associated with shorter survival, supporting its utility as a prognostic biomarker in HGSC

Many Labs 5:Testing pre-data collection peer review as an intervention to increase replicability

Replication studies in psychological science sometimes fail to reproduce prior findings. If these studies use methods that are unfaithful to the original study or ineffective in eliciting the phenomenon of interest, then a failure to replicate may be a failure of the protocol rather than a challenge to the original finding. Formal pre-data-collection peer review by experts may address shortcomings and increase replicability rates. We selected 10 replication studies from the Reproducibility Project: Psychology (RP:P; Open Science Collaboration, 2015) for which the original authors had expressed concerns about the replication designs before data collection; only one of these studies had yielded a statistically significant effect (p < .05). Commenters suggested that lack of adherence to expert review and low-powered tests were the reasons that most of these RP:P studies failed to replicate the original effects. We revised the replication protocols and received formal peer review prior to conducting new replication studies. We administered the RP:P and revised protocols in multiple laboratories (median number of laboratories per original study = 6.5, range = 3?9; median total sample = 1,279.5, range = 276?3,512) for high-powered tests of each original finding with both protocols. Overall, following the preregistered analysis plan, we found that the revised protocols produced effect sizes similar to those of the RP:P protocols (?r = .002 or .014, depending on analytic approach). The median effect size for the revised protocols (r = .05) was similar to that of the RP:P protocols (r = .04) and the original RP:P replications (r = .11), and smaller than that of the original studies (r = .37). Analysis of the cumulative evidence across the original studies and the corresponding three replication attempts provided very precise estimates of the 10 tested effects and indicated that their effect sizes (median r = .07, range = .00?.15) were 78% smaller, on average, than the original effect sizes (median r = .37, range = .19?.50)