Models of conversation and narrative : towards a pedagogical description

This is the first of three modules concerned with narrative and identity in English language teaching in Japan. This module makes the case for developing a pedagogical model of spoken discourse, particularly spoken narrative, to aid the teaching of English in foreign language contexts such as Japan. It is proposed that this model should take account of the learners L1, in this case Japanese. Rather than teaching the model, however, it is suggested that the model would ideally be applied using a task-based approach.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Genome-wide Analyses Identify KIF5A as a Novel ALS Gene

To identify novel genes associated with ALS, we undertook two lines of investigation. We carried out a genome-wide association study comparing 20,806 ALS cases and 59,804 controls. Independently, we performed a rare variant burden analysis comparing 1,138 index familial ALS cases and 19,494 controls. Through both approaches, we identified kinesin family member 5A (KIF5A) as a novel gene associated with ALS. Interestingly, mutations predominantly in the N-terminal motor domain of KIF5A are causative for two neurodegenerative diseases: hereditary spastic paraplegia (SPG10) and Charcot-Marie-Tooth type 2 (CMT2). In contrast, ALS-associated mutations are primarily located at the C-terminal cargo-binding tail domain and patients harboring loss-of-function mutations displayed an extended survival relative to typical ALS cases. Taken together, these results broaden the phenotype spectrum resulting from mutations in KIF5A and strengthen the role of cytoskeletal defects in the pathogenesis of ALS.Peer reviewe

Genetic correlation between amyotrophic lateral sclerosis and schizophrenia

A. Palotie on työryhmän Schizophrenia Working Grp Psychiat jäsen.We have previously shown higher-than-expected rates of schizophrenia in relatives of patients with amyotrophic lateral sclerosis (ALS), suggesting an aetiological relationship between the diseases. Here, we investigate the genetic relationship between ALS and schizophrenia using genome-wide association study data from over 100,000 unique individuals. Using linkage disequilibrium score regression, we estimate the genetic correlation between ALS and schizophrenia to be 14.3% (7.05-21.6; P = 1 x 10(-4)) with schizophrenia polygenic risk scores explaining up to 0.12% of the variance in ALS (P = 8.4 x 10(-7)). A modest increase in comorbidity of ALS and schizophrenia is expected given these findings (odds ratio 1.08-1.26) but this would require very large studies to observe epidemiologically. We identify five potential novel ALS-associated loci using conditional false discovery rate analysis. It is likely that shared neurobiological mechanisms between these two disorders will engender novel hypotheses in future preclinical and clinical studies.Peer reviewe

Deconstructing narrative identity in English language teaching: an analysis of teacher interviews in Japanese and English

This thesis is the third of three modules, and explores narrative identity in interviews with English language teachers. It offers an analysis of how speakers used linguistic resources to construct identities for themselves during life story interviews. Both interviewer (the author) and interviewees (21 native English speakers and 21 native Japanese speakers) taught English in Japan. All interviews were conducted in the interviewee’s native language. The analysis therefore consists of a contextualised cross-linguistic description of the linguistic resources employed by speakers for expressing identity. I use this analysis to address the role of the ‘native speaker’ in English language teaching in Japan (introduced in Module 2) through a fresh analysis that includes the perspectives of ‘non-native’ teachers. In terms of theory, this module offers a response to the general question: ‘What differences are there between narratives told in Japanese and English?’ (posed in Module 1). In turn, my answers to this are used to inform pedagogic proposals (the principal focus of Module 1) on the development of a pedagogic model of narrative suitable for Japanese learners of English

Models of conversation and narrative: towards a pedagogical description

This is the first of three modules concerned with narrative and identity in English language teaching in Japan. This module makes the case for developing a pedagogical model of spoken discourse, particularly spoken narrative, to aid the teaching of English in foreign language contexts such as Japan. It is proposed that this model should take account of the learners L1, in this case Japanese. Rather than teaching the model, however, it is suggested that the model would ideally be applied using a task-based approach

Paper 1: The myth of the native speaker and Paper 2: Linguistic imperialist or cultural ambassador? The native English teacher in Japan

This is the second of three modules concerned with narrative and identity in English language teaching. In Module 1, I introduced conversational narrative and examined ways in which descriptions of conversational narrative might be applicable to the development of pedagogic models for teaching English to learners in Japan. I concluded that there was a need to further explore narrative in the local context. This module does this, but takes a step back from the concern with pedagogical descriptions to consider narrative in the teaching context. It focuses on the native speaker as a central narrative concept within English language education, and explores the theoretical and practical role of the native speaker in Japan today. This module (Part 1) introduces theoretical perspectives, and considers the appropriation of the native speaker in Japanese high school textbooks. I argue that the ideological emphasis on the native speaker has been most significantly undermined by the development of English as an international language, and that the cultural discourse of the native speaker in Japanese textbooks implies a narrow brand of internationalisation that is closely related to nationalistic concerns with Japan’s status in the world today. Part 2 focuses on native English speaking teachers (NESTs) in Japan. I consider the ways in which theoretical notions of the native speaker are reflected in the experience and attitudes of NESTs

The myth of the native speaker (Paper 1), and, Linguistic imperialist or cultural ambassador? The native English teacher in Japan (Paper 2)

This is the second of three modules concerned with narrative and identity in English language teaching. In Module 1, I introduced conversational narrative and examined ways in which descriptions of conversational narrative might be applicable to the development of pedagogic models for teaching English to learners in Japan. I concluded that there was a need to further explore narrative in the local context. This module does this, but takes a step back from the concern with pedagogical descriptions to consider narrative in the teaching context. It focuses on the native speaker as a central narrative concept within English language education, and explores the theoretical and practical role of the native speaker in Japan today. This module (Part 1) introduces theoretical perspectives, and considers the appropriation of the native speaker in Japanese high school textbooks. I argue that the ideological emphasis on the native speaker has been most significantly undermined by the development of English as an international language, and that the cultural discourse of the native speaker in Japanese textbooks implies a narrow brand of internationalisation that is closely related to nationalistic concerns with Japan’s status in the world today. Part 2 focuses on native English speaking teachers (NESTs) in Japan. I consider the ways in which theoretical notions of the native speaker are reflected in the experience and attitudes of NESTs.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The myth of the native speaker (Paper 1), and, Linguistic imperialist or cultural ambassador? The native English teacher in Japan (Paper 2)

This is the second of three modules concerned with narrative and identity in English language teaching. In Module 1, I introduced conversational narrative and examined ways in which descriptions of conversational narrative might be applicable to the development of pedagogic models for teaching English to learners in Japan. I concluded that there was a need to further explore narrative in the local context. This module does this, but takes a step back from the concern with pedagogical descriptions to consider narrative in the teaching context. It focuses on the native speaker as a central narrative concept within English language education, and explores the theoretical and practical role of the native speaker in Japan today. This module (Part 1) introduces theoretical perspectives, and considers the appropriation of the native speaker in Japanese high school textbooks. I argue that the ideological emphasis on the native speaker has been most significantly undermined by the development of English as an international language, and that the cultural discourse of the native speaker in Japanese textbooks implies a narrow brand of internationalisation that is closely related to nationalistic concerns with Japan’s status in the world today. Part 2 focuses on native English speaking teachers (NESTs) in Japan. I consider the ways in which theoretical notions of the native speaker are reflected in the experience and attitudes of NESTs.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Impact on percutaneous coronary intervention for acute coronary syndromes during the COVID-19 outbreak in a non-overwhelmed European healthcare system: COVID-19 ACS-PCI experience in Ireland

Aims To evaluate temporal trends of acute coronary syndromes (ACS) treated via percutaneous coronary intervention (PCI) throughout the COVID-19 outbreak in a European healthcare system affected but not overwhelmed by COVID-19-related pathology.Methods and results We performed a retrospective multicentre analysis of the rates of PCI for the treatment of ACS within the period 2 months pre and post the first confirmed COVID-19 case in Ireland, as well as comparing PCI for ST-elevation myocardial infarction (STEMI) with the corresponding period in 2019. During the 2020 COVID-19 period (29 February–30 April 2020), there was a 24% decline in PCI for overall ACS (incidence rate ratio (IRR) 0.76; 95% CI 0.65 to 0.88; p<0.001), including a 29% reduction in PCI for non-ST-elevation ACS (IRR 0.71; 95% CI 0.57 to 0.88; p=0.002) and an 18% reduction in PCI for STEMI (IRR 0.82; 95% CI 0.67 to 1.01; p=0.061), as compared with the 2020 pre-COVID-19 period (1 January–28 February 2020). A 22% (IRR 0.78; 95% CI 0.65 to 0.93; p=0.005) reduction of PCI for STEMI was seen as compared with the 2019 reference period.Conclusion This study demonstrates a significant reduction in PCI procedures for the treatment of ACS since the COVID-19 outbreak in Ireland. The reasons for this decline are still unclear but patients need to be encouraged to seek medical attention when cardiac symptoms appear, in order to avoid incremental cardiac morbidity and mortality due to a reduction in coronary revascularisation for the treatment of ACS