10 research outputs found
SHORT STATURE HOMEOBOX-CONTAINING GENE AND IDIOPATHIC SHORT STATURE
No full textThe term idiopathic short stature (ISS) refers to patients who are short due to various unknown reasons. Although it is clear that multiple factors contribute to final height, genetic factors play a crucial role. Mutations of a human homeobox gene, short stature homeobox-containing (SHOX) gene, have been shown to be associated with the short stature phenotype in patients with Turner syndrome, most patients with Leri-Weill dyschondrosteosis and some cases of ISS. The prevalence of SHOX anomalies in subjects previously recognized as having ISS has been estimated at 2.4% in a large series of ISS individuals. This review focuses on the functional properties of the SHOX gene and its linkage to ISS
“ALTRE RICETTE DI PETRONILLA” (1937): OSSERVAZIONI LINGUISTICHE
No full textL’indagine si concentra sull’aderenza del ricettario al canone della prescrittività, evidenziandone i supporti lessicali, che fanno riferimento al ruolo dell’enunciatore e alla pressione sul destinatario, le forme verbali ricorrenti e gli allocutivi. Lo schema comune alle ricette è articolato in promessa – difficoltà e avvertimenti – risultato, con una promozione dei piatti che ricorda molto da vicino il messaggio pubblicitario: elativi, alterati, anafore, nell’ambito di una concezione della buona cucina i cui parametri sono l’economicità, la velocità e la facilità di realizzazione, la sostanziosità, la bontà al gusto, la novità, il “far figura”. Si è dato spazio in particolare alla dialogicità della parola di Petronilla: verticale, con la costante interpellazione delle lettrici riguardo al numero delle persone, alle difficoltà nel realizzare una pietanza, alle piccole preferenze nell’approntarla; orizzontale, all’interno del testo, fra i personaggi che compaiono e che interagiscono fra loro. Della fitta trama di domande fittizie alle lettrici si è ricercato il valore pragmatico e testuale, a partire da quelle con cui inizia la presa di contatto con le «amichette» fino allo stereotipato «Non v’ho detto?» che sottolinea, nel finale, il raggiungimento dei risultati promessi. Sulla base dell’impalcatura pragmatica e retorica e delle annotazioni di carattere metalinguistico (chiarimenti sul nome dei piatti e sulla loro origine, spiegazioni riguardanti la terminologia medica) la ricerca rintraccia alcune analogie, pur con le difformità lessicali che la diversità delle materie trattate impone, con la lingua dell’altro personaggio inventato dall’autrice, il dottor Amal.
Other recipes by Petronilla (1937): linguistic observations
The investigation focuses on the cookbook’s adherence to the canon of prescriptiveness, highlighting its lexical supports, which refer to the role of the enunciator and the pressure on the addressee, recurrent verbal forms and allocutives. The common pattern of the recipes is divided into promise-difficulty and warnings-result, with a promotion of the dishes that closely resembles the advertising message: elatives, alteratives, anaphora, in the context of a conception of good cooking whose parameters are affordability, speed and ease of preparation, substantiality, tastiness, novelty, and “making an impression”. Particular space was given to the dialogical nature of Petronilla’s words: vertical, with the constant questioning of the readers about the number of people, the difficulties in making a dish, the small preferences in preparing it; horizontal, within the text, among the characters who appear and interact with each other. Within the dense web of fictitious questions to the readers, the pragmatic and textual value has been sought, starting with those with which the contact with the “little friends” begins and ending with the stereotypical “Didn\u27t I tell you?” that emphasizes, in the finale, the achievement of the promised results. On the basis of the pragmatic and rhetorical scaffolding and metalinguistic annotations (clarifications on the name of the dishes and their origin, explanations concerning medical terminology), the paper traces some similarities, albeit with the lexical dissimilarities that the diversity of the subjects dealt with imposes, with the language of the other character invented by the author, Dr. Amal
The<i>Micro Grasp</i>and<i>Macro Gestus</i>strategy as a facilitation of dyslexia in actor-training: reconstructing the written text when performing Shakespeare
No full textAbstract
This article discusses the challenges that dyslexic acting degree students can experience when engaging with classical text, offering a pedagogical strategy that facilitates the reading, and acting of Shakespeare. Calling attention to restrictions that dyslexic acting students can experience, the author considers how these difficulties might be overcome. It is re-iterated throughout the literature that those with dyslexia have problems with decoding, word recognition, working-memory and automatisation of skills. Shakespeare’s writing contributes additional challenges with idiosyncrasies of word-use. Describing her action-research trials with dyslexic acting students, the author shares her development of a teaching method, which supports identification of meaning and hierarchy within the text, interlinked with an appropriation of physical practice drawn from Brecht and Stanislavski. The final action-research cycle drew from Kintsch and Rawson’s Text-Base (2005) to enable a comprehension and memory of the text, underpinned by the Lexical Retrieval hypothesis (Krauss et al., 2000). The strategy was trialled in a performance of Shakespeare’s Venus and Adonis with dyslexic acting students. The participants’ modes of processing the text were encouraged as components of performance. Feedback supported the view that this method is effective in assisting dyslexic individuals in realisation of words, self-efficacy and enriched performance
Shakespeare, Pedagogy and Dyslexia
No full textAbstract
In this article, the author reports on her early research into understanding dyslexia, observing its characteristics and affect on some acting students in their work, and discusses ideas for supporting dyslexic acting students in their performance of Shakespeare. Three Acting degree students assessed as dyslexic are presented as case studies in their observed behaviour and the author shares ideas for further action research. The author reports on the students’ strengths and difficulties arising from dyslexia in their reading, understanding and speaking of Shakespeare’s text towards performance. Disclosing challenges the students have met in engaging with the text, and challenges the author faced as their teacher in endeavouring to assist them, the article incudes descriptions of teaching methods that have succeeded or failed in this task.
Having shared the students’ work with six specialist who possess various aspects of expertise involved in dyslexia, the experts comment on the student case studies and their particular challenges. Their expertise is in neurology, dyslexia research, linguistics, speech therapy, the acting of Shakespeare and educational psychology. Several explanations are given in regard to how dyslexia manifests itself in the individuals’ work and processes, and ideas for teaching are offered in supporting acting students with dyslexia. Finally, the author shares her ideas for future investigations and testing specific teaching strategies during her PhD research
Entanglement in Shakespeare’s text: using interpretive mnemonics with acting students with dyslexia
No full textThis chapter describes the study the author carried out with two 2nd year acting degree students assessed as dyslexic, and how they gained an autonomy over the processing and performing of Shakespeare’s text. The study aimed to develop inclusive teaching strategies to facilitate the abilities of those with dyslexia and bypass their difficulties with reading. For those with dyslexia the reading and speaking of Shakespeare’s text can present significant challenges. This difficulty undermines practical work and masks the abilities of the dyslexic student actor. Conversely, Shakespeare’s rich language encourages a construction of meaning through visually interpreted modalities. The study demonstrated that the participants created an additional text of drawings, colours and symbols, replacing the alphabetical text, embedding meaning into long-term memory. This chapter shares the experiences of the two students and the author as teacher. These observations offer insights for improving inclusive pedagogical choices, when working with dyslexic acting students
Towards an emancipatory praxis of pedagogy: supporting acting students with dyslexia when working on Shakespeare
No full textThe presence of students with SpLD (dyslexia) in actor-training institutions is an increasingly common occurrence. This article argues that there is an urgent need to develop inclusive strategies of support in the voice and acting studio that can effectively enable those with dyslexia, while promoting equality of opportunity for realization of potential. Focusing on the author’s research concerning the facilitation of acting students with dyslexia in the areas of reading, speaking and acting of Shakespeare, this article begins by highlighting specific difficulties presented by dyslexia. It goes on to describe a case-study of two acting students with dyslexia and their visually led methods employed in entering Shakespeare’s text. The second workshop section offers a pedagogical strategy for the inclusive voice class when working on Shakespeare, while the third section dedicated to participant three demonstrates how a dyslexic acting student uses a visually led approach in enhancing her articulation of speech and extrapolation of meaning in the text. Underpinning the investigations with analysis and theory, the author concludes by sharing her research findings, seeking to stimulate further discussion within the community of voice and actor- training
The relationship between instructional strategies/teacher methodologies and student performance and its implication for school leaders, 2011
No full textThe purpose of this study was to examine the relationship between instructional strategies/teacher methodologies on student performance: student achievement in mathematics and student behavior. The independent variables were administrativesupervision, lesson planning, instruction strategy designed to include differentiated instruction, flexible grouping, and teaching for higher order thinking skills, students response to creative and different instructional strategies, administrators supervision and postobservation conferences, administrators supervision, and faculty development workshops. The moderator variables were grade level, class size, students socioeconomic status, and teacher experience. The dependent variables were students achievement in mathematics and student behavior. Data were collected from ten schools and a total sample of 51 teachers participated in the survey. The Statistical Package for Social Sciences (SPSS) was used to summarize the data. The following statistical procedures were used: Pearson Correlation,and Multiple Regression Analysis. The data were presented in two parts, the statistical distribution of the variables to observe the extent of their variations, and the results and analyses of the statistical tests in response to the identified research questions. All of the statistical procedures were tested at the (0.05) significance level. Findings showed that administrators postobservation conferences with teachers about the use of instruction strategy designed to include differentiated instruction, flexible grouping, and teaching for higher order thinking skills had the most significant relationship with student achievement in mathematics (r. = .586), whereas students responses to creative and different instructional strategies had the most significant relationship with student behavior (r = .5 90). Administrative supervision had no significant relationship with students achievement in mathematics (r. = .243) or student behavior (r. .183). There was no significant relationship between lesson planning and student behavior. There was also no significant relationship between the moderator variables: grade level, class size, students socioeconomic status, and teacher experience and students achievement in mathematics or student behavior
Le ricerche di Petronilla. Una guida alle fonti statistiche per l'analisi secondaria nella ricerca sociale
No full textQuesto quaderno nasce dall’esigenza di fare conoscere i dati disponibili presso l’Italian Data Archive for the Social Sciences (IDAss) -sviluppato a partire dall’Archivio Dati del Laboratorio di Ricerca Didattica della Facoltà di Sociologia dell’Università di Trento- e di promuoverne un utilizzo consapevole per l’analisi secondaria. È uno strumento agevole, una sorta di guida ragionata ai dati esistenti, organizzata per aree tematiche. Una risorsa usata dallo staff del Dipartimento di Sociologia e Ricerca Sociale e dagli studenti della Facoltà, ma utile anche a ricercatori e studenti di altre sedi.
Il catalogo on-line dell’IDAss (www.idass.unitn.it) rappresenta una risorsa complementare a questo quaderno, dove possono essere ritrovate le fonti citate e maggiori informazioni su tipo di dati, contenuto informativo, caratteristiche della rilevazione e modalità di accesso ai data-set
A genome-wide association meta-analysis of all-cause and vascular dementia
No full textINTRODUCTION: Dementia is a multifactorial disease with Alzheimer's disease (AD) and vascular dementia (VaD) pathologies making the largest contributions. Yet, most genome-wide association studies (GWAS) focus on AD. METHODS: We conducted a GWAS of all-cause dementia (ACD) and examined the genetic overlap with VaD. Our dataset includes 800,597 individuals, with 46,902 and 8702 cases of ACD and VaD, respectively. Known AD loci for ACD and VaD were replicated. Bioinformatic analyses prioritized genes that are likely functionally relevant and shared with closely related traits and risk factors. RESULTS: For ACD, novel loci identified were associated with energy transport (SEMA4D), neuronal excitability (ANO3), amyloid deposition in the brain (RBFOX1), and magnetic resonance imaging markers of small vessel disease (SVD; HBEGF). Novel VaD loci were associated with hypertension, diabetes, and neuron maintenance (SPRY2, FOXA2, AJAP1, and PSMA3). DISCUSSION: Our study identified genetic risks underlying ACD, demonstrating overlap with neurodegenerative processes, vascular risk factors, and cerebral SVD. Highlights: We conducted the largest genome-wide association study of all-cause dementia (ACD) and vascular dementia (VaD). Known genetic variants associated with AD were replicated for ACD and VaD. Functional analyses identified novel loci for ACD and VaD. Genetic risks of ACD overlapped with neurodegeneration, vascular risk factors, and cerebral small vessel disease. © 2024 The Author(s). Alzheimer's & Dementia published by Wiley Periodicals LLC on behalf of Alzheimer's Association
