The teaching of reading English in a foreign language in Libyan universities: methods and models

This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.

Cartas imaginarias a Freud y otros ensayos

"Las cinco cartas imaginarias a Freud recogidas en este libro son su columna vertebral y los efectos que producirán en la comunidad psicoanalítica están aún por verse. Pero las cartas no agotan los aportes de esta obra. Alberto Fergusson, médico, psiquiatra y psicoanalista, tiene toda una historia vital dedicada al estudio y el tratamiento de pacientes psicóticos. En los años ochenta creó el Instituto de Autorrehabilitación Acompañada, inspirado en las premisas del freudomarxismo de la Escuela de Frankfurt y en el mal llamado "movimiento antipsiquiátrico" (mal llamado en la medida en que no se opone a la psiquiatría, sino más bien a una mala práctica psiquiátrica) y en los trabajos y experiencias de Laing, Cooper, Basaglia y Szasz. La materialización de los conceptos del Instituto se produjo en una singular experiencia denominada Fungrata, pero conocida en el mundo académico y profesional como "La granja". Esa institución, pionera en nuestro país, sigue produciendo asombro en varias partes del mundo por haber llegado, desde ya hace décadas, adonde muchos otros dispositivos dedicados a la intervención psicosocial con pacientes psicóticos hoy aspiran llegar". (Extracto del "prólogo") Miguel Gutiérrez-Peláez

Estado de necesidad: la Cruz Roja Española en Marruecos (1886-1927)

Este trabajo estudia la función central que los Estados-nación continuaron teniendo en la Cruz Roja durante el periodo de entreguerras. A finales del siglo XIX, España lideró la creación de instituciones humanitarias de estilo europeo en Marruecos. Sin embargo, su secular inestabilidad como Estado, agravada por el desastre colonial de 1898, terminó con el proyecto regeneracionista de una Cruz Roja marroquí. Cuando en 1912 se estableció el protectorado español, la Cruz Roja Española quedó marginada por la competencia francesa, la internacionalización de Tánger y el rechazo local. Éste último culminó en la llamada Guerra del Rif de 1921-1927, mezcla de revuelta anticolonial y guerra internacional, que expuso de forma cruda las prolongadas necesidades del Estado español y su Cruz Roja. This article studies the central role of nationstates in the Red Cross during the interwar period. In the late nineteenth century, Spain pioneered the creation of European-style humanitarian institutions in Morocco. However, its perennial instability as a state, aggravated by the colonial disaster of 1898, put an end to the regenerationist project of a Moroccan Red Cross. When the Spanish protectorate was established in 1912, the Spanish Red Cross was overshadowed by competition from its French counterpart, the internationalization of Tangiers and resistance from the local inhabitants. This culminated in the so-called Rif War of 1921- 1927, a mixture of anticolonial revolt and international war that vividly exposed the ingrained deficiencies of the Spanish State and its Red Cross.

Phytosociological survey on the Lusitan-Extremadurean grasslands of Dactylis hispanica subsp. lusitanica (Stebbins & D.Zohary) Rivas-Mart. & Izco

Deeply connected with forest serial dynamics, and present in almost semi-natural landscapes of Iberian Peninsula, Dactylis hispanica subsp. lusitanica perennial grasslands antalis a major issue on biogeographical analysis, once it lacks on syntaxonomical solutions for its affiliation and respective positioning on serial dynamics of distinct territories, which edaphoclimatic envelopes suggest different floristic assemblages. Mainly part of Agrostion castellanae-Stipion giganteae alliance, the Lusitan-Extremadurean grasslands were studied, with the objective of updating that biogeographic Province, and several phytosociological relevés were made, allowing the syntaxonomical update as well to resolve the serial-dynamics arrangement where this peculiar grasslands makes part of. At last this communities belong to priority 6220 [*Pseudo-stepe with grasses and annuals (Thero-Brachypodietea)], habitat that interests as well for conservational matters, due to its peculiar flora.

Vegetation series as a basis for habitats and species conservation: methodological aspects

Vegetation series, defined as the sequence of stages in a sucession, and know as sigmetum (synassociation), describes the set of plant communities or stages that can be found in similar tesselar spaces as a result of the sucession process. This establishes the concept of vegetation series; a climatophilous series is one that depends on the climate, whereas an edaphoxerophilous series depends on the dryness of the soil, and is found on crests, spurs, ledges and limestone and siliceous rock fields. Edaphohygrophilous series are located in valleys, dry water courses and river terraces, and depend on the water present in the soil, which may become temporarily flooded and thus condition the temporihygrophilous series; they represent the transition between the clearly edaphohygrophilous and climatophilous series. The vegetation permaseries represents the perennial communities of permatesselae or similar permatesselar complexes, as occurs in polar territories, hyperdesert, high-mountain peaks, and non-stratified communities lacking in serial communities. The edaphoxerophilous series may include -in addition to the series head- permaseries (permanent communities) and other habitats, such as annual and crevice habitats. A territory behaves undergoes soil-loss phenomena it may become an edaphoseries, if the loss of the soil factor produces a situation of rocky crest. Thus the edaphoseries may act as dynamic transitional stage between the climatophilous series and the permaseries.

Uso de suplementos para acasalamento de bezerras Angus aos 14 meses de idade.

RESUMO: O experimento foi conduzido com o objetivo de avaliar o desenvolvimento de novilhas de corte em três sistemas alimentares: exclusivamente em pastagem de azevém (Lolium multiflorum Lam.) ou em pastagem de azevém e recebendo 0,93% do peso corporal de grão de milho inteiro ou grão de aveia branca como suplemento. O delineamento experimental foi o inteiramente ao acaso, com medidas repetidas no tempo. A utilização da pastagem de azevém, com ou sem uso de grão de milho ou aveia como suplemento, possibilita desenvolvimento reprodutivo para que as bezerras sejam acasaladas aos 14 meses de idade. O peso corporal ao início da utilização da pastagem é determinante para que as bezerras atinjam adequado desenvolvimento reprodutivo no início da estação de acasalamento. ABSTRACT: The experiment was carried out to evaluate the development of beef heifers in three feeding systems: exclusively on ryegrass pasture (Lolium multiflorum Lam.) or in ryegrass pasture and receiving 0.93% of body weight of corn whole grain or oats grain as a supplement. The experimental design was completely randomized with repeated measures in time. The utilization of ryegrass pasture, with or without the use of corn or oats grain as a supplement, provides reproductive development of heifers in order for them to be mated at 14 months of age. The body weight at the beginning of pasture utilization is crucial for heifers to reach adequate reproductive development at the beginning of the mating season.

Adaptive potential of Lolium multiflorum L. biotypes susceptible and resistant to glyphosate.

2016

Identification of a novel a-L-arabinofuranosidase gene associated with mealiness in apple.

In order to investigate the genetic bases of the physiological syndrome mealiness that causes abnormal fruit softening and juice loss in apples, an integrative approach was devised, consisting of sensory, instrumental, biochemical, genetic, and genomic methods. High levels of activity of a-L-arabinofuranosidase (a-AFase), a hydrolase acting on the pectic component of the cell walls, were found in individuals exhibiting the mealiness phenotype in a segregating population. The expression levels of the previously uncharacterized apple AF gene MdAF3 are higher in fruits from plants consistently showing mealiness symptons and high a-AFase activity. The transcription of MdAF3 is differentially regulated in distinct genomic contexts and appears to be independent of ethylene. Thus, it is likely to be controlled by endogenous developmental mechanisms associated with fruit ripening. The use of integrative approaches has allowed the identification of a novel contributor to the mealiness phenotype in apple and it has been possible to overcome the problems posed by the unavailability of near-isogenic lines to dissect the genetic bases of a complex physiological trait in woody perennial species.

Drying of rye (Lolium miltiflorum l.) in fixed bed with parallel air flow.

This work aimed to study the drying of ryegrass seeds (Lolium multiflorum L.) in fixed bed dryer with parallel air flow.