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Neil Robert O’Morain,Helen O’Donovan,Caroline Conlon,Eileen Shannon,Diarmuid Manning,Eoin Slattery 대한소화기내시경학회 2021 Clinical Endoscopy Vol.54 No.4
Background/Aims: Gastric antral vascular ectasia (GAVE) is a rare acquired vascular lesion of the gastric antrum. The most frequentpresentation of GAVE is iron deficiency anemia. Endoscopic therapy is the mainstay of treatment. However, there is no consensusregarding the optimal treatment modality. Methods: A retrospective cohort study was performed on patients with GAVE, including patients receiving endoscopic therapy. Treatment was with either argon plasma coagulation (APC) or endoscopic band ligation (EBL). Basic demographic data, indicationfor index procedure, number of sessions, and pre- and post-hemoglobin levels were collected. The aim of the study was to compareoutcomes across the two treatment modalities. Results: One hundred and seventeen diagnoses of GAVE were made. Sixty-two patients (53%) required endoscopic treatment forsymptomatic GAVE (female, n=38, 61%; mean age of 74.4 years). Two hundred and eighteen procedures were performed duringthe study period. APC was performed (n=161, 74%) more frequently than EBL (n=57, 26%). Patients treated with APC at indexrequired a median 5 subsequent therapeutic interventions (APC or EBL), while those treated with EBL at index required a further 2.9treatments (EBL only) (p<0.05). Conclusions: APC was the most common treatment modality employed. We demonstrate an increasing incidence of EBL. Patientstreated with EBL at index treatment required fewer subsequent treatment sessions and had a greater mean rise in hemoglobin. Thissuggests a more effective endoscopic response with EBL.
Modularity and Modality in 'Second' Language Learning
Neil Smith 한국영어학회 2003 영어학 Vol.3 No.3
I report on the case of a polyglot 'savant' (C), who is mildly autistic, severely apraxic, and of limited intellectual ability; yet who can read, write, speak and understand about twenty languages. I outline his abilities, both verbal and non-verbal, noting the asymmetry between his linguistic ability and his general intellectual inability and, within the former, between his unlimited morphological and lexical prowess as opposed to his limited syntax. I then spell out the implications of these findings for modularity. C's unique profile suggested a further project in which we taught him British Sign Language. I report on this work, paying particular attention to the learning and use of classifiers, and discuss its relevance to the issue of modality: whether the human language faculty is preferentially tied to the oral domain, or is 'modality-neutral' as between the spoken and the visual modes.
A Critical Review of Foreign Language Anxiety Studies from the Korean Post-Secondary Context
Neil Briggs 한국외국어교육학회 2017 Foreign languages education Vol.24 No.4
This study analyzes the results of ten foreign language anxiety (FLA) research papers from the Korean post-secondary EFL context. Its aim is to identify some of the methodological limitations that persist in such research in an effort to influence the epistemological perspectives and methodological approaches of future studies. A comprehensive summary of the FLA-associated factors, variables, and pedagogical implications reported in the respective research papers is presented. Discussions include a critical analysis of the traditional cognitivist approach to FLA research, addressing issues associated with attempts to isolate and objectively quantify the cognitive states of the students. Highlighted is the argument that, when the socio-cultural dimension of language learning is adequately accounted for, many of the underlying assumptions inherent to traditional FLA research become inescapably problematic. The study concludes by emphasizing the need to adopt holistic, interpretive, and social constructivist research perspectives through which the dynamic and ever-changing nature of human activity can be more fully accounted for, and by which the pedagogical implications remain deeply entwined with, rather than detached from, the context in which the language learning activity takes place.