ACKNOWLEDGEMENTS For the completion of this graduation thesis, I have been fortunate to receive invaluable contributions from many people. First of all, I especially would like to express my deepest thanks to my supervisor, Mrs. Vo Thi Hong Minh, MA, whose useful instructions and advice, as well as detailed critical comments help me a great deal from the beginning to the end of the thesis writing process. Without her help, the study would have never finished. I also should like to thank the teachers in Foreign Language Department at Vinh University who have given me useful advice and favourable conditions for the completion of the study. Additionally, I am grateful to all students in class K48B2 English at Vinh University who have help me to carry out the survey for my thesis. Last but not least, I am in debt to my beloved family and my dedicated friends who are always by my side with their constant help and spiritual support during my studying process. I have made great efforts to complete the study. However, due to my limited knowledge, the study is far from being perfect. Thus, the author would like to receive any comments from the teachers, friends, and those who are concerned about this area, which can help improve the study. Vinh, May, 2011 Vo Thi Kim Oanh i ABSTRACT The importance of understanding English expressions and sentences, as well as the whole text in order to translate them into Vietnamese correctly has stimulated the author in the study on ambiguity caused by ellipsis and substitution. In this thesis, the author discusses different definitions of ambiguity, ellipsis and substitution and their types first. Then, the survey is implemented so as to investigate the main types of ambiguity caused by ellipsis and substitution. From the result, some suggestions for making disambiguation are given. In addition, some types of exercises are also given to practice. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS . ABSTRACT . TABLE OF CONTENTS iii PART I: INTRODUCTION 1. Justification of the Study Nowadays English has become popular in all aspects such as: education, economy, Công ty Luật Minh Gia www.luatminhgia.com.vn THE MINISTRY OF AGRICULTURE AND RURAL DEVELOPMENT Circular No 33/2015/TT-BNNPTNT dated October 08, 2015 of the Ministry of Agriculture and Rural Development on regulations on monitoring of food hygiene and safety in harvests of bivalve mollusks Pursuant to the Law on Product and Goods Quality No 05/2007/QH12 dated November 21, 2007; Pursuant to the Law of Food Safety No 55/2010/QH12 dated June 17, 2010; Pursuant to the Government's Decree No 132/2008/ND-CP dated December 31, 2008, detailing the implementation of a number of articles of the Law on Product and Goods Quality; Pursuant to the Government's Decree No 38/2012/ND-CP dated April 25, 2012, detailing the implementation of some articles of the Law on Food Safety; Pursuant to the Government's Decree No 199/2013/ND-CP dated November 26, 2013 defining the functions, tasks, entitlements and organizational structure of the Ministry of Agriculture and Rural Development; At the request of General Director of National Agro - Forestry - Fisheries Quality Assurance Department, The Minister of Agriculture and Rural Development promulgates the Circular regulating supervision of food safety and hygiene in the harvest of bivalve mollusk Chapter I GENERAL PROVISIONS Article Scope of adjustment This Circular regulates content, order and procedures on implementation of the program for monitoring food hygiene and safety in harvests of bivalve mollusk (hereinafter referred to as “Monitoring Program”) at the request of local authorities; responsibilities and authorities of relevant agencies, organizations and individuals in the Monitoring Program Article Subject of application LUẬT SƯ TƯ VẤN PHÁP LUẬT 24/7: 1900 6169 Công ty Luật Minh Gia www.luatminhgia.com.vn This Circular applies to facilities harvesting, purchasing, cleaning, rearing and processing bivalve mollusks, Inspection Agencies, Controlling Agencies and Testing Facilities Article Interpretation of terms In this Circular, some terms are construed as follows: Bivalve mollusks means species of mollusks that have calcareous shells in common and all are filter feeders including coelenterates, echinoderms and marine gastropods Areas harvested include territorial waters, estuary or lagoons where bivalve mollusks are raised or naturally distributed and harvested as a source of food Rearing means activities of keeping bivalve mollusks in the rearing area within a certain period of time to reduce pollution to an appropriate level so that they can be used as food Rearing area means territorial waters, estuary or lagoons that have clearly defined borders and are marked by floats or other fixed objects Bivalve mollusk cleaning facilities (Cleaning Facilities) mean places with clean saltwater containers to keep live bivalve mollusks within a certain period of time being used to reduce pollution to an appropriate level so that they can be used as food Bivalve mollusks harvesting facilities (Harvesting Facilities) mean places where bivalve mollusks are developed, harvested and brought to markets for consumption Bivalve mollusks purchasing facilities (Purchasing Facilities) mean places where activities of collection, storage and transport of live bivalve mollusks from Harvesting Facilities to consumption areas or to Processing Facilities take place Bivalve mollusks processing facilities (Processing Facilities) mean places where one or more of the following activities take place: removal of shells and internal organs, heating, smoking, cooking, drying, salting, seasoning, freezing, packaging and storage Bivalve mollusks rearing facilities (Rearing Facilities) mean places where bivalve mollusks are reared in the rearing areas 10 Biological toxins mean poisonous substance accumulated in bivalve mollusks due to consumption of toxin-containing marine algae LUẬT SƯ TƯ VẤN PHÁP LUẬT 24/7: 1900 6169 Công ty Luật Minh Gia www.luatminhgia.com.vn Article Principles, content and foundations for developing Monitoring Program Principles Monitoring Program is deployed in harvested areas must meet following conditions: a) Harvested areas must have organizations (teams, cooperatives) or individuals to ensure activities of harvesting bivalve mollusks b) Harvested areas must be located within planning area for growing or exploiting aquatic resources by the Ministry of Agriculture and Rural Development and localities Content a) Establish plans for developing Monitoring Program a) Organization of implementation of Monitoring Program includes sampling and testing, notifications of harvesting and post-harvest handling mode, harvesting control, issuance of Certificate of Origin or harvesting control notes, handling of warnings, classification of harvested areas, control on bivalve mollusks outside classified areas c) Verification of implementation of Monitoring Program; Foundations for developing Monitoring Program include Vietnam’s national technical regulations on seafood safety Exported bivalve mollusks ...BioMed Central Page 1 of 9 (page number not for citation purposes) Journal of Occupational Medicine and Toxicology Open Access Research Effects of short duration stress management training on self-perceived depression, anxiety and stress in male automotive assembly workers: a quasi-experimental study BA Edimansyah 1 , BN Rusli* 2 and L Naing 3 Address: 1 School of Dental Sciences, Universiti Sains Malaysia Health Campus, 16150 Kubang Kerian, Kelantan, Malaysia, 2 Clinical School Johor Bahru, Tan Sri Jeffrey Cheah School of Medicine, Monash University, JKR 1235, Bukit Azah, 80100 Johor Bahru, Johor, Malaysia and 3 Institute of Medicine, National University of Brunei Darussalam, Jalan Tungku Link, Gadong BE 1410, Brunei Darussalam Email: BA Edimansyah - edisyah@yahoo.com; BN Rusli* - rusli.nordin@med.monash.edu.my; L Naing - naing61@gmail.com * Corresponding author Abstract To examine the effects of short duration stress management training (SMT) on self-perceived depression, anxiety and stress in male automotive assembly workers, 118 male automotive workers from Pekan, Pahang (n = 60, mean age = 40.0 years, SD = 6.67) and Kota Bharu, Kelantan (n = 58, mean age = 38.1 years, SD = 5.86) were assigned to experimental and control group, respectively. A SMT program consisting of aerobic exercise, stress management manual, video session, lecture, question and answer session, and pamphlet and poster session were conducted in the experimental group. A validated short-form Malay version of the Depression Anxiety Stress Scales (DASS-21) were self-administered before and after the intervention program in the experimental and control group and their time and group interaction effects were examined using the repeated measure ANOVA test. Results indicated that the mean (SD) scores for DASS- Depression (p = 0.036) and DASS-Anxiety (p = 0.011) were significantly decreased, respectively, after the intervention program in the experimental group as compared to the control group (significant time-group interaction effects). No similar effect was observed for the mean (SD) scores for DASS-Stress (p = 0.104). However, the mean (SD) scores for subscales of DASS- Depression (Dysphoria, p = 0.01), DASS-Anxiety (Subjective Anxiety, p = 0.007, Situational Anxiety, p = 0.048), and DASS-Stress (Nervous Arousal, p = 0.018, Easily Upset, p = 0.047) showed significant time and group interaction effects. These findings suggest that short duration SMT is effective in reducing some aspects of self-perceived depression, anxiety and stress in male automotive workers. Background Job stress is a major occupational health problem in many sectors of industries and automotive assembly industry workers are one of several occupational groups who report disproportionately high levels of job stress [1,2]. Studies have shown that job stress is a significant problem in automotive assembly line workers [2-6]. For instance, Karasek has highlighted high strain work (high demand and low control) among machine-paced operative assem- blers [3]. Kvanström reported that automotive assembly- line work is often performed in a workplace environment with physical problems, such as noise, vibrations and Published: 21 November 2008 Journal of Open Access Available online http://ccforum.com/content/8/6/R483 R483 December 200 4 Vol 8 No 6 Research The effect of interruption to propofol sedation on auditory event-related potentials and electroencephalogram in intensive care patients Heidi Yppärilä 1 , Silvia Nunes 2 , Ilkka Korhonen 3 , Juhani Partanen 4 and Esko Ruokonen 5 1 Department of Clinical Neurophysiology, Kuopio University Hospital, and Department of Applied Physics, University of Kuopio, Kuopio, Finland 2 Department of Anesthesiology and Intensive Care, Division of Intensive Care, Kuopio University Hospital, Kuopio, Finland 3 Professor, VTT Information Technology, Tampere, Finland 4 Professor, Department of Clinical Neurophysiology, Kuopio University Hospital, Kuopio, Finland 5 Department of Anesthesiology and Intensive Care, Division of Intensive Care, Kuopio University Hospital, Kuopio, Finland Corresponding author: Heidi Yppärilä, heidi.ypparila@kuh.fi Abstract Introduction In this observational pilot study we evaluated the electroencephalogram (EEG) and auditory event-related potentials (ERPs) before and after discontinuation of propofol sedation in neurologically intact intensive care patients. Methods Nineteen intensive care unit patients received a propofol infusion in accordance with a sedation protocol. The EEG signal and the ERPs were measured at the frontal region (Fz) and central region (Cz), both during propofol sedation and after cessation of infusion when the sedative effects had subsided. The EEG signal was subjected to power spectral estimation, and the total root mean squared power and spectral edge frequency 95% were computed. For ERPs, we used an oddball paradigm to obtain the N100 and the mismatch negativity components. Results Despite considerable individual variability, the root mean squared power at Cz and Fz (P = 0.004 and P = 0.005, respectively) and the amplitude of the N100 component in response to the standard stimulus at Fz (P = 0.022) increased significantly after interruption to sedation. The amplitude of the N100 component (at Cz and Fz) was the only parameter that differed between sedation levels during propofol sedation (deep versus moderate versus light sedation: P = 0.016 and P = 0.008 for Cz and Fz, respectively). None of the computed parameters correlated with duration of propofol infusion. Conclusion Our findings suggest that use of ERPs, especially the N100 potential, may help to differentiate between levels of sedation. Thus, they may represent a useful complement to clinical sedation scales in the monitoring of sedation status over time in a heterogeneous group of neurologically intact intensive care patients. Keywords: electroencephalogram, event-related potentials, intensive care, propofol, sedation Introduction The majority of mechanically ventilated patients in the intensive care unit (ICU) require sedation to reduce their anxiety and to increase their tolerance of the tracheal tube and mechanical ventilation. The choice of sedative drugs and the way in which they are administered may have an important impact on patient outcome and cost of care [1]. Excessively deep sedation will prolong ventilator dependence and length of stay in the ICU, Received: 19 May 2004 Revisions requested: 23 August 2004 Revisions received: 7 September 2004 Accepted: 23 September 2004 Published: 22 October 2004 Critical Care 2004, 8:R483-R490 (DOI 10.1186/cc2984) This article is online at: http://ccforum.com/content/8/6/R483 © 2004 Yppärilä et al., licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is cited. AEP = auditory evoked potential; Cz = central region; EEG = electroencephalogram; ERP = event-related potential; Fz = frontal region; ICU = inten- sive care unit; MMN = mismatch negativity; RMS = Int J Vitam Nutr Res., 84 (5 – 6), 2014, 252 – 260 252 Original Communication Effect of Coenzyme Q10 on Oxidative Stress, Glycemic Control and Inflammation in Diabetic Neuropathy: A Double Blind Randomized Clinical Trial Maryam Akbari Fakhrabadi1, Ahmad Zeinali Ghotrom2, Hassan MozaffariKhosravi1, Hossein Hadi Nodoushan3, and Azadeh Nadjarzadeh4 Department of Nutrition, Faculty of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Department of Neuroscience, Faculty of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Department of Immunology, Faculty of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Nutrition and Food Security Research Centre, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Received: May 29, 2014; Accepted: January 12, 2015 Abstract: Objective: This 12-week randomized placebo controlled clinical trial investigated the effect of Coenzyme Q10 (CoQ10) on diabetic neuropathy, oxidative stress, blood glucose and lipid profile of patients with type diabetes Methods: Diabetic patients with neuropathic signs (n = 70) were randomly assigned to CoQ10 (200 mg/d) or placebo for 12 weeks Blood samples were collected for biochemical analysis and neuropathy tests before and after the trial Results: There were no significant differences between the two groups in terms of mean fasting blood glucose, HbA1c and the lipid profile after the trial The mean insulin sensitivity and total antioxidant capacity (TAC) concentration significantly increased in the Q10 group compared to the placebo after the trial (P < 0.05) C-reactive protein (hsCRP) significantly decreased in the intervention group compared to placebo after the trial (P < 0.05) In the control group, insulin sensitivity decreased and HOMA-IR increased, which revealed a significant difference between groups after the trial Neuropathic symptoms and electromyography measurements did not differ between two groups after the trial Conclusions: According to the present study, CoQ10, when given at a dose of 200 mg/d for 12 weeks to a group of neuropathic diabetic patients, did not improve the neuropathy signs compared to placebo, although it had some beneficial effects on TAC and hsCRP and probably a protective effect on insulin resistance Key words: diabetic neuropathy, oxidative stress, blood glucose, lipid profile, insulin sensitivity Int J Vitam Nutr Res 84 (5 – 6) © 2014 Hans Huber Publishers, Hogrefe AG, Bern DOI 10.1024/0300-9831/a000211 M Akbari Fakhrabadi et al.: CoQ10 in Diabetes Introduction Type diabetes is a clinical syndrome with variable phenotypic expression rather than a single disease with a specific etiology The main etiology of the syndrome includes β-cell insufficiency and insulin resistance, which leads to increased blood glucose High blood glucose level determines the overproduction of reactive oxygen species (ROS) by the mitochondria electron transport chain High reactivity of ROS determines chemical changes in virtually all cellular components, leading to DNA and protein modification and lipid peroxidation[1] One of the chief injuries arising from hyperglycemia is injury to vasculature, which is classified as either small vascular injury (microvascular disease) including retinopathy, nephropathy and neuropathy, or injury to the large blood vessels of the body (macrovascular disease) [2] Diabetic peripheral neuropathy (DPN) is one of the most prevalent long-term complications of diabetes More than 50 % of all diabetic patients may suffer from some degree of neuropathy [3] DPN is considered the cause of considerable morbidities and can affect the quality of life [3, 4] It is characterized by the progressive deterioration of nerves predisposing neuropathic foot ulceration, Charcot neuroarthropathy, and lower extremity amputation [4] Diabetic neuropathies are divided into symmetrical and asymmetrical types; symmetrical forms include distal sensory or sensory polyneuropathy, small-fiber neuropathy, On teaching a language: principles and priorities in methodology Omaggio Chapter Some definitions • Consider the terms: – Second language acquisition theory – Philosophy of teaching – Methodology – Syllabus • What does each mean to you? What are the similarities that unite them? What are the differences? How to compare methodologies? • Given the large number of approaches and methodologies, we need some standard by which to evaluate them all • For us, that standard will be the standard of proficiency • Subsumed under “proficiency” then, is how well the method or approach encourages proficiency and enables the incorporation of the 5Cs Guidelines & Standards • These are NOT syllabi or methodologies • But they help us derive implications for instruction (Galloway 1997) – Instructors can shift emphasis of instruction to develop certain skills – Instructors can use the Cs as a guiding framework for their classes Some current methods and approaches A brief overview Traditional method: Grammar-Translation • Based on idea that mental order is essential for growth the mind • Grammar rules and bilingual vocabulary lists • Translation exercises • Comparison between L1 and L2 • Minimal listening and speaking practice The direct method: A rationalist perspective • • • • • • “Active method” starts with the here and now Paraphrase in order to avoid the use of translation Students hear complete and meaningful sentences Emphasis placed on correct pronunciation Grammar is assumed to be learned through practice, not directly taught Texts are understood “directly” without translations or dictionaries Audiolingual: An empiricist perspective • “Scientific” approach to language • Goal is to develop same abilities as native speakers • No L1 use at all • Students learn through stimulus-response techniques, no time for analysis • Pattern drills without explanation • Natural sequence of four skills Mentalist perspectives • Based on reactions to Audiolingualism, influenced heavily by Chomsky • The Cognitive Anti-Method – Learner controlled – Innate ability to learn languages – No attention to form necessary – Language is acquired globally – Errors are inevitable, shouldn’t be corrected – L1 interference naturally disappears with more experience Mentalist perspectives • The Cognitive-Code Method – Goal is to develop same abilities as natives – The instructor must move from the known to the unknown – Promote creative use of language – Students should understand the rule system, not memorize it – Learning should be meaningful Suggestopedia Of all of these… • Which approach or method makes the most sense to you as a teacher? Why? • As a student, which approach you think you would prefer? Why? • What method or approach does UF use or the textbooks we adopt employ? Do you follow this approach in your class? Communicative Approach : Pros and Cons • Advantages – Developed precisely to promote communication, interaction, etc – Many principles (communicative, task, meaningfulness) conform to the hypotheses of “proficiency” – Flexible approach to teaching – Repertoire of “best practices” Communicative Approach : Pros and Cons • Disadvantages – Some students want more explicit emphasis on grammar – Hard to coordinate multi-section courses – Difficult to test in the way we teach – Others? More Pros and Cons • In your opinion, which of the approaches listed here has the most to offer in terms of proficiency? The least to offer? Explain – Grammar-Translation – Direct Method – Audiolingual Methodology – Total Physical Response – Natural Approach – Community Language Learning – Silent Way – Suggestopedia Reaction response • Think about the textbook you are using in the class you teach What is the theoretical basis of the book? What types of activities are included? How are they sequenced? How are the four skills integrated? What you view as the main strengths and weaknesses of the book? What would you change about the text? Some other questions to consider… Meaningful ... harvesting and officers from inspection and controlling agencies that take part in Monitoring Program must be provided with training in professional competence of food hygiene and safety in harvesting... (Certificate of Origin, harvest control notes and warning notices ) Cooperate with Inspection Agencies in organizing training courses in monitoring food hygiene and safety in harvests of bivalve mollusks; ... and safety in harvests of bivalve mollusks for personnel of Inspection Agencies and Controlling Agencies; Make annual reports on performance of Monitoring Program in harvests of bivalve mollusks