Ability of Tong Luo Jiu Nao Oral Solution to Improve Cognitive and Gait Deficits in a Rat Model of Focal Cerebral Ischemia

Objective To investigate the ability of Tong Luo Jiu Nao(TLJN)Oral Solution to improve cognitive and gait deficits in a rat model of focal cerebral ischemia.Methods An intraluminal suture method was used to create a rat model of focal cerebral ischemia.Experimental animals were divided into4groups:sham surgery,cerebral ischemia model,cerebral ischemia model+low-dose TLJN Oral Solution(150mg/kg),cerebral ischemia model+high-dose TLJN Oral Solution(300mg/kg).After4weeks of drug intervention,water maze and gait analyses were conducted.Brain tissue was stained with hematoxylin and eosin and used to monitor and calculate the volume ratio of cerebral infarction in each group of permanent middle cerebral artery occlusion(pMCAO)rats.Results(1)Gait analyses:TLJN Oral Solution significantly improved the overall gait of the focal cerebral ischemic rat model.The improvement in walking speed might have been achieved by the shortening of the animals’stride time.The shortening of stance time by TLJN in the cerebral ischemic animals might be due to the shortening of brake and propulsion times,while the shortening of stride time by TLJN in the cerebral ischemic animals might have been due to the shortening of stance time and swing time.(2)Water maze navigation test:high-dose TLJN Oral Solution significantly reduced the animals’total swimming distance and duration and increased the proportion of swimming distance and time spent in the target quadrant,suggesting that TLJN significantly improved the cognitive deficit in the animal model.(3)High-dose TLJN significantly reduced the cerebral infarction volume ratio of the pMCAO rats.Conclusion This intraluminal suture method can reliably replicate a rat model of focal cerebral ischemia.TLJN Oral Solution improves the gait and cognitive function of the focal cerebral ischemia rat model to various extents.

The Role of the First Language in Mongolian Learner's Learning of English

In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learners English. It starts with a discussion on the connection between L1and L2 from two conflicting theories-the Restructuring Hypothesis and the Creative construction Hypothesis. Then it explores the similarities and differences between English and Mongolian, which is followed by some examples, for the purpose of helping Mongolian learners improve their English efficiently.

US Mate,a Real Mate?

In this paper, a software product"US mate"designed to improve non-native speakers' listening and speaking abilities in English has been analyzed in detail. After a survey of the two diverse theories in SLA, the authors conclude that the software is designed based on the behaviorist theories. Therefore, the so-called"interactive communication"is just an empty boast.

Simulation Is Not a Pedagogy

Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There seems to be some confusion as to what simulation actually is. Some have called simulation a pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive teaching/learning platform which is a representation of a functioning system or process. Simulation has been used in undergraduate nursing education in a focused manner for nearly 20 years. Its effectiveness in improving clinical reasoning and critical thinking is not certain if overall instructional design principles do not reflect suitable philosophical paradigms. Simulation as a teaching/learning platform is maximized when instructional design includes the inspiration of behaviorism, cognitivism, and constructivism. Behaviorist design principles include rote learning, repetition, modular learning, stimulus-response, and conditioning. Cognitivist design principles include observational techniques, bootstrapping, and equilibration in the form of assimilation and accommodation. Constructivist design principles include new habit formation through experience and interaction with a “mature social medium” in the form of a simulation facilitator. All of these philosophical underpinnings have the potential to maximize simulation when used as underpinnings in the overall design.

A Theoretical Study of Language Transfer

This paper introduces some theories concerning language transfer, such as behaviorist views and cognitive views, and the relationship between language transfer and contrastive and error analysis, interlanguage, fossilization, universial grammar. It is believed that incorporating the concept of language transfer in English teaching may facilitate students’ learning of the language.

Towards an Integration of the Behaviorist,the Cognitivist and the Interactionist Models in SLA in China

Introduction English Language teaching as a profession has enjoyed a long history.And ever since itsinitiation,people have investigated different models in language acquisition/learning andteaching,although only in recent years has attention been paid to the studies of SLA.In theChinese setting,research in foreign language teaching(TEFL)has been made in the fashionof the theories of first language acguisition or SLA,for it is believed that the contributions tostudies of the input provided by mothers(i.e motherese) in L1 acquisition and teachers inter-locuters in SLA are necessarily important for understanding the direction that TEEL researchhas followed,as they have provided both a methodololgy for investigating input and the re-search questions.The behaviorist,the cognitivist and the interactionist approaches have putforward different models in interpreting L1 acquisition and SLA,which obviously have theirown merits and demerits,depending on the level at which they are employed and the purposethey